The second edition of this popular book for grades 4-8 again reflects the author's emphasis on teaching reading and writing from a literature-based perspective and engaging middle-grades learners in integrated literacy experiences. Coverage has been revised to meet the growing need to address early adolescents who still struggle with becoming proficient readers and writers. Taking a holistic, interdisciplinary approach to literacy development, Combs deftly balances ideas for using authentic children's literature with techniques for making the most of the basal approach—providing a rich mix of classroom-tested models and examples that will serve future teachers well in their first classrooms, and every classroom thereafter. For future and practice elementary school reading teachers.
"synopsis" may belong to another edition of this title.
This text is about engaging students from fourth through eighth grade in literacy experiences. Our focus is on students who are 10 to 14 years old, who are often referred to as early adolescents. Great Transitions (1996), the concluding report from the Carnegie Council on Adolescent Development, reaffirms for us that
Adolescence is one of the most fascinating and complex transitions in the life span: a time of accelerated growth and change second only to infancy; a time of expanding horizons, self-discovery, and emerging independence; a time of metamorphosis from childhood to adulthood. (p. 7)
What a challenge we face as teachers of adolescents!
This book is intended to help expand your knowledge of this age group and to explore ways of engaging these students in meaningful literacy learning. To help you focus on your own learning, I present instructional approaches that others have used successfully with middle grade students. We will examine each approach in some depth, to more fully consider the possibilities it may hold for each of you and your students (or prospective students). We will eavesdrop on middle grade teachers as they engage students in whole-class, small-group, and individual reading and writing experiences.
As we follow these teachers, you will experience some of their thinking and decision making. I believe these two areas, teacher thinking and decision making, are among the most difficult areas to learn. Throughout this course, you must work to confront and understand your own thinking and decision making, the knowledge base you draw on for teaching, and how you carry through on your decisions. The teachers in this text can be your teachers, the "more knowledgeable others" (Vygotsky, 1962) who will help you advance your understanding of teaching middle grade students.
To support and extend your thinking, this text includes the following features:
Teaching in today's classrooms challenges you to engage students in creative and critical ways, preparing young adolescents for a most uncertain world. This text provides ways for you to examine your own creative and critical thinking about the reading and writing processes of early adolescents and will challenge you to be a better decision maker, to consider issues in literacy that are critical for your students' future, and to gain the confidence that provides literate environments for middle grade students. You must not accept Students' failure to become engaged with print and the thinking that it stimulates. Every student must enjoy the power and personal satisfaction that literacy provides. As a teacher of middle grade students, you are a key to that power!
"About this title" may belong to another edition of this title.
Book Description Pearson. PAPERBACK. Book Condition: New. 0130483443 New Condition. Bookseller Inventory # NEW6.0044095
Book Description Pearson, 2002. Paperback. Book Condition: New. book. Bookseller Inventory # 0130483443
Book Description Pearson, 2002. Paperback. Book Condition: New. Bookseller Inventory # P110130483443