A RESOURCE GUIDE FOR ELEMENTARY SCHOOL TEACHING
A Resource Guide for Elementary School Teaching 7th Edition
Instructor’s
Manual & Test Bank – Roberts, Kellough & Moore – Planning for
Competence – Verified A+
This document contains:
✓ A RESOURCE GUIDE FOR ELEMENTARY SCHOOL TEACHING
✓ Planning for Competence – 7th Edition
✓ Roberts, Kellough & Moore
✓ Instructor’s Manual & Test Bank
✓ Prepared by Kay Moore
✓ All Chapters Included
✓ 100% Original Verified
✓ A+ Grade Resource
, Instructor’s Manual
and Test Bank
for
Roberts, Kellough, and Moore
A Resource Guide for Elementary
School Teaching
Planning for Competence
Seventh Edition
prepared by
Kay Moore
Answers At The End Of Each Chapter
, PART I ELEMENTARY SCHOOL TEACHING AND LEARNING
The four chapters of Part I provide the reader with an orientation to elementary school teaching,
especially about:
• Essential characteristics of exemplary elementary school education
• Current trends, problems, and issues in American public elementary school education
• Partnerships among the home, school, and community which support the education of children
• Characteristics of elementary school children, how the children learn, think, and develop intellectually
• The expectations, responsibilities, and facilitating behaviors of a competent elementary school
classroom teacher
• Preparing for and beginning the school year
• Responsive practices for helping all children succeed in school
• Styles of learning and teaching
• Developing an effective classroom management system
• The decision-making and thought-processing phases of instruction
• Establishing and maintaining a safe and supportive classroom learning environment
CHAPTER ONE OUTLINE WITH NOTES
What Do I Need to Know about Today’s Elementary Schools?
Note 1-1: Provide students with an orientation to the format of the textbook. Mention especially the
objectives and visual chapter organizer listed at the beginning of each chapter. These can be used as
purposes for the reading and study of each chapter. Also, call attention to the end-of-chapter materials
and suggested readings. Students should also be made aware of the exercises, photographs, vignettes,
and other study aids within each chapter. The Looking at Teachers section at the start and end of each
chapter in the resource guide are useful to facilitate discussion about the content of each chapter.
Although not included in the text, a useful exercise to assign to students at completion of each chapter
would be the following:
Select one of the topics listed on the Visual Chapter Organizer from the chapter. Research it beyond
what is discussed in the text and write a one page essay explaining why this is important
information to know as a beginning elementary school teacher. Share your essay with members of
your class for their thoughts.
Note 1-2: Students should become familiar with the various types of specialized schools. On page 4 of this
chapter is a presentation about the various types that exist today, such as the magnet school, Core
Knowledge school (see http://www.newspiritschool.com), open education school, year-round school,
school that focuses on individualized learning, charter school, full-service school, Basic School (see
http://www.soe.vt.edu/basicschool/about.html), and so forth. The T. J. Pappas Schools (Phoenix and
Tempe, AZ) are two K-5 and one middle schools that are comprised entirely of homeless children. For
further information about full-service schools, see:
L. R. Bronstein & T. B. Kelly, “A Multidimensional Approach to Evaluating School-Linked
Services: A School of Social Work and County Public School Partnership,” Social Work in
Education 20(3):152-164 (July 1998).
C. Calfee, F. Wittwer, & M. Meredith. Building a Full-Service School: A Step-by-Step Guide.
San Francisco, CA: Jossey-Bass, 1998.
J.G. Dryfoos. (2003).“A Community School in Action.” Reclaiming Children and Youth 11(4), 203-
05.
J. G. Dryfoos & S. Maguire. (2002). INSIDE Full-Service Community Schools. Thousand Oaks, CA: Corwin
Press.
R.F. Kronick. (2002). Full Service Schools: A Place for Our Children and Families to Learn and Be
Healthy. Springfield, IL: Charles C. Thomas Publisher.
C. L. Warger. (2002). Full Service Schools' Potential for Special Education. ERIC/OSEP Special Project,
Council for Exceptional Children. Arlington, VA: Council for Exceptional Children.
VISUAL CHAPTER ORGANIZER AND OVERVIEW
1
, LOOKING AT TEACHERS I: Integrated Technology, Computer Sources
CHAPTER OBJECTIVES
Upon completion of this chapter, your students should be able to:
1. Describe essential characteristics of exemplary elementary school education.
2. Describe current trends, problems, and issues in American public elementary school education.
3. Describe the significance of home, school, and community connections to a child’s education, and of
efforts being made by elementary school educators to enhance the connections among the home,
school, and local and global communities.
4. Reflect on their own elementary school experiences.
5. Identify reasons why they have selected to pursue teaching as a career and personal/professional
characteristics of an effective teacher.
