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Author: Sarah Beck Publisher: Teachers College Press ISBN: 0807777323 Category : Education Languages : en Pages : 155
Book Description
The think-aloud approach to classroom writing assessment is designed to expand teachers’ perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way. Emphasizing learning over evaluation, it is especially well-suited to revealing students’ strengths and helping them overcome common challenges to writing such as writer’s block or misunderstanding of the writing task. Through classroom examples, Sarah Beck describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context. The book also discusses the significance of the method in relation to best practices in formative assessment, including how to plan think-aloud sessions with students to gain the most useful information. Teachers required to use rubrics or other standardized assessment tools can incorporate the more individualized think-aloud approach into their practice without sacrificing the rigor and consistency more regulated approaches require. “Details how both students and teachers can benefit from engaging in this practice, and does so in ways that allow readers to adapt it to their own situations.” —Peter Smagorinsky, University of Georgia “This is the first truly new way of thinking about assessing writing that I have encountered in a long time.” —Heidi L. Andrade, University at Albany–SUNY “An invaluable guide for using think-aloud formative assessments to gain insight into student writing development. Every high school and college writing instructor should read it!” —Amanda J. Godley, University of Pittsburgh
Author: Sarah Beck Publisher: Teachers College Press ISBN: 0807777323 Category : Education Languages : en Pages : 155
Book Description
The think-aloud approach to classroom writing assessment is designed to expand teachers’ perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way. Emphasizing learning over evaluation, it is especially well-suited to revealing students’ strengths and helping them overcome common challenges to writing such as writer’s block or misunderstanding of the writing task. Through classroom examples, Sarah Beck describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context. The book also discusses the significance of the method in relation to best practices in formative assessment, including how to plan think-aloud sessions with students to gain the most useful information. Teachers required to use rubrics or other standardized assessment tools can incorporate the more individualized think-aloud approach into their practice without sacrificing the rigor and consistency more regulated approaches require. “Details how both students and teachers can benefit from engaging in this practice, and does so in ways that allow readers to adapt it to their own situations.” —Peter Smagorinsky, University of Georgia “This is the first truly new way of thinking about assessing writing that I have encountered in a long time.” —Heidi L. Andrade, University at Albany–SUNY “An invaluable guide for using think-aloud formative assessments to gain insight into student writing development. Every high school and college writing instructor should read it!” —Amanda J. Godley, University of Pittsburgh
Author: Sarah Beck Publisher: Teachers College Press ISBN: 9780807759509 Category : Education Languages : en Pages : 0
Book Description
The think-aloud approach to classroom writing assessment is designed to expand teachers’ perspectives on adolescent students as writers and help them integrate instruction and assessment in a timely way. Emphasizing learning over evaluation, it is especially well-suited to revealing students' strengths and helping them overcome common challenges to writing such as writer’s block or misunderstanding of the writing task. Through classroom examples, Sarah Beck describes how to implement the think-aloud method and shows how this method is flexible and adaptable to any writing assignment and classroom context. The book also discusses the significance of the method in relation to best practices in formative assessment, including how to plan think-aloud sessions with students to gain the most useful information. Teachers required to use rubrics or other standardized assessment tools can incorporate the more individualized think-aloud approach into their practice without sacrificing the rigor and consistency more regulated approaches require. Book Features: Introduces a new method of writing assessment that is more effective and flexible for differentiating instruction than assessments based on rubrics. Emphasizes equity for all learners, including English learners and students with specific learning challenges. Offers recommendations and guidelines based on research-based best practices in all aspects of writing: process, instruction, assessment, and development. Designed to be used by individual teachers as well as teachers working collaboratively to develop their pedagogical content knowledge for teaching writing.
