The everything guide to informational texts, K-2: best texts, best practices
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, Calif.
Corwin
[2014]
|
| Schlagworte: | |
| Beschreibung: | Print version record |
| Beschreibung: | 1 online resource (xv, 273 pages) illustrations |
| ISBN: | 9781452283074 1452283079 9781452283050 1452283052 |
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| 100 | 1 | |a Barclay, Kathy |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a The everything guide to informational texts, K-2 |b best texts, best practices |c Kathy Barclay, Laura Stewart, with Deborah M. Lee |
| 264 | 1 | |a Thousand Oaks, Calif. |b Corwin |c [2014] | |
| 300 | |a 1 online resource (xv, 273 pages) |b illustrations | ||
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| 500 | |a Print version record | ||
| 505 | 8 | |a Machine generated contents note: ch. 1 New Standards, Timeless Goals: How Informational Texts Can Help Make Every Child a Reader -- A Crash Course on the Common Core -- The College and Career Readiness Anchor Standards for Reading -- Naming the Skills Involved in Reading Nonfiction and Fiction -- Where Do We Go From Here? -- ch. 2 Bringing Informational Texts Into Your Teaching -- Goal 1 Expose Children to More Complex Texts -- Goal 2 Pay More Attention to Oral Language -- Goal 3 Be More Intentional -- Goal 4 Differentiate Instruction -- Goal 5 Explicitly Teach From the Text -- ch. 3 The How-To's of Selecting Stellar Texts -- The New Nonfiction -- Evaluating Format and Visual Appeal -- Evaluating Accuracy and Authenticity -- Evaluating Writing Style and Appropriateness for Young Children -- Evaluating Potential Content and Curricular Connections -- ch. 4 The Top Ten: Focus on These High-Impact Comprehension Strategies | |
| 505 | 8 | |a Contents note continued: Teaching High-Impact Skills and Strategies for Comprehending Informational Text -- 1. Use prior knowledge -- 2. Make inferences (predict, determine cause and effect, draw and support conclusions) -- 3. Visualize information -- 4. Ask and answer questions -- 5.Compare and contrast text and pictures -- 6. Determine key ideas and details -- 7. Interpret information from graphs, charts, and diagrams -- 8. Use references and resources -- 9. Summarize and synthesize -- 10. Monitor comprehension and use fix-up tips -- ch. 5 Demystifying What Makes Lessons Effective: The Lesson Plan Template -- The Overarching Goal of Informational Text Lessons: Rigorous Text Experiences for All Students -- The Four Lesson Steps -- A Detailed Look at the Lesson Template -- Summary of the Lesson Plan Action Steps -- How the Template Addresses CCSS for Informational Text -- How the Template Helps You Model Text-Based Responses -- How the Template Addresses Foundational Skills | |
| 505 | 8 | |a Contents note continued: How the Template Addresses Interdisciplinary Learning -- ch. 6 Informational Text Read-Aloud Lessons in Kindergarten -- The Common Core Standards for Informational Text Read-Alouds -- Using the Lesson Plan Template for the Read-Aloud -- Step 1 Prepare to Read -- Step 2 Guide Reading -- Step 3 Explicitly Teach From the Text -- Step 4 Facilitate Connections -- Miss Webb's Kindergarten Class: A Sample Informational Text Read-Aloud Lesson -- Kindergarten Informational Text Standards Included -- ch. 7 Informational Text Lessons in First Grade -- What's Different About First Grade? -- Mrs. Stacker's First Graders: A Sample Informational Text Guided Reading Lesson -- First Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 8 Informational Text Lessons in Second Grade -- What About Students Who Are Not Reading With Grade-Level Proficiency? -- Mr. Morris's Second Graders: A Model Informational Text Guided Reading Lesson | |
| 505 | 8 | |a Contents note continued: Second Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 9 Embedding Informational Texts in Units of Study -- An Interdisciplinary Focus -- Planning Units of Study: Who Does What? -- Selecting High-Quality Informational Literature for Units of Study -- Characteristics of Narrative and Expository Text -- Concluding Thoughts -- APPENDIX A Checklist for Evaluating Informational Literature -- APPENDIX B Common Core State Standards (CCSS) Checklists -- Kindergarten CCSS Checklist -- First Grade CCSS Checklist -- Second Grade CCSS Checklist -- APPENDIX C Lesson Plan Template -- APPENDIX D Topical List of Informational Literature -- APPENDIX E Annotated Bibliography of Children's Books | |
