A Way with Words Resource Pack 1 Book (Cambridge Copy by Stuart Redman

By Stuart Redman

A photocopiable source booklet of vocabulary actions. This source e-book of vocabulary perform actions allows lecturers to coach vocabulary communicatively within the lecture room. The ebook offers a number of stimulating actions which require beginners to actively use the objective vocabulary. It develops studying talents, supporting inexperienced persons to turn into extra effective in establishing, storing and remembering new vocabulary. you could use with transparent teacher's notes at the left hand pages and dealing with photocopiable worksheets at the correct. This lower-intermediate to intermediate source ebook is followed by means of a cassette for additional perform of the main vocabulary.

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If I just told you that I was at the beach, you wouldn’t have a sense of the seaweed, the waves crashing. As writers, your readers want to hear more details. ” Rose asked her students to spend a few minutes conveying the setting of another class shared experience, a recent book swap held in Room 14. “What picture do you want to paint of this event? ” As Rose passed out yellow Post-its for students to write on, they couldn’t wait to make the book swap come alive. The students wrote about the books at the book swap— books in boxes, books on chairs, books in bags, books stacked like pancakes, chapter books, Caldecott winners, fiction, nonfiction, picture books, series books stacked on top of one another.

We both knew that overusing the technique was all part of the students’ learning (and our own). Teaching lessons together creates opportunities to extend and refine instructional practices and to become more astute observers of children’s literacy development. Teaching side by side also establishes a coach’s credibility as a teacher. Team-teaching can take many forms—from team-teaching a whole-class lesson to working one on one, side by side with a teacher or a student. Planning for the Lesson When teachers and I sit together to plan the lesson(s), we are mindful of the following: the lesson content (the what), instructional practices to implement (the how), and the purpose and goal of the lesson (the why).

How Responsive Literacy Coaching: Tools for Creating and Sustaining Purposeful Change by Cheryl Dozier. Copyright © 2006. Stenhouse Publishers. All rights reserved. No reproduction without written permission from publisher. Chapter 3 37 can I create a collaborative space? Who talks and when during the lesson? Is it a back-and-forth exchange? What does turn-taking look like? Through the ensuing dialogue, together we consider ways of approaching the team-teaching enterprise as well as potential pitfalls.

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