By Phyllis B. Leonard
Calling for dependent interplay among scholars and books, Leonard specifies how lecturers and media experts can collaborate to create a library media-centered software that develops the skills of all K-6 scholars. the last word objective is to inspire interpreting and construct interpreting, comprehension, wondering, and considering abilities. types, groupings, options, and fabrics are advised in a grade-appropriate scope and series. the most recent theories concerning the strategy of schooling, considering, a number of intelligences, how childrens research (individually and cooperatively), in addition to powerful grouping and instructing innovations for differentiation are mentioned. The publication additionally has pattern classes and situations drawn from the author's event. Grades K-6.
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Additional info for CUES: Choose, Use, Enjoy, Share: A Model for Educational Enrichment Through the School Library Media Center
Baltimore, MD: Maryland State Department of Education. Mansfield Center, CT: Creative Learning Press. New York: AbelardSchuman, 1962. 16. New York: HarperCollins, 1992. New York: McKay, 1956. New York: Henry Holt Reference Books, 1996. Kids, themselves, have written about Space Case's returns. " Karen, Matias, Michael, and Steven were part of a group of eight second graders identified as gifted who met weekly with the library media specialist in what they called the "Comfortable Polite Research Group" or CPRG.
The school library collection is the CUES first ingredient. A multiskills bibliographic research project for fourth or fifth graders would have them list, try to locate, then comment on the influential titles cited by these and other authors. This basic collection, updated through constant addition and weeding, becomes the first element of differentiation in the CUES program for the gifted—not because the collection consists of gifted materials, but rather, because the materials selected lend themselves for use with gifted children.
The moments for imparting knowledge are there to be seized. De Bono often suggests wandering around a stimulating setting, like a library or an exhibit, as a technique for generating and intertwining ideas. These are the reasons children remember their library media specialist's name, as did Beverly Cleary, or count them among the teachers who influenced their intellectual development. It is an art the success of which depends on personal persuasiveness, on the author's skill to give as ours to receive (Sir Arthur QuillerCouch 1913).
CUES: Choose, Use, Enjoy, Share: A Model for Educational Enrichment Through the School Library Media Center by Phyllis B. Leonard