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Julie A. Heimburge, M.A., coauthor of the best-selling How to Reach and Teach All Children in the Inclusive Classroom, is a veteran classroom teacher, with extensive experience as a staff developer, curriculum writer, and literacy coach. She lives in San Diego, California.
| Balance and the Challenges of Reaching and Teaching Diverse Readers and Writers | |
| Components of Balanced Literacy | |
| Balancing Quality Literature and Other Resources in Our Libraries | |
| Balancing Reading, Writing, Speaking, Listening and Word Study | |
| Integrating Content in the Literacy Block | |
| Balancing Instructional Approaches | |
| Balancing Learning Style Preferences of Students | |
| Balancing Grouping in the Classroom | |
| Balancing Teacher Talk and Student Talk | |
| Balancing Teacher-Directed and Student-Directed Activities | |
| Balancing Formal and Informal Assessments | |
| Establishing a Community of Learners | |
| Setting Up a Balanced Literacy Environment | |
| The Look of the Classroom Library Today | |
| Selecting Books | |
| Choosing Quality Books | |
| Newbery Award Books | |
| Picture Books and the Caldecott Award Winners | |
| Young Readers Choice Awards | |
| Choosing Books that Are "Just Right" | |
| Involving Students in Book Selection | |
| Obtaining More Books for Your Library | |
| Making Space for Reluctant Readers? Needs | |
| Organizing the Classroom Library | |
| Categorizing Books | |
| Enlisting Student Help for Categorizing | |
| Labeling Books that Fit | |
| Keeping Books for Yourself | |
| Knowing Thy Books | |
| Displaying Books | |
| Lending and Keeping Track of Books | |
| Introducing New Books | |
| Marking Books | |
| Protecting Books | |
| Keeping a Fresh Look to the Library | |
| Dealing with a Tired Looking Library | |
| Checking Up on What Students Are Reading | |
| Tips for Parents | |
| Not-So-User-Friendly Public Libraries or Bookstores | |
| Independent Reading Books--Selection and Evaluation | |
| Reading Log | |
| Home Reading Log | |
| Reading in the Literacy Workshop | |
| Setting Up the Reading Workshop | |
| Setting Goals for Reading | |
| Managing the Literacy Workshop | |
| Assessment in the Literacy Workshop | |
| Selecting Quality Books | |
| Strategies for Reading | |
| Whole-Class Instruction | |
| A Deeper Look at the Read-Aloud | |
| A Deeper Look at Shared Reading | |
| Guided Reading | |
| Literacy Stations | |
| Strategies to Help Students Improve Literacy | |
| Accountable Talking | |
| Graphic Organizers | |
| Conferring with Students | |
| Conferring Baskets | |
| Conferring Notes for Reading | |
| Book Recommendation | |
| Writing in the Literacy Workshop | |
| Setting Up the Writing Workshop | |
| A First Hand Account of Julie's Classroom | |
| Starting the Year with Personal Narrative | |
| Establishing a Writing Environment | |
| Pre-Assessing Student Writing--What Do They Already Know? | |
| The Six Traits of Writing and How They Help Direct a Writing Program | |
| Modeling the Process | |
| Balancing Teacher-Directed and Choice Writing | |
| Developing Writing Stamina | |
| Writing Essentials | |
| Establishing Audience | |
| Writing in Different Genres | |
| Helping Students with Topic Sentences | |
| Conventions: How Important Are They? | |
| Wall Reading | |
| Word Banks | |
| Spelling Difficulties | |
| Demonstration of Writing | |
| The Writing Conference: The Importance of Talk | |
| Writing Conference Guidelines | |
| Tips for Volunteers | |
| Use of the Rubric | |
| Publishing | |
| Student Reading/Writing Portfolio | |
| Raising the Bar | |
| Keeping Parents Informed | |
| Celebrating Writing | |
| Handwriting for Older Students | |
| Conferring Notes for Writing | |
| Nonfiction and Its Place in Balanced Literacy | |
| What Is Nonfiction? | |
| Why Teach Nonfiction Explicitly? | |
| Entry Points for Nonfiction | |
| Learning about Text Structures | |
| What Are Common Text Structures? | |
| Teaching Text Structures | |
| A Deeper Look at Description | |
| Sequence or Time Order through Biographies | |
| The | |
| Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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