Your Curriculum Companion: The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
La Vergne :
EL Education,
[2017]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | Description based upon print version of record. |
| Beschreibung: | 1 online resource (645 p.) |
| ISBN: | 1683626230 9781683626237 |
Internformat
MARC
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|---|---|---|---|
| 001 | ZDB-4-EDU-on1237868678 | ||
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| 100 | 1 | |a Woodfin, Libby. |0 http://id.loc.gov/authorities/names/n98033169 | |
| 245 | 1 | 0 | |a Your Curriculum Companion |h [electronic resource] : |b The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. |
| 260 | |a La Vergne : |b EL Education, |c [2017] | ||
| 300 | |a 1 online resource (645 p.) | ||
| 500 | |a Description based upon print version of record. | ||
| 505 | 0 | |a Cover -- Title Page -- Copyright -- Table of Contents -- Video Table of Contents -- Preface -- Acknowledgments -- About the Authors -- About EL Education -- Chapter 1: Before You Begin: The Foundations of the Curriculum -- Chapter 1A: What Makes This Curriculum the Right Choice for Me and My Students? -- Chapter 1B: How Did Research Impact the Design of the Curriculum, and What Difference Will It Make to My Students? -- Chapter 1C: What Will It Take to Lead Schoolwide Change? -- Chapter 1: Instructional Leadership -- Chapter 1: Frequently Asked Questions -- Chapter 2: Getting Oriented: The Structure and Supports of the Curriculum -- Chapter 2A: How Do All the Parts of the Curriculum Fit Together? -- Chapter 2B: How Will the K-2 Labs and 3-5 Additional Language and Literacy Block Deepen and Enhance My Students' Learning? -- Chapter 2C: How Is the Curriculum Designed to Help My Diverse Group of Learners Succeed? -- Chapter 2: Instructional Leadership -- Chapter 2: Frequently Asked Questions -- Chapter 3: Preparing to Teach: Planning for Challenge, Engagement, and Empowerment -- Chapter 3A: How Do I Plan When the Planning Has Been Done for Me? -- Chapter 3B: How Will the Curriculum Empower My Students to Own Their Learning? -- Chapter 3C: How Can I Create the Kind of Active and Collaborative Classroom Culture the Curriculum Requires? -- Chapter 3: Instructional Leadership -- Chapter 3: Frequently Asked Questions -- Chapter 4: Structured Phonics: The Why, What, and How of the K-2 Reading Foundations Skills Block -- Chapter 4A: Why Should I Change My Approach to Teaching Reading? -- Chapter 4B: What Are the Similarities and Differences between Structured Phonics and Guided Reading? -- Chapter 4C What Does It Take to Implement the K-2 Reading Foundations Skills Block? -- Chapter 4: Instructional Leadership -- Chapter 4: Frequently Asked Questions. | |
| 505 | 8 | |a Chapter 5: The Mighty Text: Worthy, Compelling, and Complex -- Chapter 5A: What Makes a Text Worthy and Compelling? -- Chapter 5B: How Will the Curriculum Support My Students to Read Complex Texts? -- Chapter 5C: What Does Close Reading/Read-Aloud Look Like in Action? -- Chapter 5: Instructional Leadership -- Chapter 5: Frequently Asked Questions -- Chapter 6: Reading for and Writing with Evidence: Deeper Learning in Literacy -- Chapter 6A: How Does Evidence-Based Reading, Writing, Thinking, and Talking about Text Deepen Student Learning? -- Chapter 6B: What Does the Read-Think-Talk-Write Cycle Look Like in Action? -- Chapter 6C: How Can Models, Critique, and Descriptive Feedback Strengthen Student Writing within and beyond the Curriculum? -- Chapter 6: Instructional Leadership -- Chapter 6: Frequently Asked Questions -- Chapter 7: Reflecting on Progress: Helping Students Grow as Learners and People -- Chapter 7A: How Will I Know If My Students Are Making Progress? -- Chapter 7B: How Do I Turn Evidence into Usable Data? -- Chapter 7C: Habits of Character Connect Students' Growth as Learners to Their Growth as People -- Chapter 7: Instructional Leadership -- Chapter 7: Frequently Asked Questions -- References -- Index. | |
| 650 | 0 | |a Language arts (Elementary) |0 http://id.loc.gov/authorities/subjects/sh85074550 | |
| 650 | 0 | |a Language arts |x Curricula. | |
| 650 | 0 | |a Language arts (Primary) |0 http://id.loc.gov/authorities/subjects/sh85074553 | |
| 650 | 6 | |a Arts du langage (Primaire) | |
| 650 | 6 | |a Arts du langage |x Programmes d'études. | |
| 650 | 7 | |a Language arts (Primary) |2 fast | |
| 650 | 7 | |a Language arts |x Curricula |2 fast | |
| 650 | 7 | |a Language arts (Elementary) |2 fast | |
| 700 | 1 | |a Plaut, Suzanne. |0 http://id.loc.gov/authorities/names/no2004043269 | |