Author: Wright, Katherine Landau Publisher: IGI Global ISBN: 1668482630 Category : Language Arts & Disciplines Languages : en Pages : 344
Book Description
Assessing Disciplinary Writing in Both Research and Practice tackles the challenge of measuring writing skills in specific content areas, which is crucial for preparing students to communicate as field experts and for their future careers. Edited by Katherine Wright, Associate Professor of Literacy and Language at Boise State University, and Tracey Hodges, Founder and Lead Consultant of The Empowering Advocate, this book provides solutions by bringing together validated measures and practical assessment strategies that can be used in both research and instruction. The book's theoretical foundations cover multimodal disciplinary writing, assessing disciplinary writing versus content-area writing, and using assessment as a tool for disciplinary writing instruction. Practical methods for assessing writing in social studies, science, mathematics, English and language arts, and other genres at the elementary, middle, and high school levels are included, as well as assessment strategies for specific populations of students such as undergraduate students, English learners, gifted and talented students, special needs students, and incarcerated students. This highly valued reference is essential for academic scholars, K12 teachers, and educational researchers who want to improve writing instruction and research in content- and discipline-specific areas. By providing validated measures and methods for assessing disciplinary writing, this edited book helps bridge the gap between research and practice and enables practitioners to better measure student growth and improve writing instruction. This publication is the first step towards advancing research and improving writing instruction in content- and discipline-specific areas.
Author: Publisher: BRILL ISBN: 9004503390 Category : Languages : en Pages : 108
Book Description
This volume is an encyclopaedic reference of prominent literacy terms. Key terms with frequent misconceptions are debunked to provide a critical perspective. Citation of relevant theorists and research findings enables readers to further explore these topics.
Author: Richard Beach Publisher: Taylor & Francis ISBN: 1000605760 Category : Language Arts & Disciplines Languages : en Pages : 321
Book Description
Timely, thoughtful, and comprehensive, this text directly supports pre-service and in-service teachers in developing curriculum and instruction that both addresses and exceeds the requirements of English language arts standards. It demonstrates how the Common Core State Standards as well as other local and national standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective firmly grounded in current literacy learning theory and research. The third edition frames ELA instruction around adopting a justice, inquiry, and action approach that supports students in their schools and community contexts. Offering new ways to respond to current issues and events, the text provides specific examples of teachers employing the justice, inquiry, and action curriculum framework to promote critical engagement and learning. Chapters cover common problems and challenges, alternative models, and theories of language arts teaching. The framework, knowledge, and guidance in this book shows how ELA standards can not only be addressed but also surpassed through engaging instruction to foster truly diverse and inclusive classrooms. The third edition provides new material on: adopting a justice, inquiry, and action approach to enhance student engagement and critical thinking planning instruction to effectively implement standards in the classroom teaching literary and informational texts, with a focus on authors of color integrating drama activities into literature teaching informational, explanatory, argumentative, and narrative writing supporting bilingual/ELL students using digital tools and apps to respond to and create digital texts addressing how larger contextual and political factors shape instruction fostering preservice teacher development
Author: Robert Rozema Publisher: Teachers College Press ISBN: 0807777293 Category : Education Languages : en Pages : 156
Book Description
With 1 in 59 children being diagnosed with Autism Spectrum Disorder (ASD), odds are that students on the spectrum will be in many classrooms across every subject area.Seeing the Spectrum argues that secondary English teachers are uniquely equipped to prepare students with autism for future success, both in school and in life. Writing for preservice and current English language arts teachers, Robert Rozema offers practical, evidenced-based strategies for teaching literature, informational texts, writing, and communication to students on the spectrum. These strategies are appropriate for inclusive classrooms with both neurotypical students and students with autism. The final chapter includes a complete unit plan on Of Mice and Men, illustrating how curriculum focused on commonly taught literary works can be reimagined to accommodate the needs and draw on the strengths of students on the spectrum. “I appreciate this book. I appreciate the gift Robert Rozema has given me. My thinking and teaching will now be more diverse, more consciously competent, more compassionate, and therefore more vital.” —From the Foreword by Jeffrey D. Wilhelm, distinguished professor of English Education, Boise State University, and author of “You Gotta BE the Book” “Seeing the Spectrum examines real young people and daily classroom interactions to help teachers better understand the mental and emotional processing of their autistic spectrum students and devise assignments to scaffold their success. Rozema knows what matters in English: reading literature, developing empathy, understanding complex ideas and interpersonal relationships, writing to express complicated ideas. The diverse tools, strategies, and ideas he describes foster inclusiveness, compassion, and success for all students.” —Allen Webb, professor of English, Western Michigan University