| 505 | 8 | |a Many educators, overwhelmed by the increasing demands of the profession and by the effort that the move to the Common Core Standards requires, continue to view fiction text as the primary source for both read aloud experiences and beginning reading instruction. This text helps all educators and prospective educators see nonfiction texts as an important component of all aspects of the PreK-2 curriculum and to provide them with practical, proven tools for selection and use of a wide variety of informational literature, including books, magazines, charts, graphs, digital media, and more. The authors examine why a balance of informational and narrative text is so important, and what recent research reveals about the value of using nonfiction text with young children. Those working most closely with children in kindergarten through second grade classrooms will find this to be a practical resource for understanding the Standards related to nonfiction text, and for selecting and using appropriate informational literature to build young children's background knowledge and their acquisition of foundational reading skills | |
| 546 | |a Text in English | ||
| 650 | 7 | |a Exposition (Rhetoric) / Study and teaching (Elementary) |2 fast | |
| 650 | 7 | |a Language arts (Elementary) |2 fast | |
| 650 | 7 | |a EDUCATION / Elementary |2 bisacsh | |
| 650 | 4 | |a Language arts (Elementary) |a Exposition (Rhetoric) |x Study and teaching (Elementary) | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Barclay, Kathy |t Everything guide to informational texts, K-2 |z 9781452283104 |
| 912 | |a ZDB-4-NLEBK | ||
| 999 | |a oai:aleph.bib-bvb.de:BVB01-029761845 | ||
Datensatz im Suchindex
| _version_ | 1804177605727879168 |
|---|---|
| any_adam_object | |
| author | Barclay, Kathy |
| author_facet | Barclay, Kathy |
| author_role | aut |
| author_sort | Barclay, Kathy |
| author_variant | k b kb |
| building | Verbundindex |
| bvnumber | BV044359214 |
| collection | ZDB-4-NLEBK |
| contents | Machine generated contents note: ch. 1 New Standards, Timeless Goals: How Informational Texts Can Help Make Every Child a Reader -- A Crash Course on the Common Core -- The College and Career Readiness Anchor Standards for Reading -- Naming the Skills Involved in Reading Nonfiction and Fiction -- Where Do We Go From Here? -- ch. 2 Bringing Informational Texts Into Your Teaching -- Goal 1 Expose Children to More Complex Texts -- Goal 2 Pay More Attention to Oral Language -- Goal 3 Be More Intentional -- Goal 4 Differentiate Instruction -- Goal 5 Explicitly Teach From the Text -- ch. 3 The How-To's of Selecting Stellar Texts -- The New Nonfiction -- Evaluating Format and Visual Appeal -- Evaluating Accuracy and Authenticity -- Evaluating Writing Style and Appropriateness for Young Children -- Evaluating Potential Content and Curricular Connections -- ch. 4 The Top Ten: Focus on These High-Impact Comprehension Strategies Contents note continued: Teaching High-Impact Skills and Strategies for Comprehending Informational Text -- 1. Use prior knowledge -- 2. Make inferences (predict, determine cause and effect, draw and support conclusions) -- 3. Visualize information -- 4. Ask and answer questions -- 5.Compare and contrast text and pictures -- 6. Determine key ideas and details -- 7. Interpret information from graphs, charts, and diagrams -- 8. Use references and resources -- 9. Summarize and synthesize -- 10. Monitor comprehension and use fix-up tips -- ch. 5 Demystifying What Makes Lessons Effective: The Lesson Plan Template -- The Overarching Goal of Informational Text Lessons: Rigorous Text Experiences for All Students -- The Four Lesson Steps -- A Detailed Look at the Lesson Template -- Summary of the Lesson Plan Action Steps -- How the Template Addresses CCSS for Informational Text -- How the Template Helps You Model Text-Based Responses -- How the Template Addresses Foundational Skills Contents note continued: How the Template Addresses Interdisciplinary Learning -- ch. 6 Informational Text Read-Aloud Lessons in Kindergarten -- The Common Core Standards for Informational Text Read-Alouds -- Using the Lesson Plan Template for the Read-Aloud -- Step 1 Prepare to Read -- Step 2 Guide Reading -- Step 3 Explicitly Teach From the Text -- Step 4 Facilitate Connections -- Miss