For reading, writing, and literacy in elementary school courses. Readers and Writers in Primary Grades is organized around strategies that benefit teachers in their efforts to be responsive to the developmental literacy needs of young children. Integrating theory and practice, these strategies offer a balanced look at appropriate literacy activities for K-3 classrooms.
"synopsis" may belong to another edition of this title.
Readers and Writers in Primary Grades is organized around strategies that benefit teachers in their efforts to be responsive to the developmental literacy needs of young children. Integrating theory and practice, these strategies offer a balanced look at appropriate literacy activities for K-3 classrooms.
Features new to the second edition include:
Every child has the right to know firsthand the power and possibility that come from being a literate individual! For over thirty years, I have been a teacher of children and adults, and during that time I have learned that effective teachers have at least two things in common—a commitment that all children can learn and a commitment to providing the assistance necessary for every child to become literate. There is much that we must know about children, language, and literacy if we are to support all children as learners. This book is a beginning!
Imagine that we are helping a young child learn to ride a bike. At first we provide a great deal of support, patiently demonstrating the parts of bike riding that the child needs to know and seems ready to learn. Teaching this child to ride requires repetition, redirection, and careful observation of his or her responses. Slowly, as the child demonstrates new levels of skill, we adjust the amount and types of support we provide, until the child is riding without our support. There may be spills along the way, even regressions, but we intervene only as the child demonstrates need because we want the child to become independent.
The story about riding a bike could just as easily be a story about helping a child learn to read and write. Young children who learn to read and write early usually do so with the support of a responsive adult—an adult who listens to them, talks with them, reads with them, and writes with them. This is what we want for every child, to be that responsive adult who supports their acquisition of literacy skills and strategies, because our goal for children is independence! To this end, this book is organized around teaching strategies that can help each of us be responsive to the literacy needs of young children.
This second edition of Readers and Writers in Primary Grades focuses on a balanced and integrated approach to literacy, meshing theory and practice in every chapter. The illustration on page vi clearly identifies the components of our literacy framework. Each chapter focuses on one or more components, providing the theory base for the component and illustrations of effective classroom practices with the component.
PART I: LITERACY METHODS FOR K-3 CLASSROOMS
PART II: MAKING CONNECTIONS: LINKING CHILDREN'S LEARNING EXPERIENCES WITH A BALANCED LITERACY PROGRAM
An Integrated Unit Study: Learning about Amphibians in Two Second Grade Classrooms, serves as a culminating illustration of how a group of second-grade teachers link instruction in literacy through their use of all the components in our framework. Reading this classroom illustration along with Chapter 1 provides a more comprehensive overview of our literacy framework. Rereading this section throughout the text provides continued clarification of the possibilities for components.
This is an all-new edition of Readers and Writers in Primary Grades. A number of features in the text are provided to support learning:
First, and foremost, to my husband, Randy, who is the most patient, understanding, and loving husband—Thank you for everything. Thanks to the teachers at Roger Corbett Elementary, who are a constant source of inspiration, especially Jeana Milligan, Marcie Humes, Nikki Perkins, and Mary Ballinger, who inspired the Making Connections section, and to Coral Poore, an amazing teacher and colleague. A special thank you to their principal and friend, Pat Casarez, for making me feel like I am one of the faculty. Many thanks to everyone at Merrill/Prentice Hall who work their magic to make books come to life—especially Linda Montgomery, Jeff Johnston, Lori Jones and Mary Irvin. My thanks also to each of the reviewers who provided helpful ideas and constructive criticism for this second edition—Carol J. Fuhler, Iowa State University; Larry Andrews, University of Nebraska-Lincoln; Karen Robinson, Otterbein College; Joan Simmons, University of Wisconsin-Oshkosh; and Helen Abadiano, Central Connecticut University. And finally, thank you to the readers, who breathe life into the ideas on these pages, and hopefully draw upon them to touch the lives of children. Thank you.
"About this title" may belong to another edition of this title.
Book Description Prentice Hall, 2001. Paperback. Book Condition: New. book. Bookseller Inventory # 130931500
Book Description Prentice Hall, 2001. Paperback. Book Condition: New. 2. Bookseller Inventory # DADAX0130931500