MARC record from Internet Archive

LEADER: 02214cam 2200397 i 4500
001 9925308798801661
005 20180510121343.0
008 140813s2015 nhua b 000 0 eng
010 $a 2014021492
019 $a899329494
020 $a9780325047973$q(alk. paper)
020 $a0325047979$q(alk. paper)
035 $a99976228799
035 $a(OCoLC)881208832$z(OCoLC)899329494
035 $a(OCoLC)ocn881208832
040 $aDLC$beng$erda$cDLC$dBTCTA$dYDXCP$dOCLCF$dCDX$dWEA$dSOI$dOCLCQ
042 $apcc
050 00 $aLB1573.3$b.P45 2015
082 00 $a372.46/5$223
100 1 $aPalmer, Jennifer L.
245 10 $aNo more phonics and spelling worksheets /$cJennifer L. Palmer and Marcia Invernizzi.
264 1 $aPortsmouth, NH :$bHeinemann,$c[2015]
300 $aviii, 88 pages :$billustrations ;$c23 cm.
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 1 $aNot this, but that
504 $aIncludes bibliographical references.
505 0 $aThe factory model of teaching ignores transference -- Stopping the assembly line: taking the time to think -- How are students showing their learning: engagement or entertainment? -- One size doesn't fit all -- What does each child know and how can I teach from there? -- There is a better way -- The logic in spelling errors -- Student diversity in word knowledge -- How to assess word knowledge -- Meeting diverse needs through differentiated small-group instruction -- Understanding development -- Debunking the myths about English spelling -- Teaching for transfer -- Critical principles for word study -- Spelling and vocabulary: what's the link? -- Some final thoughts -- What are students ready to learn? -- What does word study look like? -- Helping kids tackle more complex texts -- Helping students notice and name letter, sound, and meaning patterns -- Allowing ourselves to be learners.
650 0 $aReading$xPhonetic method.
650 0 $aEnglish language$xOrthography and spelling$xStudy and teaching.
650 0 $aLanguage arts.
700 1 $aInvernizzi, Marcia.
830 0 $aNU Curriculum.
947 $hCURRICULUM$r31786103116064
980 $a99976228799