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Reach For Reading Grade 4 Teachers Edition Unit 2

Kratky, Lada; Frey, Nancy; Lesaux, Nonie K; Short, Deborah J; Thompson, Sylvia Linan

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ISBN 10: 0736296611 / ISBN 13: 9780736296618
Published by National Geographic School Pub, U.S.A., 2012
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0736296611 New. Reach For Reading Grade 4 Teachers Edition Unit 2 By Lada Kratky (Author), Nancy Frey (Author), Nonie K Lesaux (Author), Deborah J Short (Author), Sylvia Linan Thompson (Author) Product Details Paperback: 408 pages Publisher: National Geographic School Pub; 1 edition (March 18, 2012) Language: English ISBN-10: 0736296611 ISBN-13: Product Dimensions: 12.1 x 11 x 0.8 inches. Bookseller Inventory # Z0736296611ZN

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Title: Reach For Reading Grade 4 Teachers Edition ...

Publisher: National Geographic School Pub, U.S.A.

Publication Date: 2012

Binding: Spiral Bound

Book Condition: New

Edition: Teacher's Edition

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Reach For Reading Grade 4 Teachers Edition Unit 2 By Lada Kratky (Author), Nancy Frey (Author), Nonie K Lesaux (Author), Deborah J Short (Author), Sylvia Linan Thompson (Author) Product Details Paperback: 408 pages Publisher: National Geographic School Pub; 1 edition (March 18, 2012) Language: English I

About the Author:

During her 18 years of teaching in K-2 classrooms, as well as teaching Descubriendo la lectura and Reading Recovery, Lada Kratky has fostered a love of reading in hundreds of English-speaking and Spanish-speaking children. She is the author of numerous children's books and classroom resources and has authored both English and Spanish early literacy programs. She has been a featured speaker at national, regional, and local educational conferences, as well as institutes and training workshops across the country, presenting strategies and techniques for effective early literacy instruction.

Nancy Frey, Ph.D., a Professor at San Diego State University received the 2008 Early Career Achievement Award from the National Reading Conference. Dr. Frey has published in The Reading Teacher, English Journal, Remedial and Special Education, and Educational Leadership. She has co-authored more than fifty books on English Learners (Language Learners in the English Classroom), assessment (Checking for Understanding), writing (Scaffolded Writing Instruction), literacy (Reading for Information in Elementary School) and vocabulary (Learning Words Inside and Out). Dr. Frey teaches a variety of courses on reading instruction and literacy in content areas, classroom management, and supporting students with diverse learning needs. She also was a third grade classroom teacher.

Associate Professor, Harvard Graduate School of Education Her research and teaching focuses on reading development and preventing reading difficulties of children from linguistically diverse backgrounds. From 2002-2006, Dr. Lesaux was Senior Research Associate of the National Literacy Panel on Language Minority Youth and in 2007 was named one of five WT Grant scholars in support of her research on English-language learners in urban public schools. In 2009, Dr. Lesaux received a Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers.

Dr. Short is a division director at the Center for Applied Linguistics (CAL) in Washington, D.C. She has worked as a teacher, trainer, researcher, and curriculum/materials developer. Her work at CAL has concentrated on the integration of language learning with content-area instruction. Through several national projects, she has conducted research and provided professional development and technical assistance to local and state education agencies across the United States. She directed the ESL Standards and Assessment Project for TESOL and co-developed the SIOP model for sheltered instruction.

Associate Professor and Fellow, University of Texas, Austin As the associate director of the National Research and Development Center on English Language. Dr. Linan-Thompson has developed and examined reading interventions for struggling readers who are monolingual English speakers, English language learners and bilingual students acquiring Spanish literacy. She was a Kindergarten teacher in a bilingual classroom and has worked in Latin America, Africa, Asia, and Eastern Europe on projects related to literacy instruction and professional development and has authored articles, chapters and books on these topics.

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