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A hungry frog finds his lunch when a fly happens by the pond.
What began as disaster ended up as a great success for a dozen sixth graders and an inexperienced teacher forced into a tiny storage room by the overcrowding in their school.
A classic-feeling middle-grade novel with a modern twist about a girl dealing with friendship, family, and OCD.
The classic story about the power of words. Donavan Allen doesn’t collect coins, comics, or trading cards like most kids. He collects words—big words, little words, soft words, and silly words. Whenever Donavan finds a new word, he writes it on a slip of paper and puts it in his word jar. But one day, Donavan discovers that his word jar is full. He can’t put any new words in without taking some of the old words out—and he wants to keep all his words. Donavan doesn’t know what to do, until a visit to his grandma provides him with the perfect solution.
The purpose of this book is to consider early literacy education and whole language from the perspective of constructivist theory (which states that human beings acquire knowledge by building it from the inside in interaction with the environment) and research. More specifically, the book intends to show that the whole language movement is part of a larger revolution in thinking about learning and teaching, and to enable whole language advocates to explain, evaluate, and improve upon their beliefs and practices on the basis of a scientific, explanatory theory about how children acquire knowledge. The first four chapters of the book describe constructivism and the research supporting it, while the rest of the book deals with classroom practices and related issues such as assessment. The book's nine chapters and their authors are as follows: (1) "What is Constructivism?" (Constance Kamii); (2) "Literacy Acquisition and the Representation of Language" (Emilia Ferreiro); (3) "Principles of Spelling Found in the First Two Grades (Francois Siegrist and Hermina Sinclair); (4) "Spelling in Kindergarten: A Constructivist Analysis Comparing Spanish-Speaking and English-Speaking Children" (Constance Kamii and others); (5) "Learning to Read in New Zealand" (Brian Cutting and Jerry L. Milligan); (6) "Shared Book Experience: Teaching Reading Using Favorite Books" (Don Holdaway); (7) "Modeled Writing: Reflections on the Constructive Process" (Maryann Manning and Gary Manning); (8) "Reading to Know" (Barbara A. Lewis and Roberta Long); and (9) "An Approach to Assessment in Early Literacy" (Brenda S. Engel). Six pages of chapter notes and references, and 80 general references are attached. (SR)
This text contains a step-by-step guide to the Quality Circle Time model which is used in thousands of schools nationally and around the world. It helps teachers deliver the Department for Education's guidance on Social and Emotional Aspects of Learning.
Explains how self-delusion is part of a person's psychological defense system, identifying common misconceptions people have on topics such as caffeine withdrawal, hindsight, and brand loyalty.
As public education declined and many Americans despaired of their children's future, Pulitzer Prize-winning journalist Jonathan Freedman volunteered as a writing mentor in some of California's toughest innercity schools. He discovered a program called AVID that gave him hope. In this work of creative non-fiction, Mr. Freedman interweaves the lives of AVID's founder, Mary Catherine Swanson, and six of her original AVID students over a 20-year period, from 1980 to 2000. With powerful personalities, explosive conflicts, and compelling action, Wall of Fame portrays the dramatic story of how one teacher in one classroom created a pragmatic program that has propelled thousands of students to college. This story of determination, courage, and hope inspires a new generation of teachers, students, and parents to fight for change from the bottom up.