Download Free Less Is More In Elementary School Book in PDF and EPUB Free Download. You can read online Less Is More In Elementary School and write the review.

In this era of rigorous standards, testing, and overcrowded curricula, many teachers are left wondering how they’re ever going to cover the material. Less Is More in Elementary School offers realistic solutions by providing ways teachers can streamline their curriculum, get the most out of assessment, communicate with families, and engage students in their own learning. This much-needed book will help you meet the demands of the Common Core more efficiently and effectively. You’ll learn how to... integrate the curriculum so that you can take time to slow down and explore topics in depth; help students become critical readers, problem solvers, collaborators, and communicators; make students more engaged, reflective, and self-regulating; get the most out of assessment during this era of high-stakes testing; maintain high expectations for all students but modify instruction to ensure all students progress; communicate more effectively with families to build trust during a time of change and high-stakes assessments; and overcome obstacles, such as the emphasis on testing, the need for more technology, and finding teacher collaboration time. Each chapter is filled with practical strategies that you can implement immediately, as well as suggested resources for learning more about a particular topic.
In this era of rigorous standards, testing, and overcrowded curricula, many teachers are left wondering how they’re ever going to cover the material. Less Is More in Elementary School offers realistic solutions by providing ways teachers can streamline their curriculum, get the most out of assessment, communicate with families, and engage students in their own learning. This much-needed book will help you meet the demands of the Common Core more efficiently and effectively. You’ll learn how to... integrate the curriculum so that you can take time to slow down and explore topics in depth; help students become critical readers, problem solvers, collaborators, and communicators; make students more engaged, reflective, and self-regulating; get the most out of assessment during this era of high-stakes testing; maintain high expectations for all students but modify instruction to ensure all students progress; communicate more effectively with families to build trust during a time of change and high-stakes assessments; and overcome obstacles, such as the emphasis on testing, the need for more technology, and finding teacher collaboration time. Each chapter is filled with practical strategies that you can implement immediately, as well as suggested resources for learning more about a particular topic.
Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint.
Less Is More is full of powerful ideas for teaching with short, provocative text. This book broadens and extends our available teaching tools and materials, and can help engage all students. It is a valuable resource for language arts teachers. --Cris Tovani Language arts teachers want all of their students to love literature and embrace the novels they assign. The classroom reality is that many students are not ready or motivated to immerse themselves in an entire novel. In order to reach and engage all students, teachers need to look beyond novels alone and embrace a richer variety of literature. In Less Is More Kimberly Hill Campbell draws on research as well as her own classroom experiences to show how short texts engage a wide range of middle and high school students. She shares her discovery of the power of short texts to support her students' skills as readers, writers, and students of literature. Kimberly shows how short texts can be integrated into the curriculum, without sacrificing required novels. Chapters examine different genres of short text, such as short stories, essays, memoir, and graphic novels. Each chapter provides reading, writing, and response strategies as well as a broad selection of short text resources that have proven effective with a wide range of students.
While teaching at an all-Black middle school in Atlanta, Meira Levinson realized that students’ individual self-improvement would not necessarily enable them to overcome their profound marginalization within American society. This is because of a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. No Citizen Left Behind argues that students must be taught how to upend and reshape power relationships directly, through political and civic action. Drawing on political theory, empirical research, and her own on-the-ground experience, Levinson shows how de facto segregated urban schools can and must be at the center of this struggle. Recovering the civic purposes of public schools will take more than tweaking the curriculum. Levinson calls on schools to remake civic education. Schools should teach collective action, openly discuss the racialized dimensions of citizenship, and provoke students by engaging their passions against contemporary injustices. Students must also have frequent opportunities to take civic and political action, including within the school itself. To build a truly egalitarian society, we must reject myths of civic sameness and empower all young people to raise their diverse voices. Levinson’s account challenges not just educators but all who care about justice, diversity, or democracy.
Rethinking Elementary Education collects the finest writing about elementary school life and learning from 25 years of Rethinking Schools magazine. The articles in this collection offer practical insights about how to integrate the teaching of content with a social justice lens, seek wisdom from students and their families, and navigate stifling tests and mandates. Teachers and parents will find both inspiration and hope in these pages.