Webb's Kindergarten Class: A Sample Informational Text Read-Aloud Lesson -- Kindergarten Informational Text Standards Included -- ch. 7 Informational Text Lessons in First Grade -- What's Different About First Grade? -- Mrs. Stacker's First Graders: A Sample Informational Text Guided Reading Lesson -- First Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 8 Informational Text Lessons in Second Grade -- What About Students Who Are Not Reading With Grade-Level Proficiency? -- Mr. Morris's Second Graders: A Model Informational Text Guided Reading Lesson Contents note continued: Second Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 9 Embedding Informational Texts in Units of Study -- An Interdisciplinary Focus -- Planning Units of Study: Who Does What? -- Selecting High-Quality Informational Literature for Units of Study -- Characteristics of Narrative and Expository Text -- Concluding Thoughts -- APPENDIX A Checklist for Evaluating Informational Literature -- APPENDIX B Common Core State Standards (CCSS) Checklists -- Kindergarten CCSS Checklist -- First Grade CCSS Checklist -- Second Grade CCSS Checklist -- APPENDIX C Lesson Plan Template -- APPENDIX D Topical List of Informational Literature -- APPENDIX E Annotated Bibliography of Children's Books Many educators, overwhelmed by the increasing demands of the profession and by the effort that the move to the Common Core Standards requires, continue to view fiction text as the primary source for both read aloud experiences and beginning reading instruction. This text helps all educators and prospective educators see nonfiction texts as an important component of all aspects of the PreK-2 curriculum and to provide them with practical, proven tools for selection and use of a wide variety of informational literature, including books, magazines, charts, graphs, digital media, and more. The authors examine why a balance of informational and narrative text is so important, and what recent research reveals about the value of using nonfiction text with young children. Those working most closely with children in kindergarten through second grade classrooms will find this to be a practical resource for understanding the Standards related to nonfiction text, and for selecting and using appropriate informational literature to build young children's background knowledge and their acquisition of foundational reading skills |
| ctrlnum | (ZDB-4-NLEBK)ocn907539381 (OCoLC)907539381 (DE-599)BVBBV044359214 |
| dewey-full | 372.6 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.6 |
| dewey-search | 372.6 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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Monitor comprehension and use fix-up tips -- ch. 5 Demystifying What Makes Lessons Effective: The Lesson Plan Template -- The Overarching Goal of Informational Text Lessons: Rigorous Text Experiences for All Students -- The Four Lesson Steps -- A Detailed Look at the Lesson Template -- Summary of the Lesson Plan Action Steps -- How the Template Addresses CCSS for Informational Text -- How the Template Helps You Model Text-Based Responses -- How the Template Addresses Foundational Skills</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Contents note continued: How the Template Addresses Interdisciplinary Learning -- ch. 6 Informational Text Read-Aloud Lessons in Kindergarten -- The Common Core Standards for Informational Text Read-Alouds -- Using the Lesson Plan Template for the Read-Aloud -- Step 1 Prepare to Read -- Step 2 Guide Reading -- Step 3 Explicitly Teach From the Text -- Step 4 Facilitate Connections -- Miss Webb's Kindergarten Class: A Sample Informational Text Read-Aloud Lesson -- Kindergarten Informational Text Standards Included -- ch. 7 Informational Text Lessons in First Grade -- What's Different About First Grade? -- Mrs. Stacker's First Graders: A Sample Informational Text Guided Reading Lesson -- First Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 8 Informational Text Lessons in Second Grade -- What About Students Who Are Not Reading With Grade-Level Proficiency? -- Mr. Morris's Second Graders: A Model Informational Text Guided Reading Lesson</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Contents note continued: Second Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 9 Embedding Informational Texts in Units of Study -- An Interdisciplinary Focus -- Planning Units of Study: Who Does What? -- Selecting High-Quality Informational Literature for Units of Study -- Characteristics of Narrative and Expository Text -- Concluding Thoughts -- APPENDIX A Checklist for Evaluating Informational Literature -- APPENDIX B Common Core State Standards (CCSS) Checklists -- Kindergarten CCSS Checklist -- First Grade CCSS Checklist -- Second Grade CCSS Checklist -- APPENDIX C Lesson Plan Template -- APPENDIX D Topical List of Informational Literature -- APPENDIX E Annotated Bibliography of Children's Books</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Many educators, overwhelmed by the increasing demands of the profession and by the effort that the move to the Common Core Standards requires, continue to view fiction text as the primary source for both read aloud experiences and beginning reading instruction. 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| id | DE-604.BV044359214 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T07:50:44Z |
| institution | BVB |
| isbn | 9781452283074 1452283079 9781452283050 1452283052 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-029761845 |
| oclc_num | 907539381 |
| open_access_boolean | |
| physical | 1 online resource (xv, 273 pages) illustrations |
| psigel | ZDB-4-NLEBK |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | Corwin |
| record_format | marc |
| spelling | Barclay, Kathy Verfasser aut The everything guide to informational texts, K-2 best texts, best practices Kathy Barclay, Laura Stewart, with Deborah M. Lee Thousand Oaks, Calif. Corwin [2014] 1 online resource (xv, 273 pages) illustrations txt rdacontent c rdamedia cr rdacarrier Print version record Machine generated contents note: ch. 1 New Standards, Timeless Goals: How Informational Texts Can Help Make Every Child a Reader -- A Crash Course on the Common Core -- The College and Career Readiness Anchor Standards for Reading -- Naming the Skills Involved in Reading Nonfiction and Fiction -- Where Do We Go From Here? -- ch. 2 Bringing Informational Texts Into Your Teaching -- Goal 1 Expose Children to More Complex Texts -- Goal 2 Pay More Attention to Oral Language -- Goal 3 Be More Intentional -- Goal 4 Differentiate Instruction -- Goal 5 Explicitly Teach From the Text -- ch. 3 The How-To's of Selecting Stellar Texts -- The New Nonfiction -- Evaluating Format and Visual Appeal -- Evaluating Accuracy and Authenticity -- Evaluating Writing Style and Appropriateness for Young Children -- Evaluating Potential Content and Curricular Connections -- ch. 4 The Top Ten: Focus on These High-Impact Comprehension Strategies Contents note continued: Teaching High-Impact Skills and Strategies for Comprehending Informational Text -- 1. Use prior knowledge -- 2. Make inferences (predict, determine cause and effect, draw and support conclusions) -- 3. Visualize information -- 4. Ask and answer questions -- 5.Compare and contrast text and pictures -- 6. Determine key ideas and details -- 7. Interpret information from graphs, charts, and diagrams -- 8. Use references and resources -- 9. Summarize and synthesize -- 10. Monitor comprehension and use fix-up tips -- ch. 5 Demystifying What Makes Lessons Effective: The Lesson Plan Template -- The Overarching Goal of Informational Text Lessons: Rigorous Text Experiences for All Students -- The Four Lesson Steps -- A Detailed Look at the Lesson Template -- Summary of the Lesson Plan Action Steps -- How the Template Addresses CCSS for Informational Text -- How the Template Helps You Model Text-Based Responses -- How the Template Addresses Foundational Skills Contents note continued: How the Template Addresses Interdisciplinary Learning -- ch. 6 Informational Text Read-Aloud Lessons in Kindergarten -- The Common Core Standards for Informational Text Read-Alouds -- Using the Lesson Plan Template for the Read-Aloud -- Step 1 Prepare to Read -- Step 2 Guide Reading -- Step 3 Explicitly Teach From the Text -- Step 4 Facilitate Connections -- Miss Webb's Kindergarten Class: A Sample Informational Text Read-Aloud Lesson -- Kindergarten Informational Text Standards Included -- ch. 7 Informational Text Lessons in First Grade -- What's Different About First Grade? -- Mrs. Stacker's First Graders: A Sample Informational Text Guided Reading Lesson -- First Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 8 Informational Text Lessons in Second Grade -- What