THE ELEMENTARY SCHOOL: GETTING TO KNOW IT
Primary and Elemiddle Schools
Note 1-3: From critics believing that there is not enough academic rigor and questioning whether
separating students ages 12-14 from younger children is more academically appropriate, the
middle school concept has been under scrutiny. See the themed issue of Middle School Journal
(November 2003). One article from this issue is J.H. Lounsbury and G.F. Vars. “The Future of
Middle Level Education: Optimistic and Pessimistic Views.” In September, 2005, Middle School
Journal did a themed issue, K-8 Settings or Separate Schools: Is There a Best Way to Educate
Young Adolescents? An informative article was H. Mizell’s, “Grade Configurations for Educating
Young Adolescents Are Still Crazy After All These Years.” Other resources are A. W. Jackson &
G.A. Davis. (2000). Turning Points 2000: Educating Adolescents in the 21st Century. Williston, VT:
Teachers College Press. Other useful articles that set the stage for the discussion are J. A. Beane,
“Middle Schools Under Siege: Points of Attack,” Middle School Journal 30(4-9):3-6 (March 1999) and
J. A. Beane, “Middle Schools Under Siege: Responding to the Attack,” Middle School Journal 30(5):3-
6 (May 1999).
Magnet Schools and Charter Schools
Orientation Meetings for Teachers
Note 1-4: An informative exercise, not included in this text, would be to have students collect and
compare mission statements from schools in their geographic area. How are statements of various types
of elementary schools (e.g., charter, primary, elemiddle, magnet, private, full-service community) similar
and how do they differ? Some students might be interested in searching for similar statements from
schools of decades past and then comparing the mission statements of today’s elementary schools with
those of past years.
School Schedules
Note 1-5: Sample teacher schedules are shown in Figure 1.2 (page. 7). Not included in this text, but an
informative exercise nonetheless would be to have students collect and compare school calendars and
schedules from schools in their geographic area.
Note 1-6: Although researchers have yet to show a direct correlation between learning and
length of the school year, as a matter of interest and a possible point for class discussion, your
students may be interested in the following 2010 data showing comparisons of the number of
days of the school year for various countries, especially since there has been some movement in this
country to extend the school year beyond the usual 180 days.
Japan = 243 Israel = 216 Netherlands = 200 France = 185 USA = 180
South Korea = 220 Thailand = 200 England = 192 New Zealand = 190
Subjects of the Curriculum
Team Teaching
Looping
2
A Resource Guide for Elementary School Teaching 7th Edition
Instructor’s
Manual & Test Bank – Roberts, Kellough & Moore – Planning for
Competence – Verified A+
This document contains:
✓ A RESOURCE GUIDE FOR ELEMENTARY SCHOOL TEACHING
✓ Planning for Competence – 7th Edition
✓ Roberts, Kellough & Moore
✓ Instructor’s Manual & Test Bank
✓ Prepared by Kay Moore
✓ All Chapters Included
✓ 100% Original Verified
✓ A+ Grade Resource
, Instructor’s Manual
and Test Bank
for
Roberts, Kellough, and Moore
A Resource Guide for Elementary
School Teaching
Planning for Competence
Seventh Edition
prepared by
Kay Moore
Answers At The End Of Each Chapter
, PART I ELEMENTARY SCHOOL TEACHING AND LEARNING
The four chapters of Part I provide the reader with an orientation to elementary school teaching,
especially about:
• Essential characteristics of exemplary elementary school education
• Current trends, problems, and issues in American public elementary school education
• Partnerships among the home, school, and community which support the education of children
• Characteristics of elementary school children, how the children learn, think, and develop intellectually
• The expectations, responsibilities, and facilitating behaviors of a competent elementary school
classroom teacher
• Preparing for and beginning the school year
• Responsive practices for helping all children succeed in school
• Styles of learning and teaching
• Developing an effective classroom management system
• The decision-making and thought-processing phases of instruction
• Establishing and maintaining a safe and supportive classroom learning environment
CHAPTER ONE OUTLINE WITH NOTES
What Do I Need to Know about Today’s Elementary Schools?
Note 1-1: Provide students with an orientation to the format of the textbook. Mention especially the
objectives and visual chapter organizer listed at the beginning of each chapter. These can be used as
purposes for the reading and study of each chapter. Also, call attention to the end-of-chapter materials
and suggested readings. Students should also be made aware of the exercises, photographs, vignettes,
and other study aids within each chapter. The Looking at Teachers section at the start and end of each
chapter in the resource guide are useful to facilitate discussion about the content of each chapter.
Although not included in the text, a useful exercise to assign to students at completion of each chapter
would be the following:
Select one of the topics listed on the Visual Chapter Organizer from the chapter. Research it beyond
what is discussed in the text and write a one page essay explaining why this is important
information to know as a beginning elementary school teacher. Share your essay with members of
your class for their thoughts.