An award-winning, big-hearted time capsule of one class’s poems during a transformative school year. A great pick for fans of Margarita Engle and Eileen Spinelli. Eighteen kids, one year of poems, one school set to close. Two yellow bulldozers crouched outside, ready to eat the building in one greedy gulp. But look out, bulldozers. Ms. Hill’s fifth-grade class has plans for you. They’re going to speak up and work together to save their school. Families change and new friendships form as these terrific kids grow up and move on in this whimsical novel-in-verse about finding your voice and making sure others hear it. Honors and Praise: Winner of a Cybils Award in Poetry Winner of an Arnold Adoff Poetry Honor Award for New Voices An NCTE Notable Verse Novel A Bank Street College of Education Best Children’s Book of the Year An ILA-CBC Children’s Choice Nominated for the Pennsylvania Young Reader’s Choice Award, the Wisconsin State Reading Association Children’s Book Award, the Rhode Island Children’s Book Award, and the Great Stone Face Award (New Hampshire), Lectio Book Award Master List “This gently evocative study of change in all its glory and terror would make a terrific read-aloud or introduction to a poetry unit. A most impressive debut.” —School Library Journal “Sure to inspire the poet in all of us, young and old.” —Mark Goldblatt, author of Twerp
Bridge the communication gap with parents of children with special needs! The author provides 25 ready-to-use techniques for involving parents in the education of their children. General and special education teachers in Grades PreK–12 can use these strategies to reach the parents of students with a wide range of learning needs. This teacher-friendly resource provides sample materials and tips for: Using letters, telephone, email, newsletters, and progress reports to communicate with parents Conducting parent conferences and in-person meetings Connecting parents with resources Helping parents teach their children at home Dealing with home/school conflicts Preparing a parent involvement action plan
A radical educator's paradigm-shifting inquiry into the accepted, normal demands of school, as illuminated by moving portraits of four young "problem children" In this dazzling debut, Carla Shalaby, a former elementary school teacher, explores the everyday lives of four young "troublemakers," challenging the ways we identify and understand so-called problem children. Time and again, we make seemingly endless efforts to moderate, punish, and even medicate our children, when we should instead be concerned with transforming the very nature of our institutions, systems, and structures, large and small. Through delicately crafted portraits of these memorable children—Zora, Lucas, Sean, and Marcus—Troublemakers allows us to see school through the eyes of those who know firsthand what it means to be labeled a problem. From Zora's proud individuality to Marcus's open willfulness, from Sean's struggle with authority to Lucas's tenacious imagination, comes profound insight—for educators and parents alike—into how schools engender, exclude, and then try to erase trouble, right along with the young people accused of making it. And although the harsh disciplining of adolescent behavior has been called out as part of a school-to-prison pipeline, the children we meet in these pages demonstrate how a child's path to excessive punishment and exclusion in fact begins at a much younger age. Shalaby's empathetic, discerning, and elegant prose gives us a deeply textured look at what noncompliance signals about the environments we require students to adapt to in our schools. Both urgent and timely, this paradigm-shifting book challenges our typical expectations for young children and with principled affection reveals how these demands—despite good intentions—work to undermine the pursuit of a free and just society.
Use the neuroscience of emotional learning to transform your teaching. How can the latest breakthroughs in the neuroscience of emotional learning transform the classroom? How can teachers use the principles and practices of positive psychology to ensure optimal 21st-century learning experiences for all children? Patty O’Grady answers those questions. Positive Psychology in the Elementary School Classroom presents the basics of positive psychology to educators and provides interactive resources to enrich teachers’ proficiency when using positive psychology in the classroom. O’Grady underlines the importance of teaching the whole child: encouraging social awareness and positive relationships, fostering self-motivation, and emphasizing social and emotional learning. Through the use of positive psychology in the classroom, children can learn to be more emotionally aware of their own and others’ feelings, use their strengths to engage academically and socially, pursue meaningful lives, and accomplish their personal goals. The book begins with Martin Seligman’s positive psychology principles, and continues into an overview of affective learning, including its philosophical and psychological roots, from finding the “golden mean” of emotional regulation to finding a child’s potencies and “golden self.” O’Grady connects the core concepts of educational neuroscience to the principles of positive psychology, explaining how feelings permeate the brain, affecting children’s thoughts and actions; how insular neurons make us feel empathy and help us learn by observation; and how the frontal cortex is the hall monitor of the brain. The book is full of practical examples and interactive resources that invite every educator to create a positive psychology classroom, where children can flourish and reach their full potential.