[Q470.Ebook] PDF Ebook The Common Core Guidebook: Informational Text Lessons, Guided Practice, Suggested Book Lists, and Reproducible Organizers, Grades 3-5By

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This book is the essential resource for anyone teaching students in grades 3-5 to navigate informational text. Based on Rozlyn’s popular Common Core workshops, this guide walks you through each informational text reading standard, aligns each standard to research-based strategies, and explicitly shows you how to introduce and model those strategies in your classroom. Filled with practical techniques, anchor charts, reproducible graphic organizers, and suggested text lists, this indispensable guide helps teachers meet the demands of the Common Core informational text standards. Also available: The Common Core Guidebook, 6-8.

• Sales Rank: #302412 in Books
• Published on: 2013-07-15
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x .53" w x 8.50" l, 1.23 pounds
• Binding: Paperback
• 234 pages

Review
I won this book at one of Dr. Roz's energetic workshops. AMAZING! This book gets right to the point. You learn what the standard says, fun ways to teach it, different books that you can match to the standard, and you get several ready to go graphic organizers. Sweet, simple, and what we need to understand the expectations of the Common Core standards.
Kelli Williams, third grade teacher, Southfield, Michigan

From the Author
Elementary teachers just need to make sense of the Common Core informational text standards. The Common Core Guidebook cuts through to the core of each standard with easy,�effective lessons, written in plain English.

This timely and practical guidebook includes:

• A teacher-friendly explanation of each standard.
• Step-by-step lessons to connect the standard to students.
• Think-aloud modeling for each standard.
• Over 40 different graphic organizers for assessment and practice.
• An annotated, lexiled book list matched to each standard.

About the Author
Rozlyn Linder, Ph.D., is a highly sought after presenter, educational blogger, and author of the best selling curriculum book, The Common Core Guidebook, grades 6-8. Known for her energetic, fast-paced seminars and workshops, she has collaborated with teachers across the nation at national and state conferences on literacy. An award-winning teacher, she has taught at all levels from elementary through college. She as worked as the K-12 Reading Specialist for a large district just outside of Atlanta and as an adjunct English instructor. Currently, she serves as the Director of Professional Learning for The Literacy Initiative. She enjoys modeling best practices, and specializes in explicit instruction and standards-based classrooms. Rozlyn lives in Georgia with her two amazingly spirited daughters and husband, Christopher. You can interact with her online through her popular blog: On the Web with Roz Linder at rozlinder.com.

Most helpful customer reviews

10 of 10 people found the following review helpful.
A Much Needed Resource--AWESOME!
By Kimberley Haile
This is my second year teaching the new Common Core Standards and the only thing I could think of when I received the book was: "Where on earth was this book last year?" This is such an awesome and essential resource because it provides teachers with the support to develop the necessary skills within our students. The guidebook does just that, it guides the teacher with chapters that are organized into four `teacher-friendly' components. These components provide the details of how teachers are to provide explicit skill instruction for students while the students are perfecting the skills and continuing to learn others. I was to say the least pleasantly surprised (and relieved) to have a resource that walks me through each informational text reading standard, aligns the standard to strategies I can use immediately, as well as demonstrates how I should model it in my classroom for my students. The awesome anchor charts, the already made reproducible graphic organizers and the extensive suggested text lists are icing on the cake! A long awaited and much needed resource for 3-5 educators... Thank you Dr. Linder! ☺

9 of 9 people found the following review helpful.
This book rocks!
By Miriam S. Lott
I chose this book because I am the reading teacher for our 5th grade team. I usually teach using a basal, but I wanted to try something new this year, especially with the CCGPS full implementation. I have fallen in love with this resource. It provides introductions to each standard that is to be taught, as well as a graphic organizer to accomodate the lesson. My students have so much fun creating and utilizing the organizers with their daily lessons. Thanks Dr, Linder!

9 of 9 people found the following review helpful.
Wonderful
By Kelli Truss
This is the second book I have ordered from Dr. Linder. Once again, she has produced an excellent resource for all types of educators. The summaries and graphic organizers have been life savers. The price is an added bonus!

See all 26 customer reviews...

