This describes how to use basals in a reading workshop setting. This will make reading class more interesting and engaging, and meet the needs of students of varying levels in an inclusive general education setting or a special education setting
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This book discusses PCRP II, an integrative framework for language and literacy which teachers and administrators can use to examine, and when appropriate, to improve school and classroom practice in language use across the curriculum. Chapter 1 offers an introduction and summary. Chapter 2, "Perspectives on Theory and Practice," presents four perspectives for looking at the curriculum: learning as meaning-centered, social, language-based, and human. Chapter 3, "The Five Critical Experiences," (reading, writing, extending reading and writing, investigating language, and learning to learn) defines each experience, elaborates its specific research and theory bases, and suggests classroom activities applicable across the grades and across the curriculum, as well as activities for different grade levels and content areas. The fourth chapter, "Constructing Curriculum," addresses the integration of the five critical experiences in daily, weekly and long-range.
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The Sage Handbook for Research in Education: Pursuing Ideas as the Keystone of Exemplary Inquiry
What are the texts that best invite young children who depend on schools to become conventionally literate? This chapter traces my relationship with this question to date. I describe my interest in this question by parsing the past 55 years into three phases, each of which is characterized by a particular set of texts used with beginning readers. For each phase, I reflect on the critical incidents related to the kinds and uses of textbooks in beginning reading. These incidents are part of the broader educational and societal context. But I also reflect on the nature of my involvement with this topic during the period of time—my own “critical incidents,” as it were. The three periods are: (a) Dick-and-Jane (1955-1990); (b) The whole language era (1990-2000); and (c) Extreme decodables (2000 to present). I end by speculating on what the next period might bring for scholarship on texts and the role that I anticipate in that work.
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This research addressed the complexities of identity development in the lives of seven elementary and middle school preservice literacy teachers during their graduate teacher education program at a private western university using a poststructural feminism theoretical lens. This research investigated two questions: 1) How do preservice teachers develop their identity as teachers of literacy in the midst of authoritative discourses? 2) What kinds of strategies and discourses do preservice literacy teachers use to negotiate the competing discourses of literacy during student teaching? Data for this research were collected over nine months and were taken from five main sources: course documents, the researcher?s teaching notebook and journal, focus groups, and individual student interviews. Discourse analysis using poststructural feminism concepts of discourse, subjectivity, and agency were used to interpret the data. The validity of this research was re-framed using poststructural fem.
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