| 776 | 0 | 8 | |i Print version: |a Woodfin, Libby |t Your Curriculum Companion: |d La Vergne : EL Education Inc. - EL Ed Publications,c2021 |z 9781683623915 |
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| adam_text | |
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| author2 | Plaut, Suzanne |
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| author_GND | http://id.loc.gov/authorities/names/n98033169 http://id.loc.gov/authorities/names/no2004043269 |
| author_facet | Woodfin, Libby Plaut, Suzanne |
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| contents | Cover -- Title Page -- Copyright -- Table of Contents -- Video Table of Contents -- Preface -- Acknowledgments -- About the Authors -- About EL Education -- Chapter 1: Before You Begin: The Foundations of the Curriculum -- Chapter 1A: What Makes This Curriculum the Right Choice for Me and My Students? -- Chapter 1B: How Did Research Impact the Design of the Curriculum, and What Difference Will It Make to My Students? -- Chapter 1C: What Will It Take to Lead Schoolwide Change? -- Chapter 1: Instructional Leadership -- Chapter 1: Frequently Asked Questions -- Chapter 2: Getting Oriented: The Structure and Supports of the Curriculum -- Chapter 2A: How Do All the Parts of the Curriculum Fit Together? -- Chapter 2B: How Will the K-2 Labs and 3-5 Additional Language and Literacy Block Deepen and Enhance My Students' Learning? -- Chapter 2C: How Is the Curriculum Designed to Help My Diverse Group of Learners Succeed? -- Chapter 2: Instructional Leadership -- Chapter 2: Frequently Asked Questions -- Chapter 3: Preparing to Teach: Planning for Challenge, Engagement, and Empowerment -- Chapter 3A: How Do I Plan When the Planning Has Been Done for Me? -- Chapter 3B: How Will the Curriculum Empower My Students to Own Their Learning? -- Chapter 3C: How Can I Create the Kind of Active and Collaborative Classroom Culture the Curriculum Requires? -- Chapter 3: Instructional Leadership -- Chapter 3: Frequently Asked Questions -- Chapter 4: Structured Phonics: The Why, What, and How of the K-2 Reading Foundations Skills Block -- Chapter 4A: Why Should I Change My Approach to Teaching Reading? -- Chapter 4B: What Are the Similarities and Differences between Structured Phonics and Guided Reading? -- Chapter 4C What Does It Take to Implement the K-2 Reading Foundations Skills Block? -- Chapter 4: Instructional Leadership -- Chapter 4: Frequently Asked Questions. Chapter 5: The Mighty Text: Worthy, Compelling, and Complex -- Chapter 5A: What Makes a Text Worthy and Compelling? -- Chapter 5B: How Will the Curriculum Support My Students to Read Complex Texts? -- Chapter 5C: What Does Close Reading/Read-Aloud Look Like in Action? -- Chapter 5: Instructional Leadership -- Chapter 5: Frequently Asked Questions -- Chapter 6: Reading for and Writing with Evidence: Deeper Learning in Literacy -- Chapter 6A: How Does Evidence-Based Reading, Writing, Thinking, and Talking about Text Deepen Student Learning? -- Chapter 6B: What Does the Read-Think-Talk-Write Cycle Look Like in Action? -- Chapter 6C: How Can Models, Critique, and Descriptive Feedback Strengthen Student Writing within and beyond the Curriculum? -- Chapter 6: Instructional Leadership -- Chapter 6: Frequently Asked Questions -- Chapter 7: Reflecting on Progress: Helping Students Grow as Learners and People -- Chapter 7A: How Will I Know If My Students Are Making Progress? -- Chapter 7B: How Do I Turn Evidence into Usable Data? -- Chapter 7C: Habits of Character Connect Students' Growth as Learners to Their Growth as People -- Chapter 7: Instructional Leadership -- Chapter 7: Frequently Asked Questions -- References -- Index. |
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| dewey-ones | 372 - Primary education (Elementary education) |
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| dewey-search | 372.6 |
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| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| id | ZDB-4-EDU-on1237868678 |
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| indexdate | 2024-11-26T14:54:16Z |
| institution | BVB |
| isbn | 1683626230 9781683626237 |
