Tiffanee Brown (21 results)

paperback. Condition: Very good condition. some wear on cover,clean inside,fast ship.

paperback. Condition: Good. May contain some writing/highlighting. Cover shows wear from normal use. Supplemental materials such as CDs or access codes are not included unless otherwise noted.

Condition: As New. Unread book in perfect condition.

Condition: New.

Paperback. Condition: new. Paperback. This book is deal for literacy teachers looking for practical ways to implement a curriculum and instruction model that's more inquiry-driven and idea-centered. Readers will find step-by-step help with lesson planning for conceptual understanding and transfer Ideas for supporting inductive learning. Helps bridge the divide between conceptual curriculum and actionable practice, and provides practical support for teachers implementing Concept-Based literacy lessons. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condition: New.

Paperback. Condition: New. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction-and this IS the BEST. -H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They'll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students' transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transferIdeas for supporting inductive learningClassroom Snapshots that showcase familiar literacy practices in Concept-Based classroomsStrategies to promote critical, reflective, and conceptual thinkingModel elementary and secondary Concept-Based lesson and unit plansA chapter devoted to answering frequently asked questions  For educators looking for practical ways to implement a Curriculum and Instruction Model that's more inquiry-driven and idea-centered, look no further than this book.

Condition: New. pp. 176.

Paperback. Condition: New. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction-and this IS the BEST. -H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They'll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students' transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transferIdeas for supporting inductive learningClassroom Snapshots that showcase familiar literacy practices in Concept-Based classroomsStrategies to promote critical, reflective, and conceptual thinkingModel elementary and secondary Concept-Based lesson and unit plansA chapter devoted to answering frequently asked questions  For educators looking for practical ways to implement a Curriculum and Instruction Model that's more inquiry-driven and idea-centered, look no further than this book.

Condition: As New. Unread book in perfect condition.

Condition: New.

Paperback. Condition: Brand New. 157 pages. 10.75x8.50x0.75 inches. In Stock.

Paperback. Condition: New.

Condition: New. In.

Paperback. Condition: Brand New. 157 pages. 10.75x8.50x0.75 inches. In Stock.

Paperback. Condition: new. Paperback. This book is deal for literacy teachers looking for practical ways to implement a curriculum and instruction model that's more inquiry-driven and idea-centered. Readers will find step-by-step help with lesson planning for conceptual understanding and transfer Ideas for supporting inductive learning. Helps bridge the divide between conceptual curriculum and actionable practice, and provides practical support for teachers implementing Concept-Based literacy lessons. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Kartoniert / Broschiert. Condition: New. Helps bridge the divide between conceptual curriculum and actionable practice, and provides practical support for teachers implementing Concept-Based literacy lessons.&Uumlber den AutorLois A. Lanning, PhD, is an.

Paperback. Condition: New. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction-and this IS the BEST. -H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They'll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students' transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transferIdeas for supporting inductive learningClassroom Snapshots that showcase familiar literacy practices in Concept-Based classroomsStrategies to promote critical, reflective, and conceptual thinkingModel elementary and secondary Concept-Based lesson and unit plansA chapter devoted to answering frequently asked questions  For educators looking for practical ways to implement a Curriculum and Instruction Model that's more inquiry-driven and idea-centered, look no further than this book.

Paperback. Condition: New. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction-and this IS the BEST. -H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They'll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students' transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transferIdeas for supporting inductive learningClassroom Snapshots that showcase familiar literacy practices in Concept-Based classroomsStrategies to promote critical, reflective, and conceptual thinkingModel elementary and secondary Concept-Based lesson and unit plansA chapter devoted to answering frequently asked questions  For educators looking for practical ways to implement a Curriculum and Instruction Model that's more inquiry-driven and idea-centered, look no further than this book.

Condition: New. Print on Demand pp. 176.

Condition: New. PRINT ON DEMAND pp. 176.