About Students Who Are Not Reading With Grade-Level Proficiency? -- Mr. Morris's Second Graders: A Model Informational Text Guided Reading Lesson Contents note continued: Second Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 9 Embedding Informational Texts in Units of Study -- An Interdisciplinary Focus -- Planning Units of Study: Who Does What? -- Selecting High-Quality Informational Literature for Units of Study -- Characteristics of Narrative and Expository Text -- Concluding Thoughts -- APPENDIX A Checklist for Evaluating Informational Literature -- APPENDIX B Common Core State Standards (CCSS) Checklists -- Kindergarten CCSS Checklist -- First Grade CCSS Checklist -- Second Grade CCSS Checklist -- APPENDIX C Lesson Plan Template -- APPENDIX D Topical List of Informational Literature -- APPENDIX E Annotated Bibliography of Children's Books Many educators, overwhelmed by the increasing demands of the profession and by the effort that the move to the Common Core Standards requires, continue to view fiction text as the primary source for both read aloud experiences and beginning reading instruction. This text helps all educators and prospective educators see nonfiction texts as an important component of all aspects of the PreK-2 curriculum and to provide them with practical, proven tools for selection and use of a wide variety of informational literature, including books, magazines, charts, graphs, digital media, and more. The authors examine why a balance of informational and narrative text is so important, and what recent research reveals about the value of using nonfiction text with young children. Those working most closely with children in kindergarten through second grade classrooms will find this to be a practical resource for understanding the Standards related to nonfiction text, and for selecting and using appropriate informational literature to build young children's background knowledge and their acquisition of foundational reading skills Text in English Exposition (Rhetoric) / Study and teaching (Elementary) fast Language arts (Elementary) fast EDUCATION / Elementary bisacsh Language arts (Elementary) Exposition (Rhetoric) Study and teaching (Elementary) Erscheint auch als Druck-Ausgabe Barclay, Kathy Everything guide to informational texts, K-2 9781452283104 |
| spellingShingle | Barclay, Kathy The everything guide to informational texts, K-2 best texts, best practices Machine generated contents note: ch. 1 New Standards, Timeless Goals: How Informational Texts Can Help Make Every Child a Reader -- A Crash Course on the Common Core -- The College and Career Readiness Anchor Standards for Reading -- Naming the Skills Involved in Reading Nonfiction and Fiction -- Where Do We Go From Here? -- ch. 2 Bringing Informational Texts Into Your Teaching -- Goal 1 Expose Children to More Complex Texts -- Goal 2 Pay More Attention to Oral Language -- Goal 3 Be More Intentional -- Goal 4 Differentiate Instruction -- Goal 5 Explicitly Teach From the Text -- ch. 3 The How-To's of Selecting Stellar Texts -- The New Nonfiction -- Evaluating Format and Visual Appeal -- Evaluating Accuracy and Authenticity -- Evaluating Writing Style and Appropriateness for Young Children -- Evaluating Potential Content and Curricular Connections -- ch. 4 The Top Ten: Focus on These High-Impact Comprehension Strategies Contents note continued: Teaching High-Impact Skills and Strategies for Comprehending Informational Text -- 1. Use prior knowledge -- 2. Make inferences (predict, determine cause and effect, draw and support conclusions) -- 3. Visualize information -- 4. Ask and answer questions -- 5.Compare and contrast text and pictures -- 6. Determine key ideas and details -- 7. Interpret information from graphs, charts, and diagrams -- 8. Use references and resources -- 9. Summarize and synthesize -- 10. Monitor comprehension and use fix-up tips -- ch. 5 Demystifying What Makes Lessons Effective: The Lesson Plan Template -- The Overarching Goal of Informational Text Lessons: Rigorous Text Experiences for All Students -- The Four Lesson Steps -- A Detailed Look at the Lesson Template -- Summary of the Lesson Plan Action Steps -- How the Template Addresses CCSS for Informational Text -- How the Template Helps You Model Text-Based Responses -- How the Template Addresses Foundational Skills Contents note continued: How the Template Addresses Interdisciplinary