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[F247.Ebook] Ebook Download Don't Get Taken Every Time: Second Edition, by Remar Sutton

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• Sales Rank: #5029776 in Books
• Published on: 1986-09-02
• Released on: 1986-09-02
• Original language: English
• Number of items: 1
• Dimensions: 5.00" h x 1.00" w x 7.00" l,
• Binding: Paperback
• 340 pages

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• Published on: 2014-05-14
• Binding: Hardcover
• 1139 pages

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For graduate-level courses in Distance Education/Distance Learning/Web-based Learning/Online Learning/e-Learning/Distributed Learning. This practical volume details the journey of online learning from theory to practice. Using a flexible yet systematic instructional design framework that enables even novice teachers to design, plan, and implement customized instructional environments, this text thoroughly addresses how course management systems and other online learning technologies can be used to design learner-centered environments that actively engage students. Emphasis throughout is on the vital interaction among pedagogical models, instructional strategies, and learning technologies. This text is born of the authors' extensive experience in using technology in online/distributed learning contexts, and based on the principles of learning as a social process.

• Sales Rank: #1542365 in Books
• Published on: 2004-05-22
• Original language: English
• Number of items: 1
• Dimensions: 9.06" h x .95" w x 7.40" l, 1.45 pounds
• Binding: Paperback
• 368 pages

Review

"...its major strength is that it coordinates research with practical concerns about online learning in a systematic way." — David VanEsselstyn, Ph.D., Long Island University, C. W. Post Campus

"The ...text provides more in-depth coverage of online learning than any other books currently available ...This book has the potential to provide a much-needed foundation for a research-based approach to considering online instruction." — S. Kim MacGregor, Ph.D., Louisiana State University

"As it is presently cast, this book will exercise a leadership role in the evolution of the course." — R. Donald Hardy, Troy State University

"This project is the most definitive one I've seen regarding online learning, its history, application, and management." — Ron McBride, Ph.D., Northwestern State University

From the Back Cover

Online Learning: Concepts, Strategies, and Application is based on the principles of learning as a social process. It details a journey from theory to practice, informing the design of powerful and engaging online learning environments. A consistent theme in this book is the interaction between pedagogical models, instructional strategies, and learning technologies. This process is embedded in a flexible, yet systematic and integrative instructional design framework that enables the reader to envision, plan for, and implement customized instructional designs for online learning.

Features of this text:

• Three-part organization: Part I offers theory, research, and pedagogy as groundwork leading to Part II, which provides specific instructional design methods and strategies. Part III discusses the history and future of instructional technologies and gives readers the tools and techniques with which to select the appropriate e-Learning delivery applications.
• Authentic scenarios related to the design, development, and implementation of online learning in higher education contexts, schools, and corporate settings are provided at the beginning of each chapter, providing real-world relevance to the chapter content.
• Learning activities at the end of each chapter engage students in applying online learning concepts and strategies in real-world contexts. For Chapters 2, 3, 5, 6, and 9, these learning activities are completed on the interactive companion website at www.prenhall.com/dabbagh , where students browse interactive tables, download PDF files, and examine an array of examples of instructional contexts and cases for analysis.

Excerpt. � Reprinted by permission. All rights reserved.

Online Learning: Concepts, Strategies, and Application offers a unique approach to thinking about teaching and learning in online and Web-based contexts. Beginning with a conceptualization of online learning based on the principles of learning as a social process and globalization, the book meticulously details a journey from theory to practice,. informing the design of powerful and engaging online learning environments. A consistent theme in this book is the interaction among pedagogical models, instructional strategies, and learning technologies. This process is embedded in an integrative instructional design framework that is dynamic, iterative, and transformative, which enables the instructional developer, online instructor, school teacher, or educator to envision, plan for, and implement customized instructional designs for online learning.

This book was written after several years of designing, developing, researching, teaching, and implementing technology in online and distributed learning contexts. The proliferation of course management and learning management systems developed to deliver Web-based instruction and training in higher education, school, and corporate settings led us (the authors) to closely examine the instructional use of such systems on the basis of theory, research, and applied practice. The book reflects the results of this examination and our views on how course management systems and other online learning technologies can be used to design flexible and engaging learner-centered online learning environments.

The book title, Online Learning: Concepts, Strategies, and Application, reflects the theory-into-practice methodology we adopted when we were thinking about and presenting the content. Moving from the conceptual to the concrete, Chapters 1-3 cover the theoretical, pedagogical, and technological constructs contributing to the emergence of online learning, the online learner, and the online instructor, and the ensuing research implications. In Chapters 4-7, we discuss instructional design for online learning, providing the reader with a systematic yet flexible process that capitalizes on the interaction among pedagogical models, instructional strategies, and learning technologies. This process enables novices and experts to engage in systematic, effective, and contextualized online learning design. Chapters 8-9 provide a discussion of the evolution of authoring systems—from their use in developing computer-based instruction to Web-based instruction—and the emerging nature of course management and learning management systems. This discussion provides the reader with a thorough understanding of past, present, and future instructional technologies and a comprehensive set of tools and techniques with which to select appropriate e-learning delivery applications and implement online learning in multiple contexts.

