MARC Record from marc_nuls

LEADER: 03590pam 2200325 a 4500
001 9919614260001661
005 20150423121609.0
008 020103s2003 maua b 001 0 eng
010 $a 2002016307
020 $a0205355412 (pbk. : alk. paper)
035 $a(CSdNU)u108621-01national_inst
035 $a(OCoLC)48774005
035 $a(Sirsi) 01-AAP-1262
040 $aDLC$cDLC$dOrPss
043 $an-us---
049 $aCNUM
050 00 $aLB1576$b.C855 2003
100 1 $aCunningham, Patricia Marr.
245 10 $aClassrooms that work :$bthey can all read and write / Patricia M. Cunningham, Richard L. Allington.
250 $a3rd ed.
260 $aBoston :$bAllyn and Bacon,$cc2003.
300 $axvi, 286 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 269-274) and index.
505 0 $aReading and Writing Real "Things" -- Models, Materials, and Motivation in Kindergarten and First Grade -- Models, Materials, and Motivation in Second and Third Grades -- Models, Materials, and Motivation in Fourth, Fifth, and Sixth Grades -- Words -- Building a Foundation for Word and Letter-Sound Learning -- Activities for Building the Foundation -- Fluency with High-Frequency Words -- Cross Checking -- Decoding and Spelling One- and Two-Syllable Words -- Strategies for Big Words -- Comprehension -- Comprehension Strategies -- Literate Conversations -- Think-Alouds -- Informational Text Lessons -- Story Text Lessons -- Writing -- Shared and Group Writing -- Writer's Workshop -- Focused Writing -- Focused Writing before, during, and after Reading -- Multilevel Instruction -- Multilevel Self-Selected Reading, Writing, and Words -- Providing Multilevel Guided Reading -- Formats for Guided Reading -- Assessment -- Determining Student Reading Level -- Identifying Good Literacy Behaviors and Documenting Progress -- Science and Social Studies Matter to Struggling Readers -- Make Informational Resources the Centerpiece of Your Instruction -- Use What You Know -- Provide as Much Real Experience as Possible -- Designate Some Days as Integrated Days -- Integrate Science and Language Arts -- Organize Your Special Teachers to Support Science and Social Studies -- Transform Every Student into an "Expert" -- Extra Support for Students Who Need it Most -- Form an After-Lunch Bunch -- Schedule 30 Minutes of Open-Center Time into Your Day -- Find and Train a Tutor for Your Most Needy Child -- Partner Older Struggling Readers to Tutor Younger Struggling Readers -- Coordinate with Remedial Reading and Resource Room Teachers -- Increase the Support You Are Providing Your Two-Language Children -- A Day in a Building Blocks Kindergarten Classroom -- A Day in a Four Blocks Primary Classroom -- A Week in a Big Blocks Intermediate Classroom -- Beyond the Classroom: Things Worth Fighting for -- Smaller Class Size -- Early Intervention -- Better School Libraries and Better Access to Books -- Responsive Special Programs -- Extending the School Day or Year -- An End to Retention and Tracking -- Head Start/Even Start -- Helpful Standards and Thoughtful Assessments -- Family and Community Involvement -- Fairness in Funding -- Well-Planned Professional Development -- Teacher Input on the Business of Running Schools.
650 0 $aLanguage arts (Elementary)$zUnited States.
650 0 $aReading (Elementary)$zUnited States.
700 1 $aAllington, Richard L.
948 $a12/10/2002$b12/20/2002
982 $aLB1576$a.C855$a2003
999 $aLB 1576 C855 2003$wLC$c1$i31786101522735$d5/31/2009$e5/6/2009 $lCIRCSTACKS$mNULS$n22$rY$sY$tBOOK$u12/20/2002