By Carol S. Beers EdD, James W. Beers PhD, Jeffrey O. Smith EdD
This succinct, attractive e-book explains how busy easy institution principals can help potent literacy guide of their colleges. Chapters define the elemental parts of a winning literacy application and describe particular practices that could instill a tradition of literacy in a college. recommendations are supplied for starting up a certified improvement software, figuring out and utilizing applicable checks with scholars, concerning mom and dad in literacy schooling, and assessing the strengths and weaknesses of academics’ educational equipment. Drawing from the authors' broad event as principals and academics, the book’s a variety of examples display what robust literacy management appears like in motion. precious reproducibles are incorporated.
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Additional resources for A Principal's Guide to Literacy Instruction (Tools for Teaching Literacy)
Fluffy Brad Bear Fluffy Brad is cute. Fluffy is nice. She felt soft. Fluffy felt hard on her head. She is pretty because her eyes shine. Fluffy is brown. She has one black eye. She feels mushy and big. Fluffy will eat eggs. 7. First-grade student writing sample. 8. “What Principals Do” letters. While teaching the form of letters, a third-grade teacher had her students practice writing letters to people in their school. After sufficient practice, they sent letters to their principal. 9. Why are these practices important?
From A Principal’s Guide to Literacy Instruction by Carol Beers, Jame W. Beers, and Jeffrey O. Smith. Copyright 2010 by The Guilford Press. Permission to photocopy this figure is granted to purchasers of this book for personal use only (see copyright page for details). place when the teachers ask a lot of questions and students take turns answering them. During a real discussion, students may offer more than one point of view and are willing to respond to different points of view. Discussions may be teacherled or student-led.
They may even sense that this is a challenging school with a lot of problem areas. As principals, we don’t like to think that such “sensing” is legitimate. Those who have studied school climate and culture, however, would tell us a different story. In fact, if these visitors, whether community members or school employees, were to share their observations and feelings, a picture of the school would begin to emerge. These feelings that visitors have reflect a piece of the school’s culture. Every school has its own unique characteristics, and visitors can sense these by listening and observing.
A Principal's Guide to Literacy Instruction (Tools for Teaching Literacy) by Carol S. Beers EdD, James W. Beers PhD, Jeffrey O. Smith EdD