New Brooms (Classic Reprint)

New Brooms (Classic Reprint)

Author: Robert J. Shores

Publisher: BEYOND BOOKS HUB

ISBN:

Category: Fiction

Page: 136

View: 620

NEW BROOMS BY ROBERT J. SHORES This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. NEW BROOMS BY ROBERT J. SHORES

Teacher's Manual to Accompany Easy Road to Reading (Classic Reprint)

Teacher's Manual to Accompany Easy Road to Reading (Classic Reprint)

Author: Carrie J. Smith

Publisher: Forgotten Books

ISBN: 0243089546

Category:

Page: 120

View: 946

Excerpt from Teacher's Manual to Accompany Easy Road to Reading The Easy Road to Reading Primer and First Reader are for the child. Every word on every page is for the child to read. Suggestions for seat work, phonic drill, and other material intended for the teacher are entirely eliminated from the child's book and placed in this Manual, which is the teacher's book. The method by which learning to read is made easy to the child is itself simple and easy of application. The authors have not felt that formal, learned discussions of abstruse pedagogical theories would be of great assist ance to the teacher in her effort to secure practical results in teaching the daily lessons. They have therefore con tented themselves with a brief, informal explanation of the general principles underlying the method, followed at once by detailed suggestions for each of the lessons. These suggestions 'are definite in character. The authors have not suggested pedagogical truths in a broad, vague manner, leaving the application of them largely to the teacher, but have given, in connection with each lesson, material ample to insure effective results. The teacher may enlarge onthe suggestions given or vary them. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

The Normal Course in Reading, Primer

The Normal Course in Reading, Primer

Author: Emma J. Todd

Publisher:

ISBN: 1331975557

Category:

Page: 104

View: 466

Excerpt from The Normal Course in Reading, Primer: First Steps in Reading The Normal Course in Reading, Primer: First Steps in Reading was written by Emma J. Todd and W. B. Powell in 1901. This is a 94 page book, containing 4897 words and 99 pictures. Search Inside is enabled for this title. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Midway Readers

Midway Readers

Author: Sophia a Miller

Publisher:

ISBN: 1331241804

Category: Language Arts & Disciplines

Page: 134

View: 102

Excerpt from Midway Readers: Teachers Handbook There is no more unreasonable school method than trying to teach children to read by making them read aloud. In order to decide the proper method of teaching children to read, it is first essential to recognize clearly the difference between the processes of the mind in reading silently, and in reading aloud; between reading to gain quickly and definitely the meaning of the printed matter to be read, and reading the same matter aloud. Reading is really the process of taking into our mind the thought recorded in visible language. Reading aloud is a compound process of first recognizing the thought in the visible language, and then trying to express that thought, not in our own language, but in the language of the author of the selection. If the purpose in teaching reading were merely to train the children to read aloud, it is impossible to believe that educators would have wasted the time of the children by teaching reading at all. The reason children should be taught to read is, not that they may devote their spare time to reading aloud, but to read silently the books written by the great revealers of the past of human progress, and human thought. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Teaching ELLs to Read

Teaching ELLs to Read

Author: Paul Boyd-Batstone

Publisher: Routledge

ISBN: 9781317702016

Category: Education

Page: 162

View: 891

In this essential book from ELL-expert Paul Boyd-Batstone, you’ll find out how to teach reading while keeping in mind the unique needs of English language learners. You’ll learn best practices and differentiated strategies for each domain of the Common Core Foundational Reading Skills, including print concepts, phonological awareness, phonics and word recognition, and fluency. Topics covered include: Ideas for using contextual support to help ELLs climb the staircase of complexity; How to teach print concepts, such as noting word separation and using punctuation; Strategies for teaching phonological awareness, including distinguishing vowel sounds and blending sounds; Ways to teach phonics and word recognition using informational and literary texts; and Exemplary ideas for teaching fluency, such as through poetry, drama, and digital media. The book is filled with ready-to-use activities and complete lesson plans that address selected CCSS performance tasks at each grade level. These lesson plans demonstrate how to differentiate instruction based on your ELLs’ reading level. The book also includes performance-level descriptors, rubrics, and templates, available for free download from our website at http://www.routledge.com/books/details/9781138017696.

