By Cathy Collins Block
Identifying what exemplary lecturers be aware of and do to advertise literacy fulfillment at each grade point, this hugely motivating booklet presents step by step information for pro improvement. It is helping lecturers investigate their strengths and construct their advantage in six key domain names of literacy guideline without delay associated with pupil good fortune. that includes skills-building workouts, pattern lesson plans, booklet lists, and over a dozen reproducibles, the booklet illustrates particular activities that lecturers can take to emulate their foremost colleagues in class districts round the country.
New to This Edition
* Revised and up-to-date in keeping with the authors' specialist improvement paintings with over 20,000 educators.
* increased to hide K–12 (prior variation lined K–5).
* Now comprises fabric for literacy coaches and directors, in addition to teachers.
* "Teacher-in-Action" circumstances provide shiny snapshots of exemplary practices.
*Many of the actions and reproducibles are new or revised.
Read Online or Download Exemplary Literacy Teachers, Second Edition: What Schools Can Do to Promote Success for All Students (Solving Problems in the Teaching of Literacy) PDF
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Additional resources for Exemplary Literacy Teachers, Second Edition: What Schools Can Do to Promote Success for All Students (Solving Problems in the Teaching of Literacy)
45 How then may this information be best utilized? If you are a literacy teacher, the first step in the process is to look at the grade level at which you provide literacy instruction. 3 for each of these grades. Literacy coaches or principals should examine the research as to the practices that should be used at the grade levels of the teachers with whom they are working. What should you examine at the grade levels that you are analyzing? 1, and see how you performed on the NELTA relative to it.
C. Bring forward new, intriguing reference materials that generate students’ enthusiasm so they become more deeply involved in the subject matter. Diagnose whether the cause was diminished curiosity about the content being read, inability to read the text, or a desire to have more acceptance from and belongingness to their peers, and then implement a new approach to address your diagnosis. 4. When you walk into the classroom and see a child who is not motivated to read, you would first: a. Hand the student a book to try that is written by a new author or from a new genre.
What do these data mean? If, in our prior example, you are either a kindergarten or second-grade teacher, the data mean that 50% of your actions regarding “Dominant Teaching Roles, Responsibilities, and Talents” are similar to those strategies regularly used by exemplary teachers at your grade level. If, in our example, you are in a nonteaching role, 50% of the actions you are recommending would be effective for kindergarten and 50% would be effective for second grade. If, in the preceding example, you are a first-grade teacher, you did not fare as well.