What are the implications of teaching phonics via a systematic direct intense programme that mandates all children to experience the same scripted lesson at the same time? This book addresses the question through an in-depth play-by-play description of a phonics lesson as it occurred in a real classroom, followed by chapters that look at it from different angles by zooming in on one facet to analyze it closely.
What are the implications of teaching phonics via a systematic direct intense programme that mandates all children to experience the same scripted les...
This book chronicles 5th and 6th grade writers - children of gang members, drug users, poor people, and non-documented and documented immigrants - in a rural school in the southwest US coming into their voices, cultivating those voices, and using those voices in a variety of venues, beginning with the classroom community and spreading outward.
At the heart of this book is the cultivation of tension between official and unofficial portraits of these students. Official portraits are composed of demographic data, socioeconomic data, and test results. Unofficial...
This book chronicles 5th and 6th grade writers - children of gang members, drug users, poor people, and non-documented and documented immigrants - ...
This book chronicles 5th and 6th grade writers - children of gang members, drug users, poor people, and non-documented and documented immigrants - in a rural school in the southwest US coming into their voices, cultivating those voices, and using those voices in a variety of venues, beginning with the classroom community and spreading outward.
At the heart of this book is the cultivation of tension between official and unofficial portraits of these students. Official portraits are composed of demographic data, socioeconomic data, and test results. Unofficial...
This book chronicles 5th and 6th grade writers - children of gang members, drug users, poor people, and non-documented and documented immigrants - ...
Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners' and their teachers' lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of...
Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities...