Learning -- ch. 6 Informational Text Read-Aloud Lessons in Kindergarten -- The Common Core Standards for Informational Text Read-Alouds -- Using the Lesson Plan Template for the Read-Aloud -- Step 1 Prepare to Read -- Step 2 Guide Reading -- Step 3 Explicitly Teach From the Text -- Step 4 Facilitate Connections -- Miss Webb's Kindergarten Class: A Sample Informational Text Read-Aloud Lesson -- Kindergarten Informational Text Standards Included -- ch. 7 Informational Text Lessons in First Grade -- What's Different About First Grade? -- Mrs. Stacker's First Graders: A Sample Informational Text Guided Reading Lesson -- First Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 8 Informational Text Lessons in Second Grade -- What About Students Who Are Not Reading With Grade-Level Proficiency? -- Mr. Morris's Second Graders: A Model Informational Text Guided Reading Lesson Contents note continued: Second Grade Informational Text Standards Included -- Other Standards Addressed -- ch. 9 Embedding Informational Texts in Units of Study -- An Interdisciplinary Focus -- Planning Units of Study: Who Does What? -- Selecting High-Quality Informational Literature for Units of Study -- Characteristics of Narrative and Expository Text -- Concluding Thoughts -- APPENDIX A Checklist for Evaluating Informational Literature -- APPENDIX B Common Core State Standards (CCSS) Checklists -- Kindergarten CCSS Checklist -- First Grade CCSS Checklist -- Second Grade CCSS Checklist -- APPENDIX C Lesson Plan Template -- APPENDIX D Topical List of Informational Literature -- APPENDIX E Annotated Bibliography of Children's Books Many educators, overwhelmed by the increasing demands of the profession and by the effort that the move to the Common Core Standards requires, continue to view fiction text as the primary source for both read aloud experiences and beginning reading instruction. This text helps all educators and prospective educators see nonfiction texts as an important component of all aspects of the PreK-2 curriculum and to provide them with practical, proven tools for selection and use of a wide variety of informational literature, including books, magazines, charts, graphs, digital media, and more. The authors examine why a balance of informational and narrative text is so important, and what recent research reveals about the value of using nonfiction text with young children. Those working most closely with children in kindergarten through second grade classrooms will find this to be a practical resource for understanding the Standards related to nonfiction text, and for selecting and using appropriate informational literature to build young children's background knowledge and their acquisition of foundational reading skills Exposition (Rhetoric) / Study and teaching (Elementary) fast Language arts (Elementary) fast EDUCATION / Elementary bisacsh Language arts (Elementary) Exposition (Rhetoric) Study and teaching (Elementary) |
| title | The everything guide to informational texts, K-2 best texts, best practices |
| title_auth | The everything guide to informational texts, K-2 best texts, best practices |
| title_exact_search | The everything guide to informational texts, K-2 best texts, best practices |
| title_full | The everything guide to informational texts, K-2 best texts, best practices Kathy Barclay, Laura Stewart, with Deborah M. Lee |
| title_fullStr | The everything guide to informational texts, K-2 best texts, best practices Kathy Barclay, Laura Stewart, with Deborah M. Lee |
| title_full_unstemmed | The everything guide to informational texts, K-2 best texts, best practices Kathy Barclay, Laura Stewart, with Deborah M. Lee |
| title_short | The everything guide to informational texts, K-2 |
| title_sort | the everything guide to informational texts k 2 best texts best practices |
| title_sub | best texts, best practices |
| topic | Exposition (Rhetoric) / Study and teaching (Elementary) fast Language arts (Elementary) fast EDUCATION / Elementary bisacsh Language arts (Elementary) Exposition (Rhetoric) Study and teaching (Elementary) |
| topic_facet | Exposition (Rhetoric) / Study and teaching (Elementary) Language arts (Elementary) EDUCATION / Elementary Language arts (Elementary) Exposition (Rhetoric) Study and teaching (Elementary) |
| work_keys_str_mv | AT barclaykathy theeverythingguidetoinformationaltextsk2besttextsbestpractices |