By Carol S. Beers EdD, James W. Beers PhD, Jeffrey O. Smith EdD

ISBN-10: 1606234730

ISBN-13: 9781606234730

This succinct, attractive publication explains how busy straightforward tuition principals can help potent literacy guide of their faculties. Chapters define the basic elements of a winning literacy software and describe particular practices which may instill a tradition of literacy in a faculty. ideas are supplied for beginning a qualified improvement software, figuring out and utilizing applicable checks with scholars, related to mom and dad in literacy schooling, and assessing the strengths and weaknesses of lecturers’ educational tools. Drawing from the authors' large event as principals and academics, the book’s various examples display what robust literacy management appears like in motion. worthy reproducibles are integrated.

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Additional info for A Principal's Guide to Literacy Instruction (Tools for Teaching Literacy)

Sample text

The Difference between Fiction and Nonfiction Texts Fiction Nonfiction Tells a story. Provides information. ” Vocabulary is specialized by discipline. Reader identifies with characters. Reader interacts with subject matter. Plot holds reader’s attention. Organization of the text holds reader’s attention. Stories relate to reader’s experiences. Text often has unfamiliar abstract concepts. Writing style is elaborate. Writing style is very concise and heavy with content. Entertains the reader and is written in more personal style.

3. Children will be more motivated to learn when they are presented with material in an actual subject matter that is meaningful to them. 4. Connecting literacy with other content areas reinforces learning in all areas. What Makes Good Literacy Instruction? 25 Reading and writing should be taught throughout the day. This not only increases comprehension in the various disciplines, but it also helps children make connections between their subject areas.  . ” The relationship is cyclical: Incorporating reading and writing into content classes improves comprehension, but incorporating content into reading and writing classes also improves reading and writing.

Writing style is elaborate. Writing style is very concise and heavy with content. Entertains the reader and is written in more personal style. Expands reader’s knowledge and is written in impersonal style. Allows rapid reading, with scanning and omission of some parts. Requires slower reading, with a constant need to adjust rate. Words convey most of the meaning. Graphic aids, such as charts, tables, and maps, convey meaning. Form a School Literacy Team A school literacy team should be composed of the school’s reading personnel, including reading specialists, media specialists, and Title I teachers and representatives from other curricular areas, such as social studies, science, and math.

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A Principal's Guide to Literacy Instruction (Tools for Teaching Literacy) by Carol S. Beers EdD, James W. Beers PhD, Jeffrey O. Smith EdD


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