Free Delivery Over $100
|
|
|||
|
||||
Overview"Using Developmentally Appropriate Practices to Teach the Common Core: Grades PreK–3 provides current and prospective primary grade teachers with an understanding of the CCSS-ELA and CCSS-M that highlights their compatibility with developmentally appropriate practices (DAP), the instructional approach generally preferred by teachers of young children. The book begins by framing the CCSS as a distinct improvement over lengthy lists of academic content standards and as a carefully conceptualized and DAP-friendly set of curriculum guidelines. Next, the CCSS-ELA and CCSS-M for Grades K–3 are unpacked, analyzed, synthesized, and cross-referenced to key features of DAP. Finally, several ""hot topic"" issues—differentiating instruction to meet the needs of all learners, ensuring equitable access to the curriculum for English Language Learners, addressing assessment and accountability expectations, and educating parents and families about the CCSS and DAP—are prioritized and examined in depth. Using Developmentally Appropriate Practices to Teach the Common Core: Grades PreK–3 is a highly useful guide for both pre-service and in-service early childhood education teachers." Full Product DetailsAuthor: Lisa S. Goldstein (Santa Clara University, USA)Publisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 2.30cm , Length: 22.90cm Weight: 0.476kg ISBN: 9781138015784ISBN 10: 1138015784 Pages: 332 Publication Date: 20 July 2015 Audience: College/higher education , General/trade , Tertiary & Higher Education , General Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPreface. Acknowledgements. Section One. Foundations. Introduction to Section One. Chapter 1. Teaching the Common Core in Developmentally Appropriate Ways. Chapter 2. Providing Rigorous Learning Experiences for All Students. Chapter 3. Knowing Your Students as Learners. Section Two. Spotlight Skills for Teaching the Common Core State Standards. Using Developmentally Appropriate Practices. Introduction to Section Two. Chapter 4. Observing, Documenting, & Assessing Students’ Learning. Chapter 5. Differentiating Instruction to Maximize Learning for Every Student. Chapter 6. Planning “Integrated-Content” Lessons. Chapter 7. Educating Families about the CCSS. Section Three. Understanding the Common Core State Standards Documents. Introduction to Section Three. Chapter 8. Understanding the CCSS-Mathematics Standards Document. Chapter 9. Understanding the CCSS-English Language Arts and Literacy in Social Science, Science, and Technical Subjects Standards Document. Section Four. Using DAP To Teach the Common Core in Early Childhood Settings, Grade-By-Grade. Introduction to Section Four. Chapter 10. Using DAP to Teach the CCSS in Prekindergarten. Chapter 11. Using DAP to Teach the CCSS in Transitional Kindergarten. Chapter 12. Using DAP to Teach the CCSS in Kindergarten. Chapter 13. Using DAP to Teach the CCSS in First Grade. Chapter 13. Using DAP to Teach the CCSS in Second Grade. Chapter 15. Using DAP to Teach the CCSS in Third Grade.ReviewsWith this resource for teacher and administrator thinking, Lisa Goldstein responds to those stuck in the narrow curriculum promoted by No Child Left Behind. This book integrates developmental thinking with high-quality outcomes to promote young children's generative learning. It should be required reading for all those involved in early education-particularly K-12 administrators who lack understanding of developmentally appropriate practices. --Beth Graue, Sorenson Professor of Childhood Studies at the University of Wisconsin Madison, USA With this resource for teacher and administrator thinking, Lisa Goldstein responds to those stuck in the narrow curriculum promoted by No Child Left Behind. This book integrates developmental thinking with high-quality outcomes to promote young children's generative learning. It should be required reading for all those involved in early education-particularly K-12 administrators who lack understanding of developmentally appropriate practices. --Beth Graue, Sorenson Professor of Childhood Studies at the University of Wisconsin Madison, USA Author InformationDr. Lisa S. Goldstein, a former primary grade teacher, is Professor and Director of Teacher Education at Santa Clara University in Santa Clara, California. Tab Content 6Author Website:Countries AvailableAll regions |
||||