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| spelling | Woodfin, Libby. http://id.loc.gov/authorities/names/n98033169 Your Curriculum Companion [electronic resource] : The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. La Vergne : EL Education, [2017] 1 online resource (645 p.) Description based upon print version of record. Cover -- Title Page -- Copyright -- Table of Contents -- Video Table of Contents -- Preface -- Acknowledgments -- About the Authors -- About EL Education -- Chapter 1: Before You Begin: The Foundations of the Curriculum -- Chapter 1A: What Makes This Curriculum the Right Choice for Me and My Students? -- Chapter 1B: How Did Research Impact the Design of the Curriculum, and What Difference Will It Make to My Students? -- Chapter 1C: What Will It Take to Lead Schoolwide Change? -- Chapter 1: Instructional Leadership -- Chapter 1: Frequently Asked Questions -- Chapter 2: Getting Oriented: The Structure and Supports of the Curriculum -- Chapter 2A: How Do All the Parts of the Curriculum Fit Together? -- Chapter 2B: How Will the K-2 Labs and 3-5 Additional Language and Literacy Block Deepen and Enhance My Students' Learning? -- Chapter 2C: How Is the Curriculum Designed to Help My Diverse Group of Learners Succeed? -- Chapter 2: Instructional Leadership -- Chapter 2: Frequently Asked Questions -- Chapter 3: Preparing to Teach: Planning for Challenge, Engagement, and Empowerment -- Chapter 3A: How Do I Plan When the Planning Has Been Done for Me? -- Chapter 3B: How Will the Curriculum Empower My Students to Own Their Learning? -- Chapter 3C: How Can I Create the Kind of Active and Collaborative Classroom Culture the Curriculum Requires? -- Chapter 3: Instructional Leadership -- Chapter 3: Frequently Asked Questions -- Chapter 4: Structured Phonics: The Why, What, and How of the K-2 Reading Foundations Skills Block -- Chapter 4A: Why Should I Change My Approach to Teaching Reading? -- Chapter 4B: What Are the Similarities and Differences between Structured Phonics and Guided Reading? -- Chapter 4C What Does It Take to Implement the K-2 Reading Foundations Skills Block? -- Chapter 4: Instructional Leadership -- Chapter 4: Frequently Asked Questions. Chapter 5: The Mighty Text: Worthy, Compelling, and Complex -- Chapter 5A: What Makes a Text Worthy and Compelling? -- Chapter 5B: How Will the Curriculum Support My Students to Read Complex Texts? -- Chapter 5C: What Does Close Reading/Read-Aloud Look Like in Action? -- Chapter 5: Instructional Leadership -- Chapter 5: Frequently Asked Questions -- Chapter 6: Reading for and Writing with Evidence: Deeper Learning in Literacy -- Chapter 6A: How Does Evidence-Based Reading, Writing, Thinking, and Talking about Text Deepen Student Learning? -- Chapter 6B: What Does the Read-Think-Talk-Write Cycle Look Like in Action? -- Chapter 6C: How Can Models, Critique, and Descriptive Feedback Strengthen Student Writing within and beyond the Curriculum? -- Chapter 6: Instructional Leadership -- Chapter 6: Frequently Asked Questions -- Chapter 7: Reflecting on Progress: Helping Students Grow as Learners and People -- Chapter 7A: How Will I Know If My Students Are Making Progress? -- Chapter 7B: How Do I Turn Evidence into Usable Data? -- Chapter 7C: Habits of Character Connect Students' Growth as Learners to Their Growth as People -- Chapter 7: Instructional Leadership -- Chapter 7: Frequently Asked Questions -- References -- Index. Language arts (Elementary) http://id.loc.gov/authorities/subjects/sh85074550 Language arts Curricula. Language arts (Primary) http://id.loc.gov/authorities/subjects/sh85074553 Arts du langage (Primaire) Arts du langage Programmes d'études. Language arts (Primary) fast Language arts Curricula fast Language arts (Elementary) fast Plaut, Suzanne. http://id.loc.gov/authorities/names/no2004043269 Print version: Woodfin, Libby Your Curriculum Companion: La Vergne : EL Education Inc. - EL Ed Publications,c2021 9781683623915 FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2752419 Volltext |
| spellingShingle | Woodfin, Libby Your Curriculum Companion The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. Cover -- Title Page -- Copyright -- Table of Contents -- Video Table of Contents -- Preface -- Acknowledgments -- About the Authors -- About EL Education -- Chapter 1: Before You Begin: The Foundations of the Curriculum -- Chapter 1A: What Makes This Curriculum the Right Choice for Me and My Students? -- Chapter 1B: How Did Research Impact the Design of the Curriculum, and What Difference Will It Make to My Students? -- Chapter 1C: What Will It Take to Lead Schoolwide Change? -- Chapter 1: Instructional Leadership -- Chapter 1: Frequently Asked Questions -- Chapter 2: Getting Oriented: The Structure and Supports of the Curriculum -- Chapter 2A: How Do All the Parts of the Curriculum Fit Together? -- Chapter 2B: How Will the K-2 Labs and 3-5 