Lanning brown (23 resultados)

paperback. Condición: Very good condition. some wear on cover,clean inside,fast ship.

Paperback. Condición: Very Good. Shipped within 24 hours from our UK warehouse. Clean, undamaged book with no damage to pages and minimal wear to the cover. Spine still tight, in very good condition. Remember if you are not happy, you are covered by our 100% money back guarantee.

Soft Cover. Condición: Like New. 271 + pp. Vol. 7, No. 1, 2007 issue only! (Online ISSN: 1530-2415, Print ISSN: 1529-7489). An excellent, spotlessly clean copy! Clean, fresh, sharp, tight, essentially and virtually flawless copy with crisp pages, spotlessly clean text, and very light shelf wear.

Condición: As New. Unread book in perfect condition.

Condición: New.

Paperback. Condición: New. Brand new book, sourced directly from publisher. Dispatch time is 24-48 hours from our warehouse. Book will be sent in robust, secure packaging to ensure it reaches you securely.

Softcover. Condición: Very Good. Brown University football magazine. Harvard at Brown, November 14th, 1959. Player profiles and photos throughout. / Light/moderate age-wear to cover. Toning and light soiling. Contents clean and supple. Slight bumping and nicking to corners and edges. Size: 7.75" x 10.5". 46 pages. Text unmarked. Binding is tight, covers and spine fully intact. Slight shelf-wear and bumping to corners. Illustrator: Frank Lanning. Quantity Available: 1. Shipped Weight: 2-3 Pounds. Category: Sports; Inventory No: 026135. Frank Lanning (ilustrador).…

Paperback. Condición: New. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction-and this IS the BEST. -H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They'll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students' transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transferIdeas for supporting inductive learningClassroom Snapshots that showcase familiar literacy practices in Concept-Based classroomsStrategies to promote critical, reflective, and conceptual thinkingModel elementary and secondary Concept-Based lesson and unit plansA chapter devoted to answering frequently asked questions  For educators looking for practical ways to implement a Curriculum and Instruction Model that's more inquiry-driven and idea-centered, look no further than this book.…

Condición: New. pp. 176.

Paperback. Condición: New. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction-and this IS the BEST. -H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They'll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students' transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transferIdeas for supporting inductive learningClassroom Snapshots that showcase familiar literacy practices in Concept-Based classroomsStrategies to promote critical, reflective, and conceptual thinkingModel elementary and secondary Concept-Based lesson and unit plansA chapter devoted to answering frequently asked questions  For educators looking for practical ways to implement a Curriculum and Instruction Model that's more inquiry-driven and idea-centered, look no further than this book.…

Condición: New. pp. 176.

Condición: New.

Condición: New.

Condición: As New. Unread book in perfect condition.

Condición: New. In English.

Paperback. Condición: Brand New. 157 pages. 10.75x8.50x0.75 inches. In Stock.

Condición: NEW.

Condición: New. Helps bridge the divide between conceptual curriculum and actionable practice, and provides practical support for teachers implementing Concept-Based literacy lessons.&Uumlber den AutorLois A. Lanning, PhD, is an.

Paperback. Condición: New. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction-and this IS the BEST. -H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They'll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students' transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transferIdeas for supporting inductive learningClassroom Snapshots that showcase familiar literacy practices in Concept-Based classroomsStrategies to promote critical, reflective, and conceptual thinkingModel elementary and secondary Concept-Based lesson and unit plansA chapter devoted to answering frequently asked questions  For educators looking for practical ways to implement a Curriculum and Instruction Model that's more inquiry-driven and idea-centered, look no further than this book.…

Condición: new. Estado de la sobrecubierta: new. We ship worldwide. 100% guarentee.NEW.

Paperback. Condición: New. Literacy is not a decontextualized drill of skills or learning just about "a book." You will highlight, ponder, and tab as you read about the design of Concept-Based literacy lessons. All students deserve the best literacy instruction-and this IS the BEST. -H. Lynn Erickson The guide for designing and implementing Concept-Based literacy lessons A Concept-Based Curriculum is designed to help students uncover important, transferable understandings about what it means to be a capable reader, writer, speaker, viewer, listener, and thinker. But, too often, a well-designed, conceptual curriculum does not translate into conceptual teaching. Concept Based Literacy Lessons helps bridge that divide, and provides practical support for teachers implementing Concept-Based literacy lessons. This essential guide picks up where the book, Designing Concept-Based Curriculum for English Language Arts left off. Authors Lois Lanning and Tiffanee Brown explain how to move from design to actionable practice by providing tools and examples straight from the classroom. They'll also show teachers how to use common literacy instructional practices (such as Socratic Seminar, close reading, think aloud, explicit instruction, and so forth) to support students' transfer of conceptual understanding. Written especially for literacy teachers, readers will find Step-by-step help with lesson planning for conceptual understanding and transferIdeas for supporting inductive learningClassroom Snapshots that showcase familiar literacy practices in Concept-Based classroomsStrategies to promote critical, reflective, and conceptual thinkingModel elementary and secondary Concept-Based lesson and unit plansA chapter devoted to answering frequently asked questions  For educators looking for practical ways to implement a Curriculum and Instruction Model that's more inquiry-driven and idea-centered, look no further than this book.…

Paperback. Condición: Brand New. 157 pages. 10.75x8.50x0.75 inches. In Stock. This item is printed on demand.

Condición: New. PRINT ON DEMAND pp. 176.