Blackboard Reading (Classic Reprint)

Blackboard Reading (Classic Reprint)

Author: Maud Moore

Publisher: Forgotten Books

ISBN: 1334134200

Category:

Page: 168

View: 832

Excerpt from Blackboard Reading First, write the sentence of Lesson I on the board and have it acted several times. Then, when you are ready to introduce this second lesson, have the first acted by a last year's pupil (or act it yourself as directed in Lesson I), and while he is still out front, write the sentence in this lesson on the board and tell him to do what it commands. He says, as he proceeds to his seat, go. The other pupils having watched and listened attentively are now ready to act the new command. Have it done by all the pupils. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

The Origin of the Prologue to St. John's Gospel (Classic Reprint)

The Origin of the Prologue to St. John's Gospel (Classic Reprint)

Author: Rendel Harris

Publisher: CUP Archive

ISBN:

Category: Religion

Page: 88

View: 791

Excerpt from The Origin of the Prologue to St. John's Gospel Is it possible, we ask next, that the Logos may have displaced an earlier metaphysical title as well as that employment of the word which we usually indicate by not writing it in capitals? About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Essential Principles of Teaching Reading and Literature in the Intermediate Grades and the High School (Classic Reprint)

Essential Principles of Teaching Reading and Literature in the Intermediate Grades and the High School (Classic Reprint)

Author: Sterling Leonard

Publisher:

ISBN: 1330702174

Category: Education

Page: 476

View: 703

Excerpt from Essential Principles of Teaching Reading and Literature in the Intermediate Grades and the High School Literature as Requiring Real Study. The Book Clubs. I Turning the Class Back on. Itself. The Curse of Irrelevant Details and Information. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

The Thompson Readers

The Thompson Readers

Author: John G. Thompson

Publisher: Forgotten Books

ISBN: 0484198432

Category: Education

Page: 86

View: 598

Excerpt from The Thompson Readers: Manual for Teachers This manual is not based upon the assumption that the teacher needs to be directed in every detail of every lesson. It takes as its basis the belief that the teacher is the school and that her intelligent application of knowledge and principles is the only desirable procedure in any school. Therefore, the principles derived from the psychology and pedagogy of reading are stated as simply and as clearly as possible, and the incidental knowledge related to the various selections is also given. A few devices are suggested, but in general the invention of devices is left to the teacher. The Manual is for the teacher. A book on Word Building is in preparation. By the proper use of these, the pupil's prog ress may be greatly accelerated, but it should always be borne in mind that The Thompson Readers are so gradual in their grading and contain selections so interesting to children, and so attractively illustrated, that pupils will gain unusual facility in reading simply by reading without the assistance of any devices or formal methods. Learn to read as you learned to talk is the idea upon which they are based. Devices and methods will help the child to learn to talk, they will help him to learn to read; but they are not absolutely necessary in the learning of either. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Implementing Differentiated Instruction by Building on Multiple Ways All Students Learn

Implementing Differentiated Instruction by Building on Multiple Ways All Students Learn

Author: Dr. Richard K. Ramos

Publisher: Dorrance Publishing

ISBN: 9781649572745

Category: Education

Page: 148

View: 750

Implementing Differentiated Instruction by Building on Multiple Ways All Students Learn By: Dr. Richard K. Ramos This book is about making learning fair and equitable for every child. The researcher develops a support system for teachers working in inclusive classrooms by providing them tools to engage students with varying academic, cultural, and linguistic needs. Starting with changing teachers’ mindsets, strategies were embraced to support students’ academic progress using multiple instructional strategies. Some of those strategies include inquiry-based learning, formative assessments, literature students can read, collaborative group work, and modifying all types of assignments. Over the course of this research, teachers developed the necessary skills to foster success for all children, making learning fair and equitable in the classroom.