Kindergarden - Plants

Plants: Supplemental Guide | Preface xv

References

1. Biemiller, Andrew. Words Worth Teaching. Columbus: SRA/
   McGrawHill, 2010.


2. Franzone, Ellen L. Overview of Task Analysis. Madison, WI: National
   Professional Development Center on Autism Spectrum Disorders,
   Waisman Center, University of Wisconsin, 2009.


3. Hall, Tracey, Anne Meyer and Nicole Strangman. Differentiated
   Instruction and Implications for UDL Implementation. National Center
   on Accessing the General Curriculum: 2003.


4. Hirsch, Jr., E. D. and Alice K. Wiggins, Core Knowledge Preschool
   Sequence and Teacher Handbook. Charlottesville, VA: Core
   Knowledge Foundation, 2009.


5. National Governors Association Center for Best Practices, Council
   of Chief State School Officers. “Appendix A,” in Common Core
   State Standards: English Language Arts Standards. Washington DC:
   National Governors Association Center for Best Practices, Council of
   Chief State School Officers, 2010.


6. Rao, Shaila M. and Brenda Gagie. “Learning Through Seeing
   and Doing: Visual Supports for Children with Autism.” Te ac h ing
   Exceptional Children, 38, no. 6. (2006): 26-33.


7. Scruggs, Thomas E., Margo A. Mastropieri, Sheri Berkeley, and
   Janet E. Graetz. “Do Special Education Interventions Improve
   Learning of Secondary Content? A Meta-Analysis.” Remedial and
   Special Education, 31 (2010): 437-449.


8. Smyk, Ekaterina, Maria Adelaida Restrepo, Joanna S. Gorin, and
   Shelley Gray. Forthcoming. Development and Validation of the
   Spanish-English Language Proficiency Scale (SELPS).


9. Stahl, Robert J. Using “Think-Time” Behaviors to Promote Students’
   Information Processing, Learning, and On-Task Participation: An
   Instructional Module. Tempe, AZ: Arizona State University, 1994.