Additional Language and Literacy Block Deepen and Enhance My Students' Learning? -- Chapter 2C: How Is the Curriculum Designed to Help My Diverse Group of Learners Succeed? -- Chapter 2: Instructional Leadership -- Chapter 2: Frequently Asked Questions -- Chapter 3: Preparing to Teach: Planning for Challenge, Engagement, and Empowerment -- Chapter 3A: How Do I Plan When the Planning Has Been Done for Me? -- Chapter 3B: How Will the Curriculum Empower My Students to Own Their Learning? -- Chapter 3C: How Can I Create the Kind of Active and Collaborative Classroom Culture the Curriculum Requires? -- Chapter 3: Instructional Leadership -- Chapter 3: Frequently Asked Questions -- Chapter 4: Structured Phonics: The Why, What, and How of the K-2 Reading Foundations Skills Block -- Chapter 4A: Why Should I Change My Approach to Teaching Reading? -- Chapter 4B: What Are the Similarities and Differences between Structured Phonics and Guided Reading? -- Chapter 4C What Does It Take to Implement the K-2 Reading Foundations Skills Block? -- Chapter 4: Instructional Leadership -- Chapter 4: Frequently Asked Questions. Chapter 5: The Mighty Text: Worthy, Compelling, and Complex -- Chapter 5A: What Makes a Text Worthy and Compelling? -- Chapter 5B: How Will the Curriculum Support My Students to Read Complex Texts? -- Chapter 5C: What Does Close Reading/Read-Aloud Look Like in Action? -- Chapter 5: Instructional Leadership -- Chapter 5: Frequently Asked Questions -- Chapter 6: Reading for and Writing with Evidence: Deeper Learning in Literacy -- Chapter 6A: How Does Evidence-Based Reading, Writing, Thinking, and Talking about Text Deepen Student Learning? -- Chapter 6B: What Does the Read-Think-Talk-Write Cycle Look Like in Action? -- Chapter 6C: How Can Models, Critique, and Descriptive Feedback Strengthen Student Writing within and beyond the Curriculum? -- Chapter 6: Instructional Leadership -- Chapter 6: Frequently Asked Questions -- Chapter 7: Reflecting on Progress: Helping Students Grow as Learners and People -- Chapter 7A: How Will I Know If My Students Are Making Progress? -- Chapter 7B: How Do I Turn Evidence into Usable Data? -- Chapter 7C: Habits of Character Connect Students' Growth as Learners to Their Growth as People -- Chapter 7: Instructional Leadership -- Chapter 7: Frequently Asked Questions -- References -- Index. Language arts (Elementary) http://id.loc.gov/authorities/subjects/sh85074550 Language arts Curricula. Language arts (Primary) http://id.loc.gov/authorities/subjects/sh85074553 Arts du langage (Primaire) Arts du langage Programmes d'études. Language arts (Primary) fast Language arts Curricula fast Language arts (Elementary) fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074550 http://id.loc.gov/authorities/subjects/sh85074553 |
| title | Your Curriculum Companion The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. |
| title_auth | Your Curriculum Companion The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. |
| title_exact_search | Your Curriculum Companion The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. |
| title_full | Your Curriculum Companion [electronic resource] : The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. |
| title_fullStr | Your Curriculum Companion [electronic resource] : The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. |
| title_full_unstemmed | Your Curriculum Companion [electronic resource] : The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. |
| title_short | Your Curriculum Companion |
| title_sort | your curriculum companion the essential guide to teaching the el education k 5 language arts curriculum |
| title_sub | The Essential Guide to Teaching the El Education K-5 Language Arts Curriculum. |
| topic | Language arts (Elementary) http://id.loc.gov/authorities/subjects/sh85074550 Language arts Curricula. Language arts (Primary) http://id.loc.gov/authorities/subjects/sh85074553 Arts du langage (Primaire) Arts du langage Programmes d'études. Language arts (Primary) fast Language arts Curricula fast Language arts (Elementary) fast |
| topic_facet | Language arts (Elementary) Language arts Curricula. Language arts (Primary) Arts du langage (Primaire) Arts du langage Programmes d'études. Language arts Curricula |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2752419 |
| work_keys_str_mv | AT woodfinlibby yourcurriculumcompaniontheessentialguidetoteachingtheeleducationk5languageartscurriculum AT plautsuzanne yourcurriculumcompaniontheessentialguidetoteachingtheeleducationk5languageartscurriculum |