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"Walpole, Sharon"
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Organizing the early literacy classroom : how to plan for success and reach your goals
\"Filled with clear explanations and doable strategies, this book helps PreK-2 teachers juggle the demands of planning effective instruction and creating a literacy-rich classroom environment. Realistic vignettes illustrate how to set goals, develop standards-based curricula and assessments, establish routines, and organize the classroom space and the daily schedule. The authors demonstrate the nuts and bolts of building an exemplary classroom library and professional teaching library, collaborating as a team with other teachers and specialists, preparing report cards, and communicating with families. Several reproducible forms can be downloaded and printed in a convenient 8 1/2\" x 11\" size\"-- Provided by publisher.
Book
Curriculum and Coaching: Maximizing our Investments in Teaching
This article advocates for investments in curriculum and in coaching to support the work of teachers. It recommends coherent systems of professional learning to include active work with curriculum before it is used and support from coaches during use. To facilitate this work, the author provides a theory of change to move from curriculum and coaching to achievement, and a rubric for schools to use to document a set of enabling conditions and school‐level norms that would facilitate the work of coaches.
Journal Article
Probability & statistics for engineers & scientists
This classic text provides a rigorous introduction to basic probability theory and statistical inference, illustrated by relevant applications. It assumes a background in calculus and offers a balance of theory and methodology.
Book
An analysis of the ecological components within a text structure intervention
The Component Model of Reading expanded upon the Simple View of Reading by adding an ecological and psychological component. Elements of the ecological component include teacher knowledge, information provided in textbooks, and teacher instructional practices. In this study, the authors examined the extent of teacher knowledge about text structure, the extent to which textbooks focused on text structure related skills and strategies as well as the percentage each skill and strategy was covered in lessons and teacher instructional practices. Such analysis shows that although text structure interventions may have positive effects on student reading comprehension, there are multiple elements of the ecological component that may be counteracting the benefits of the intervention. First, teachers have a limited knowledge of the five common text structures. Second, textbooks systematically minimize text structure instruction and only cover comprehension skills and strategies sporadically throughout a year-long curriculum. Third, teacher learning of text structures and change in practice was moderated by these ecological factors including textbook scheduled instruction and administrator support.
Journal Article
The building blocks of preschool success
Written expressly for preschool teachers, this engaging book explains the \"whats,\" \"whys,\" and \"how-tos\" of implementing best practices for instruction in the preschool classroom. The authors show how to target key areas of language and literacy development across the entire school day, including whole-group and small-group activities, center time, transitions, and outdoor play. Detailed examples in every chapter illustrate what effective instruction and assessment look like in three distinct settings: a school-based pre-kindergarten, a Head Start center with many English language learners, and a private suburban preschool. Helpful book lists, charts, and planning tools are featured, including reproducible materials. Contents include: (1) The Realities of Preschool; (2) A Focus on Oral Language and Vocabulary Development; (3) Comprehension; (4) Phonological Awareness; (5) Print and Alphabet Awareness; (6) Emergent Writing; (7) Tracking Children's Progress: The Role of Assessment in Preschool Classrooms; and (8) Making It Work for Adults and Children. (DIPF/Orig.).
eBook
Correction to: An analysis of the ecological components within a text structure intervention
In the original publication of the article the funding information was missed to be published.
Journal Article
Cracking the Common Core
This book guides teachers in grades 6-12 to strategically combine a variety of texts--including literature, informational texts, and digital sources--to meet their content-area goals and the demands of the Common Core State Standards (CCSS). It presents clear-cut ways to analyze text complexity, design challenging text sets, and help students get the most out of what they read. Provided are practical instructional ideas for building background knowledge, promoting engagement, incorporating discussion and text-based writing, and teaching research skills. Appendices offer sample unit plans for English language arts, history/social studies, and science classrooms. More than 20 reproducible coaching templates and other tools can be downloaded and printed in a convenient 8 1/2\" x 11\" size.
eBook
Learning New Words From Storybooks: An Efficacy Study With At-Risk Kindergartners
Purpose: The extant literature suggests that exposure to novel vocabulary words through repeated readings of storybooks influences children’s word learning, and that adult elaboration of words in context can accelerate vocabulary growth. This study examined the influence of small-group storybook reading sessions on the acquisition of vocabulary words for at-risk kindergartners, and the impact of word elaboration on learning. An additional goal was to study differential responses to treatment for children with high versus low vocabulary skill. Method: Using a pretest-posttest comparison group research design, 57 kindergartners were randomly assigned to a treatment ( n = 29) or comparison ( n = 28) group. Children were also differentiated into high ( n = 31) versus low ( n = 26) vocabulary skill groups using scores on a standardized receptive vocabulary test. Children in the treatment group completed 20 small-group storybook reading sessions during which they were exposed to 60 novel words randomly assigned to non-elaborated and elaborated conditions. Pre- and posttest examined the quality of children’s definitions for the 60 novel words. Results: Overall, word-learning gains were modest. Children in the treatment group made significantly greater gains in elaborated words relative to children in the comparison group; no influence of storybook reading exposure was seen for non-elaborated words. Children with low vocabulary scores made the greatest gains on elaborated words. Clinical Implications: Suggestions are offered for using storybooks as a clinical tool for fostering vocabulary development. As an efficacy study, results should inform future applied research on word learning for at-risk children.
Journal Article