Note 1-2: Students should become familiar with the various types of specialized schools. On page 4 of this
chapter is a presentation about the various types that exist today, such as the magnet school, Core
Knowledge school (see http://www.newspiritschool.com), open education school, year-round school,
school that focuses on individualized learning, charter school, full-service school, Basic School (see
http://www.soe.vt.edu/basicschool/about.html), and so forth. The T. J. Pappas Schools (Phoenix and
Tempe, AZ) are two K-5 and one middle schools that are comprised entirely of homeless children. For
further information about full-service schools, see:
L. R. Bronstein & T. B. Kelly, “A Multidimensional Approach to Evaluating School-Linked
Services: A School of Social Work and County Public School Partnership,” Social Work in
Education 20(3):152-164 (July 1998).
C. Calfee, F. Wittwer, & M. Meredith. Building a Full-Service School: A Step-by-Step Guide.
San Francisco, CA: Jossey-Bass, 1998.
J.G. Dryfoos. (2003).“A Community School in Action.” Reclaiming Children and Youth 11(4), 203-
05.
J. G. Dryfoos & S. Maguire. (2002). INSIDE Full-Service Community Schools. Thousand Oaks, CA: Corwin
Press.
R.F. Kronick. (2002). Full Service Schools: A Place for Our Children and Families to Learn and Be
Healthy. Springfield, IL: Charles C. Thomas Publisher.
C. L. Warger. (2002). Full Service Schools' Potential for Special Education. ERIC/OSEP Special Project,
Council for Exceptional Children. Arlington, VA: Council for Exceptional Children.
VISUAL CHAPTER ORGANIZER AND OVERVIEW
1
, LOOKING AT TEACHERS I: Integrated Technology, Computer Sources
CHAPTER OBJECTIVES
Upon completion of this chapter, your students should be able to:
1. Describe essential characteristics of exemplary elementary school education.
2. Describe current trends, problems, and issues in American public elementary school education.
3. Describe the significance of home, school, and community connections to a child’s education, and of
efforts being made by elementary school educators to enhance the connections among the home,
school, and local and global communities.
4. Reflect on their own elementary school experiences.
5. Identify reasons why they have selected to pursue teaching as a career and personal/professional
characteristics of an effective teacher.
THE ELEMENTARY SCHOOL: GETTING TO KNOW IT
Primary and Elemiddle Schools
Note 1-3: From critics believing that there is not enough academic rigor and questioning whether
separating students ages 12-14 from younger children is more academically appropriate, the
middle school concept has been under scrutiny. See the themed issue of Middle School Journal
(November 2003). One article from this issue is J.H. Lounsbury and G.F. Vars. “The Future of
Middle Level Education: Optimistic and Pessimistic Views.” In September, 2005, Middle School
Journal did a themed issue, K-8 Settings or Separate Schools: Is There a Best Way to Educate
Young Adolescents? An informative article was H. Mizell’s, “Grade Configurations for Educating
Young Adolescents Are Still Crazy After All These Years.” Other resources are A. W. Jackson &
G.A. Davis. (2000). Turning Points 2000: Educating Adolescents in the 21st Century. Williston, VT:
Teachers College Press. Other useful articles that set the stage for the discussion are J. A. Beane,
“Middle Schools Under Siege: Points of Attack,” Middle School Journal 30(4-9):3-6 (March 1999) and
J. A. Beane, “Middle Schools Under Siege: Responding to the Attack,” Middle School Journal 30(5):3-
6 (May 1999).
Magnet Schools and Charter Schools
Orientation Meetings for Teachers
Note 1-4: An informative exercise, not included in this text, would be to have students collect and
compare mission statements from schools in their geographic area. How are statements of various types
of elementary schools (e.g., charter, primary, elemiddle, magnet, private, full-service community) similar
and how do they differ? Some students might be interested in searching for similar statements from
schools of decades past and then comparing the mission statements of today’s elementary schools with
those of past years.
School Schedules
Note 1-5: Sample teacher schedules are shown in Figure 1.2 (page. 7). Not included in this text, but an
informative exercise nonetheless would be to have students collect and compare school calendars and
schedules from schools in their geographic area.
Note 1-6: Although researchers have yet to show a direct correlation between learning and
length of the school year, as a matter of interest and a possible point for class discussion, your
students may be interested in the following 2010 data showing comparisons of the number of
days of the school year for various countries, especially since there has been some movement in this
country to extend the school year beyond the usual 180 days.
Japan = 243 Israel = 216 Netherlands = 200 France = 185 USA = 180
South Korea = 220 Thailand = 200 England = 192 New Zealand = 190
Subjects of the Curriculum
Team Teaching
Looping
2
