All the tips and tools you need to realize the goal of balanced literacy learning. Students learn to read and write best when their teachers balance literacy instruction. Best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential. Using this essential guide, tap your intuition, collaborate with your peers, and put the research-based strategies embedded within to work in your…mehr
All the tips and tools you need to realize the goal of balanced literacy learning. Students learn to read and write best when their teachers balance literacy instruction. Best-selling authors Douglas Fisher, Nancy Frey, and Nancy Akhavan help you strike the right balance of skills and knowledge, reading and writing, small and whole group instruction, and direct and dialogic instruction, so that all students can learn to their maximum potential. Using this essential guide, tap your intuition, collaborate with your peers, and put the research-based strategies embedded within to work in your classroom for a strong and successful balanced literacy program.
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Doug was an early intervention teacher and elementary school educator. He is a credentialed English teacher and administrator in California. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as The Teacher Clarity Playbook 2/e, Your Introduction to PLC+, The Illustrated Guide to Teacher Credibility, The Teaching Reading Playbook, and Welcome to Teaching!.
Inhaltsangabe
Chapter 1 - Defining Balance, Finding Balance Chapter 2 - Whole Class Reading Instruction: High-Level Support for Learning Chapter 3 - Whole Class Writing Instruction: High-Level Support for Learning Chapter 4 - Collaborative Reading and Writing: Learning in the Company of Peers Chapter 5 - Small Group Reading Instruction: Targeted Support Through Guided Learning Chapter 6 - Small Group Writing Instruction: Targeted Support Through Guided Learning Chapter 7 - Independent Reading: Practicing, Applying, and Extending Learning Chapter 8 - Independent Writing Instruction: Practicing, Applying, and Extending Learning Chapter 9 - Assessment and Intervention in the Balanced Literacy Classroom: Noticing and Responding to Students¿ Needs References
Chapter 1 - Defining Balance, Finding Balance Chapter 2 - Whole Class Reading Instruction: High-Level Support for Learning Chapter 3 - Whole Class Writing Instruction: High-Level Support for Learning Chapter 4 - Collaborative Reading and Writing: Learning in the Company of Peers Chapter 5 - Small Group Reading Instruction: Targeted Support Through Guided Learning Chapter 6 - Small Group Writing Instruction: Targeted Support Through Guided Learning Chapter 7 - Independent Reading: Practicing, Applying, and Extending Learning Chapter 8 - Independent Writing Instruction: Practicing, Applying, and Extending Learning Chapter 9 - Assessment and Intervention in the Balanced Literacy Classroom: Noticing and Responding to Students¿ Needs References
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