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Bibliographic Record Display

• Title:Concept-based literacy lessons : designing learning to ignite understanding and transfer, grades 4-10 / Lois A. Lanning, Tiffanee Brown.
  
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• Author/Creator:Lanning, Lois A., author.
  
• Other Contributors/Collections:Brown, Tiffanee, author.
  
• Published/Created:Thousand Oaks, California : Corwin, a SAGE Company, [2019]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1576 .L3379 2019
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Language arts--Correlation with content subjects--United States.
  Interdisciplinary approach in education--United States.
  Curriculum planning--United States.
  
• Description:xvi, 157 pages ; 28 cm
  
• Summary:"A book full of resources for grades 4-10 literacy teachers to help support their design of lessons that systematically support the transfer of students' conceptual understanding"-- Provided by publisher.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9781544318578 paperback alkaline paper
  154431857X paperback alkaline paper
  
• Contents:Machine generated contents note: ch. 1 Curriculum Is the Foundation
  Maximizing Learning Through a Coherent Curriculum
  WHAT Is Concept-Based Curriculum?
  WHY Concept-Based Curriculum and Instruction?
  HOW Are Concept-Based Curriculum Units of Instruction Designed?
  Classroom Setting
  Summary
  Extending Thought
  ch. 2 Designing Concept-Based Literacy Lessons
  Concept-Based Literacy Lessons
  Steps in Planning a Concept-Based Literacy Lesson
  Resources to Guide the Lesson-Planning Process
  Flowchart to Guide Thinking
  Final Product
  Summary
  Extending Thought
  ch. 3 Learning From Model Literacy Lesson Plans
  Role of Inductive Inquiry in a Concept-Based Literacy Classroom
  Balancing Inductive Inquiry and Explicit Instruction
  Developing Concept-Based Teacher Rubric
  Learning Through Model Lesson Plans
  Summary
  Extending Thought
  ch. 4 Designing Learning Experiences That Develop Conceptual Understanding
  Moving Beyond Skills to Conceptual Understanding That Transfers
  Developing Three-Dimensional Learning Experiences
  Snapshots of Concept-Based Literacy Classrooms
  Considering Familiar Practices Through a Concept-Based Literacy Design Framework
  Concept Cards
  Lesson Openings
  Think-Alouds
  Close Reading
  Text-Sets
  Text Case Studies
  Independent Novels
  Mentor Texts
  Gallery Walks
  Socratic Seminar
  Reading to Write
  Craft Report
  Sample Craft Report
  Close Listening
  Visual Literacy
  Storytelling
  I Can Statements
  Summary
  Extending Thought
  ch. 5 Frequently Asked Questions
  Resources
  Resource A Model CBCI Curriculum Units
  A-1. Overview of Model Units
  A-2. Grade 10 The Art of Argumentation
  A-3. Grade 8 Dystopian Societies: Could This Really Be Our Future?
  A-4. Grade 7 Every Voice Counts: The Struggle for Equity
  A-5. Grade 9 Oh, the Choices Authors Face!
  A-6. Grade 4 Personal Narratives: Here's My Story
  Resource B Sample Graphic Organizers
  B-1. Sample Graphic Organizer for Deep Analysis of Text
  B-2. Noticing Patterns Across Multiple Texts
  -Version A
  B-3. Noticing Patterns Across Multiple Texts
  -Version B
  B-4. Tracking Thinking Protocol
  Resource C Student Reflection and Self-Assessment of Process
  C-1. Student Reflection and Self-Assessment
  C-2. Teacher-Assigned Craft Reports as Assessments of Conceptual Understanding
  C-3. Sample Reflection and Self-Assessment
  Resource D Other Tools to Support Concept-Based Literacy Lesson Design I40
  D-1. Sample Literary Concepts
  D-2. 2-Dimensional Versus 3-Dimensional Literacy at a Glance
  D-3. Before-You-Teach Quick Check
  Resource E Developing Concept-Based Teacher/Student Rubrics
  E-1. Understanding of Concept-Based Curriculum and Instruction Rubric
  E-2. Concept-Based Lesson Planning Rubric
  E-3. Concept-Based Instruction Rubric
  E-4. Developing Concept-Based Student Rubric.