Author: Liane Brouillette Publisher: Teachers College Press ISBN: 0807761575 Category : Education Languages : en Pages : 161
Book Description
Partnerships are now pervasive in global education and development, but are they creating equitable, cooperative, and positive relationships? Through case studies of prominent multistakeholder partnerships—including the Education Cannot Wait Fund and Global Partnership for Education—as well as a comprehensive analysis of the global education network, this book exposes clear power imbalances that persist in the international aid environment. The author reveals how actors and organizations from high-income countries continue to wield disproportionate influence, while the private sector holds a growing degree of authority in public policy circles. In light of such evidence, this book questions if partnerships truly ameliorate power asymmetries, or if they instead reproduce the precise inequities they are meant to eliminate. “This text offers a thoughtful look into both theoretical and practical issues surrounding arts integration as a viable strategy for increasing students’ achievement and access to higher education and career pathways. It is especially timely in the context of a widespread focus on equity and inclusion as teachers are facing more diversity in the classroom than ever before.” —Kristen Greer-Paglia, CEO, P.S. ARTS “This book, offering a rich buffet of art-based activities grounded in critical ideas about teaching and learning, includes topics as oral language development, visual thinking strategies, making meaning of narrative and informational texts, and expression through narrative and informational writing. An excellent guide to teachers aspiring to integrate the arts into their curriculum, it is both a delightful and useful read!” —Liora Bresler, University of Illinois, Champaign-Urbana
Author: Judith T. Lysaker Publisher: Teachers College Press ISBN: 0807777005 Category : Education Languages : en Pages : 161
Book Description
In this book, the author challenges reductive views of emergent literacy prevalent in many of today’s kindergarten and pre–K classrooms. As an alternative, Lysaker explains how reading wordless books with young children helps them to develop a range of comprehension abilities that are important for understanding narrative texts. Readers will find concrete methods to help them gauge, document, and respond to children as they make meaning of and respond to wordless books. Through description and analysis, the text reveals the undervalued richness of young children’s emergent comprehension and the intricate, purposeful nature of their specific early thinking activities. Before Words encourages readers to think about young children’s comprehension as complex meaning-making and suggests new ways of responding to the unique sense-making tools young children use during wordless book reading. Book Features: Demonstrates how young children develop reading comprehension abilities even before learning to read print.Expands on reading as more than just a technical skill.Engages the whole child and scaffolds their formation of relationships with other people, including peers, teachers, families, and communities.Nurtures students’ creativity, positive relationships with storytelling, and social-emotional growth.Offers guidance for building a wordless book library, including a selected list of books. “A breakthrough work. Prepare to have your mind opened to completely new terrain in children’s literate development.” —From the Foreword by Peter Johnston, The University at Albany–SUNY “Before Words is a kidwatcher’s delight! Her sensitive descriptions of reading conversations provide concrete strategies that will be welcome additions to both novice and experienced teachers’ toolkits!” —Deborah Wells Rowe, Vanderbilt University “Scholars of early childhood literacy development will find much of interest in this book.” —Nell K. Duke, University of Michigan
Author: Danling Fu Publisher: Teachers College Press ISBN: 0807761125 Category : Education Languages : en Pages : 145
Book Description
Translanguaging for Emergent Bilinguals is a thorough examination of the development, evolution, and current realities of educating emergent bilinguals in U.S. classrooms. Through engaging vignettes, readers follow the experiences of emergent bilinguals in a variety of monolingual settings, tracing the challenges encountered by both the students and the schools that serve them. The authors argue that the future of emergent bilingual education lies in an inclusive translanguaging pedagogy. By embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually. The text begins by showing how the authors evolved from monolingual language educators to translanguaging educators and ends with concrete takeaways for successfully using this approach in different education settings. “This book offers an uplifting alternative view of the lives and education of language-minoritized students. The authors present here a practice-based approach to translanguaging for all types of teachers of emergent bilinguals.” —From the Foreword by Ofelia García, The Graduate Center, City University of New York “A fascinating volume offering practical as well as theoretical insights into translanguaging pedagogy.” —Li Wei, UCL Institute of Education, University College London “Contributes significantly to our understanding of the nature of translanguaging and its potential to transform the education of emergent bilingual students.” —James Cummins, University of Toronto
Author: Aída Walqui Publisher: Teachers College Press ISBN: 0807776858 Category : Education Languages : en Pages : 257
Book Description
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York
Author: Sarah Beck
Author: Sarah Beck
Author: Sarah Beck
Author: Wright, Katherine Landau
Author: 
Author: Richard Beach
Author: Robert Rozema
Author: Liane Brouillette
Author: Judith T. Lysaker
Author: Danling Fu
Author: Aída Walqui