MARC Record from Library of Congress

LEADER: 03839cam a22002894a 4500
001 2006023633
003 DLC
005 20090626090953.0
008 060718s2006 flua b 001 0 eng
010 $a 2006023633
020 $a9780929895765 (pbk.)
020 $a0929895762 (pbk.)
040 $aDLC$cDLC$dDLC
042 $apcc
043 $an-us---
050 00 $aLB1529.U5$bN378 2006
082 00 $a372.6$222
100 1 $aNations, Susan.
245 10 $aMore primary literacy centers :$bmaking reading and writing stick! /$cSusan Nations & Mellissa Alonso.
260 $a[Gainesville, Fla.] :$bMaupin House Pub., Inc.,$cc2006.
300 $axi, 196 p. :$bill. ;$c28 cm.
504 $aIncludes bibliographical references (p. 192-194) and index.
505 0 $aLiteracy centers : meaningful practice in action -- Introduction: reflections on teaching and learning -- Sorting through the questions -- What's the purpose here? -- Eyes on students -- Data-driven classrooms -- Finding a balance -- Gradual release of responsibility -- How to use this book -- Chapter one: Cer basics -- What's in a name? -- A guide to getting started -- Steps to success -- When centers break down -- Chapter two: S-strategy teaching cycle -- Centers with a purpose -- The strategy teaching cycle -- Understand the skills and strategies -- Observe, assess, and evaluate -- Plan targeted mini-lessons -- Implement strategy mini-lessons -- Practice and application in literacy centers -- Strategy teaching builds a rich literacy context for learning -- T-transitioning readers from emergent to fluent understanding characteristics of readers and writers -- Incorporating different levels in literacy centers -- Designing open-ended responses -- Keeping text experiences at the center of all learning -- Build an extensive classroom library -- Chapter four: I-interacting as a learning community -- Whole-class lessons and discussions -- Grouping and teaching -- Teach them well -- Set them up for success -- Success vs. over-support -- Keep the environment rich with human resources -- Reader's response: fiction -- Reader's response: informational text -- Chapter five: C-conversations about content -- Curriculum mapping : process and product -- Using literary texts to teach content areas -- Informational texts and literacy centers -- Content-area instruction and the struggling reader -- Grades and literacy centers -- K-keeping the focus -- Know what you do and why you do it -- Refocus and adjust when necessary -- Solutions to common problems in the centers -- Part two : literacy connection planners -- Chapter seven: reading connections -- Strategies for learning and using words -- Strategies for comprehension -- Strategies for finding information -- Strategies for building fluency and independence -- Chapter eight : writing connections -- Strategies for word choice -- Strategies for using information -- Strategies for communicating a message -- Strategies for building fluency and independence -- Teacher resources -- Center icons -- A quick-start guide to literacy centers -- Center contract -- Center contract for primary grades -- Center learning reflection log -- "Looks like/sounds like" chart" -- Student interview form -- Center evaluation form -- Student work/observation form -- 14 ways to use a playback pipe" -- My weekly buddy reading record -- Try-it-out log -- Literacy response chart with explanations -- Literacy connection planner templates -- A quick Reference guide to center activities -- Professional references and resources -- List of cited children's literature -- Poetry resources.
650 0 $aLanguage arts (Primary)$zUnited States.
650 0 $aClassroom learning centers$zUnited States.
700 1 $aAlonso, Mellissa,$d1969-
856 41 $3Table of contents only$uhttp://www.loc.gov/catdir/toc/ecip0618/2006023633.html