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That process is described in Marie Clay’s other books: Becoming Literate: The Construction of Inner Control; By Different Paths to Common Outcomes; and Change Over Time in Children’s Literacy Development.\u003c\/p\u003e\u003cp\u003eAdditionally, the intervention described in Literacy Lessons Designed for Individuals makes use of these observation tasks.\u003c\/p\u003e","brand":"Heinemann","offers":[{"title":"Default Title","offer_id":48921939706093,"sku":"Hein12510","price":51.52,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0778\/0797\/6685\/files\/9780325112510.jpg?v=1761423464"},{"product_id":"becoming-literate-updated","title":"Becoming Literate Update","description":"\u003cp\u003eFrom her lifelong study of children’s development and learning, Marie Clay traces children’s paths of progress in literacy learning. Acclaimed a classic since its first publication, Becoming Literate: The Construction of Inner Control is essential reading for teachers and educators committed to enabling all children to become literate.\u003c\/p\u003e\u003cp\u003eEffective teachers have a sense of the changes to expect as children begin to engage with early literacy instruction. Becoming Literate provides a rich description of those progressions. But Marie Clay does not prescribe instructional methods or sequences. She urges teachers to base their teaching decisions on careful observation of children’s reading and writing behaviours, while questioning accounts that conflict with the patterns of responding that they observe.\u003c\/p\u003e\u003cp\u003eThe information and understandings in this book provide guidance for delivering powerful literacy learning experiences for all children in the early years of formal instruction, from their first days of school to the relative independence of their third year.\u003c\/p\u003e\u003cp\u003eKey chapter content includes:\u003c\/p\u003e\u003cp\u003e * language and literacy learning before school\u003cbr\u003e * the transition to formal schooling and engagement with classroom programmes\u003cbr\u003e * ways in which existing oral language competencies and knowledge of the world become linked with children’s developing awareness of print\u003cbr\u003e * the constraints and opportunities provided by different instructional approaches\u003cbr\u003e * the development of processing activities such as self-monitoring, searching, and self-correcting.\u003c\/p\u003e\u003cp\u003eA picture emerges of how competent young children construct self-extending systems of literacy expertise. 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Access assessments and lesson plans focused on the five pillars of literacy instruction, with collaborative strategies to help principals and teachers meet student needs and improve literacy outcomes.\u003c\/p\u003e\u003cp\u003eK–6 educators, teams, leaders, and administrators will:\u003cbr\u003e * Discover well-supported, evidence-based strategies to teach and assess literacy\u003cbr\u003e * Encounter real-life examples that demonstrate the benefits of these strategies in action\u003cbr\u003e * Learn how to implement these valuable strategies in classrooms\u003cbr\u003e * Employ ready-made lesson plan templates to jump-start new strategy implementation\u003cbr\u003e * Lead a school through the challenges of implementation with the help of the PLC process\u003c\/p\u003e\u003cp\u003eContents:\u003cbr\u003eIntroduction\u003cbr\u003ePart 1: Literacy Instruction at the Leadership and Teams Level\u003cbr\u003eChapter 1: The Case for Change\u003cbr\u003eChapter 2: Successful Schoolwide Implementation of the Science of Reading\u003cbr\u003eChapter 3: A System for Transitioning Schools to Evidence-Based Reading Practices\u003cbr\u003eChapter 4: The Work of Teacher Teams\u003cbr\u003ePart 2: Direct Instruction\u003cbr\u003eChapter 5: Phonological Awareness\u003cbr\u003eChapter 6: Phonics\u003cbr\u003eChapter 7: Fluency\u003cbr\u003eChapter 8: Vocabulary\u003cbr\u003eChapter 9: Reading Comprehension\u003cbr\u003eEpilogue\u003cbr\u003eAppendix A: Phonological Awareness Lesson Plans\u003cbr\u003eAppendix B: Phonics Activities\u003cbr\u003eAppendix C: Fluency Activities\u003cbr\u003eAppendix D: Vocabulary Activities\u003cbr\u003eAppendix E: Reading Comprehension Activities\u003cbr\u003eReferences and Resources\u003cbr\u003eIndex\u003c\/p\u003e","brand":"Solution Tree","offers":[{"title":"Default Title","offer_id":48921943933165,"sku":"Sol0751","price":39.16,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0778\/0797\/6685\/files\/9781958590751.jpg?v=1761423789"},{"product_id":"beyond-the-science-of-reading-connecting-literacy-instruction-to-the-science-of-learning","title":"Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning","description":"\u003cp\u003eIn this provocative and timely book, education writer Natalie Wexler argues that the best way to end the “reading wars” is to recognize that learning to read is inextricably linked to learning in general.\u003c\/p\u003e\u003cp\u003eThe science of reading movement has done much to improve instruction in foundational skills. 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Drawing on decades of classroom experience, the authors present their own innovative model for teaching students with a wide range of significant disabilities to read and write print in grades preK-12 and beyond. 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