Helping emerging readers and writers reach their full potential requires a delicate balance between teacher assistance and student independence. With Scaffolding Literacy Instruction you can create that balance for every member of your classroom, gradually shifting the responsibility for learning to your students and creating confident learners in the process. Editors Adrian Rodgers and Emily Rodgers frame Scaffolding Literacy Instruction, first giving you a valuable overview of guided instruction-the theory and scholarship behind it as well as its instructional goals-and then, in the final essay, anticipating its challenges and offering usable-on-Monday-morning tips for implementation. In between, wide-ranging essays from ten experts in the field, including Gay Su Pinnell and Irene C. Fountas, offer straight talk and well-researched ideas that scaffold lessons and strategies in support of: <ul>
<li>phonics instruction</li> <li>word solving</li> <li>partner reading</li> <li>working with special needs students</li> <li>building student identity.</li>
</ul>
As Rodgers and Rodgers write, "All scaffolding is teaching, but not all teaching is scaffolding." So whether you are a preservice teacher studying scaffolding in the literacy classroom, a novice looking for step-by-step ways to support students, or a veteran who wants to consider other case studies to see what might apply to your instructional setting, Scaffolding Literacy Instruction will help you do it and help you do it better.

Scaffolding Literacy Instruction: Strategies for K-4 Classrooms

Reference

Rodgers, Adrian

Rodgers, Emily

Words, Language & Grammar

Heinemann

The Effective Literacy Coach: Using Inquiry to Support Teaching and Learning (Language and Literacy Series)

This innovative book moves beyond the day-to-day matters of coaching to a deeper examination of how literacy coaching can improve instructional practice. The authors offer research-based strategies that can be used to create the professional and dynamic relationships needed for successful teacher–coach collaborations. Readers will hear the voices of coaches as they analyze their own efforts to scaffold adult learning, guide collaborative inquiry, and support teacher reflection. Featuring concrete examples, this practical book: <ul>
<li>Provides a model for literacy coaches to analyze and examine their own practice. </li> <li>Details the importance of systematic observation of teaching and how to use observation to shape subsequent coaching sessions. </li> <li>Examines guiding teacher inquiry in whole groups, small groups, and pairs, to reflect and act on teaching and coaching. </li> <li>Charts the usefulness of teachers and coaches talking about teaching, and how this supports the change of teaching practices.</li>
</ul>

Teachers' College Press

This innovative book moves beyond the day-to-day matters of coaching to a deeper examination of how literacy coaching can improve instructional practice. The authors offer research-based strategies that can be used to create the professional and dynamic relationships needed for successful teacher–coach collaborations. Readers will hear the voices of coaches as they analyze their own efforts to scaffold adult learning, guide collaborative inquiry, and support teacher reflection. Featuring concrete examples, this practical book:Provides a model for literacy coaches to analyze and examine their own practice. Details the importance of systematic observation of teaching and how to use observation to shape subsequent coaching sessions. Examines guiding teacher inquiry in whole groups, small groups, and pairs, to reflect and act on teaching and coaching. Charts the usefulness of teachers and coaches talking about teaching, and how this supports the change of teaching practices.

In Redesigning Supervision, active professionals in teacher education and professional development share research-based, alternative models for restructuring the way pre-service teachers are supervised. The authors examine the methods currently used and discuss how teacher educators have worked to change or renew these procedures. They then present strategies designed to provide student teachers with powerful learning experiences that move beyond traditional models. A key final chapter offers future options, including informal supervision, inquiry-based supervision, and the use of an advisory group for pre-service teachers. This book includes contributions by Robert V. Bullough, Jr, C. J. Daane, M. Winston Egan, Cheryl Fortman, Virginia L. Keil, Jeffery D. Nokes, and Elizabeth K. Wilson.
Book features:
<ul>
<li> Provides three adaptable case studies that chronicle alternative approaches to supervision. </li>
<li> Addresses specific understandings, abilities, and dispositions needed to provide high-quality supervision for beginning teachers. </li>
<li> Outlines new roles for veteran teachers that support the use of their skills without removing them from classroom settings.</li>
</ul>

Redesigning Supervision: Alternative Models for Student Teaching and Field Experiences

Education & Teaching

Jenkins, Deborah Bainer

Schools & Teaching

New Every Morning

Religion & Spirituality

Rogers, Adrian

Christian Books & Bibles

Innovo Publishing Llc

The Danger of un-Pastored Pastors

Webb, Ron

Rejoice Essential Publishing

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Books by Rodgers, Adrian