MARC record from Internet Archive

LEADER: 05600cam 2200625 a 4500
001 ocm46633838
003 OCoLC
005 20180930231927.0
008 010326s2002 maua b 001 0 eng
010 $a 2001022696
040 $aDLC$beng$cDLC$dBAKER$dNPRCP$dBTCTA$dYDXCP$dUW1$dTEX$dDEBBG$dWRM$dOCLCQ$dOCLCF$dNMC$dOCLCQ
020 $a080133246X
020 $a9780801332463
035 $a(OCoLC)46633838
050 00 $aLB2805$b.A449 2002
082 14 $a371.2$214
082 00 $a372.12$221
084 $aDP 3102$2rvk
084 $a5,3$2ssgn
100 1 $aAllington, Richard L.
245 10 $aSchools that work :$bwhere all children read and write /$cRichard L. Allington, Patricia M. Cunningham.
250 $a2nd ed.
260 $aBoston, MA :$bAllyn & Bacon,$c℗♭2002.
300 $aix, 310 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 292-301) and indexes.
505 0 $aPreface -- 1. The schools we have- what we must change. Who are the struggling readers and writers? -- What doesn't work? Why not? -- Change is hard -- Summary -- 2. The stories of schools where all children become readers and writers. The story of a school in trouble -- Reforming U.S. elementary schools -- Change takes time as well as good intentions -- Summary -- 3. What do we now know about reading and writing? Reading and writing are thinking -- Prior knowledge plays a large role in reading -- Comprehension and writing -- Children benefit from modeling, demonstration, and explanation -- Fluency with reading and spelling words is essential to reading and writing -- Children begin to acquire reading and writing processes very early -- Children need enormous opportunities to read and write real things -- Children need to read lots of easy stuff -- There is no best way to teach children to read and write -- It takes time to teach and learn to read -- Expert teachers are important -- We can help every child become a reader and writer -- Summary -- 4. Who does what? The critical nature of classroom teachers -- Rethinking the "Second System" -- Sharing and collaborating -- Other professional staff in elementary schools -- Paraprofessionals and volunteers -- Administrators matter -- Summary -- 5. The what of reading: the reading curriculum. Curiculum materials and frameworks -- Reading series -- Other language arts textbooks -- Trade books as curriculum -- School and classroom libraries -- Book rooms -- Book clubs -- Book fairs -- School bookstores -- The Reading Is Fundamental Program -- Technology as a source of curriculum materials -- Summary -- 6. Time: minutes, hours, days, weeks, years. Time is important in teaching and learning -- Some kids need more instruction and that takes more time -- Creating time to teach and learn -- Making sense of time -- Is time a problem in your school? -- Summary.
505 0 $a7. Tests, assessments, and report cards. Large-group achievement testing -- Observational strategies: alternatives to large-group assessments -- Portfolios -- Grades and report cards -- Summary -- 8. Professional development: the key to change. Looking at your school -- The future does not have to look like the past -- Where to go from here? -- Professional development across the career -- An action plan for professional development -- Finding time for professional development -- Summary -- 9. Family involvement. Reaching out to families -- Involving families -- Taking inventory of family involvement -- Supporting families -- School-linked services: an integrated approach to children and families -- Planning for family involvement -- Are you ready for authentic family involvement? -- Families as the public -- Families as resource -- Summary -- 10. Schools that work for all children. What is special education? -- Children and special education services -- Missing school and moving around -- Ethnic, linguistic, and cultural diversity -- Summary -- 11. A tour through a school: what to look for. Before school starts -- Visiting in the 4- and 5-year olds' classrooms -- Visiting in the primary classrooms -- Visiting in the intermediate classrooms -- After school -- Summary -- 12. Getting started. School culture and teacher ownership -- Changing school culture -- How to begin -- A parting word.
650 0 $aSchool management and organization.
650 0 $aLanguage arts (Elementary)
650 0 $aReading (Elementary)
650 7 $aLanguage arts (Elementary)$2fast$0(OCoLC)fst00992313
650 7 $aReading (Elementary)$2fast$0(OCoLC)fst01090705
650 7 $aSchool management and organization.$2fast$0(OCoLC)fst01107575
650 07 $aEnglischunterricht.$2swd
650 07 $aGrundschule.$2swd
650 07 $aLeseunterricht.$2swd
651 7 $aUSA.$2swd
650 7 $aSchools$xAdministration.$2sears
650 7 $aLanguage arts.$2sears
650 7 $aReading.$2sears
650 7 $aElementary education.$2sears
700 1 $aCunningham, Patricia Marr.
776 08 $iOnline version:$aAllington, Richard L.$tSchools that work.$b2nd ed.$dBoston, MA : Allyn & Bacon, ℗♭2002$w(OCoLC)606596667
938 $aBaker & Taylor$bBKTY$c33.99$d25.49$i080133246X$n0003715393$sactive
938 $aBaker and Taylor$bBTCP$n2001022696
938 $aYBP Library Services$bYANK$n1766683
029 1 $aAU@$b000022569959
029 1 $aDEBBG$bBV013962681
029 1 $aNZ1$b6206153
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994 $aZ0$bP4A
948 $hNO HOLDINGS IN P4A - 376 OTHER HOLDINGS