In this book, we attempt to contextualize the content to three main educational settings: higher learning, K-12 school, and corporate training. Whether you are a teacher, an instructor, a professor, an instructional developer, a trainer, an educator, an administrator, or a graduate student, Online Learning: Concepts, Strategies, and Application will contribute in a unique way to your understanding, implementation, and delivery of online learning. Its nine chapters and interactive companion Web site can be consulted individually or collectively according to need and context. Briefly, Chapter 1 covers the evolution of distance education from pedagogical and technological perspectives and presents a theoretical framework for thinking about online learning based on learning as a social process and the impact of globalization on sociocultural practices. Several pedagogical and technological constructs for online learning are also discussed in this chapter. In Chapter 2, we describe the roles and competencies of the online learner and the online instructor and the learning affordances and logistical and implementation challenges that learning technologies present for the learner and the instructor in online learning. The chapter also covers institutional and administrative challenges associated with online learning, including copyright and intellectual property issues as they relate to electronic media and online courses. Chapter 3 provides an overview of the current state of research on online learning and a synthesis of specific results for application and consideration in designing, developing, and supporting online learning environments.

Chapter 4 details a systematic process of design and development for online learning environments called the Integrative Learning Design Framework for Online Learning. This framework is grounded in the time-tested processes of traditional instructional design as well as emerging pedagogy, the result of which is an innovative and flexible process for developing online learning environments grounded in learning theory. Based on knowledge acquisition models and learning theories that have permeated the field of instructional design and technology, Chapter 5 covers constructivist-based or learner-centered pedagogical models and includes a description of their instructional characteristics and application in online learning. Moving from models to strategies, in Chapter 6, we present 13 instructional strategies that synthesize the instructional characteristics of constructivist-based pedagogical models and describe their enactment in online learning, using specific learning technologies. Chapter 7 details a systematic process for evaluating online learning based on the developer's goals and contexts. The chapter provides a review of both formal and informal evaluation examples that can inform evaluation efforts involving online learning environments.

Chapter 8 provides an overview of authoring tools, course management systems, and learning content management systems, and their past, present, and future implications for the design and development of learning content and instructional activities. The focus of Chapter 9 is specifically on course management systems. We describe their pedagogical and technological features and provide explicit examples of how these features can be used to support instructional and learning activities in online learning. The chapter also includes guidelines for selecting course management systems from both an institutional perspective and an administrative perspective.

Pedagogical Features

Each chapter contains the following pedagogical features:

• Learning objectives: A set of learning objectives is provided as an advance organizer for the content. Students can use these objectives as a framework for organizing their learning and as an evaluation tool for assessing their understanding after completing the chapter. These objectives can also be used as guidelines for keeping a reflective journal.
• Authentic scenarios: Scenarios related to the design, development, and implementation of online learning in higher education contexts, school settings, and corporate settings are provided at the beginning of each chapter. The scenarios are designed to provide real-world relevance to the chapter content and to activate prior knowledge.
• Prompting questions: Questions related to the scenarios are woven into the chapter text to actively engage the reader in thinking about the concepts and issues discussed.
• Figures and tables: Multiple figures and tables are used throughout the chapters and at the companion Web site to provide visual aids.
• Learning activities: The learning activities at the end of each chapter are designed to promote reflective thinking. Some are linked to the scenarios presented at the beginning of each chapter, others are linked to previous chapter content and activities, and many are linked to the Companion Website, which contains additional examples of the concepts discussed. These learning activities engage students in applying online learning concepts and strategies in real-world contexts. Students can work on them individually or collaboratively (see also the Companion Website).
• Resources: Online resources are provided for each chapter at the Companion Website. These resources can be used for structuring additional learning activities based on the instructor's and/or student's need and context.
• References: This book integrates current theory and research. An extensive list of references is provided at the end of each chapter to support further exploration and research.

Most helpful customer reviews

2 of 2 people found the following review helpful.
Difficult Read
By Grad Student
Very difficult read. The authors are not consistent with their terminology and tend to be overly wordy.

1 of 1 people found the following review helpful.
Book is designed cheaply, but the content is priceless!
By W. Schneider
I used this book throughout my entire Master's Program in Instructional Design and Development. It is a great resource for online learning, especially when designing constructivist learning environment. I do agree that the production quality is really cheap and most of the pages do look like photocopies, however my book has held up through 2 years of courses (and I reference it often). I would highly recommend this book for its content, if you can get over the photocopy-looking pages.

3 of 4 people found the following review helpful.
A poor quality textbook
By A. Carstens
The book I received has a poor binding, and the pages appear to be photocopied. Text is difficult to read, and images that were obviously originally in color are only black-and-white blurs. Amazon.com sent me a replacement copy, but it had the same defects.

I strongly suggest purchasing this book from a college bookstore or other reputable source if at all possible.

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"Many churched teens struggle to connect their faith to their everyday lives, and when asked what they believe, you often get the Christianese answers they think they need to give in church. And with most issues of faith, these are things that can’t simply be taught in a four-week series of messages. As part of the bestselling TalkSheets series, TalkSheets: Confirm It! helps teens engage in real conversations where belief can be discovered, Christian words and notions can be unpacked, and faith can be connected with and expressed. Whether you use these TalkSheets as the primary lesson or as a supplement for your youth group, Sunday school class, small group or confirmation class, Confirm It! offers 52 TalkSheets that will allow teenagers to learn more about: • God • Jesus • The Holy Spirit • The Bible • Salvation • Discipleship • Key Words of Faith As each TalkSheet presents important issues, interesting activities, and challenging questions, kids will be encouraged to think about opinions, learn about themselves, and grow in their faith."

• Sales Rank: #159504 in Books
• Brand: HarperCollins Christian Pub.
• Published on: 2009-12-27
• Released on: 2009-12-27
• Original language: English
• Number of items: 1
• Dimensions: 9.13" h x .35" w x 7.32" l, .55 pounds
• Binding: Paperback
• 144 pages

From the Back Cover
'Many churched teens struggle to connect their faith to their everyday lives, and when asked what they believe, you often get the Christianese answers they think they need to give in church. And with most issues of faith, these are things that can't simply be taught in a four-week series of messages. As part of the bestselling TalkSheets series, TalkSheets: Confirm It! helps teens engage in real conversations where belief can be discovered, Christian words and notions can be unpacked, and faith can be connected with and expressed. Whether you use these TalkSheets as the primary lesson or as a supplement for your youth group, Sunday school class, small group or confirmation class, Confirm It! offers 52 TalkSheets that will allow teenagers to learn more about: * God * Jesus * The Holy Spirit * The Bible * Salvation * Discipleship * Key Words of Faith As each TalkSheet presents important issues, interesting activities, and challenging questions, kids will be encouraged to think about opinions, learn about themselves, and grow in their faith.'

About the Author
Youth and family ministry worker and counselor David Lynn has worked with young people and their families for more than three decades. He’s the creator of TalkSheets and author of numerous books, the creator of Building up Your Ministry, and he conducts several leadership training workshops. He lives with his family in Tucson, Arizona.

Rick Davis has served in active ministry since 1970. He’s an 18-year veteran of youth ministry and has spent 26 years of ordained ministry in the Presbyterian Church serving as a pastor, educator, writer, and speaker. He currently resides in Tulsa, Oklahoma with his wife J.J., where he serves as senior associate pastor for pastoral care and spiritual development at the First Presbyterian Church of Tulsa.

Most helpful customer reviews

1 of 1 people found the following review helpful.
Five Stars
By JoAnn E Head
love it

4 of 4 people found the following review helpful.
This is an amazing book. I'm going to teach a confirmation class ...
By Mary M.
This is an amazing book. I'm going to teach a confirmation class next year and this has so many worksheets (2 on confirmation, one of God's Attributes, one on Whom Do You Follow, one on the Holy Spirit, one on We Are the Body of Christ, one on Communion, one of gifts, one on the bible, one on listening to God Speaking, one on Sanctification, one on Your Life's Purpose, one on Stewardship, and one on Prayer) that I plan to incorporate into my class. I have some of the other books in this series but I really LOVE this one. Great approach.

4 of 4 people found the following review helpful.
Big Help
By Scott Richards
Not all of us pastors are really cut out for Junior High youth. This product helps a lot with those of us who are junior high challenged but still need to do ministry in that area. They give both direction and focus and are great for doing small group discussion after the teaching.

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• Published on: 2008
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• Published on: 1709
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