Literacy Strategies: Resources for Beginning Teachers, 1-6

0 avg rating
( 0 ratings by GoodReads )
 
9780130995704: Literacy Strategies: Resources for Beginning Teachers, 1-6

Based on real-life case scenarios, this book is a reliable source of information of hands-on strategies, useful in planning literacy lessons that teach word recognition, vocabulary, comprehension, and writing to students in grades 1-6. All of the strategies presented address literacy strengths and/or learners' needs—many are adaptable for use with all learners, regardless of age, grade, or special needs. Using illustrative examples from authentic reading passages, this book comprehensive covers the following topics: creating successful literacy lessons; word recognition strategies; vocabulary strategies; comprehension strategies; and writing strategies. Appropriate for all educators of grammar school-age children, this book is also a useful resource for those who teach ESL, Continuing Education courses, and parents that wish to apply these strategies for successful home study.

"synopsis" may belong to another edition of this title.

Excerpt. © Reprinted by permission. All rights reserved.:

Background and Core Beliefs about Literacy

Welcome to Literacy Strategies: Resources for Beginning Teachers, Grades 1-6. This book represents our combined thinking about effective techniques for developing student competence in literacy based on our decades of experience as educators in the field of language arts. Underlying our discussion throughout are our core assumptions about best practice in literacy instruction that we have found to work with the variety of children we serve in the Learning Improvement Center at Winthrop University where we teach both preservice and inservice candidates in teacher education.

Our Core Assumptions

Among our core beliefs that run throughout this book are the following:

  • students actively seek to construct meaning as they grow in literacy;
  • literacy develops over time and includes all of the language arts of reading, writing, listening, speaking, and mediacy, all of which are interrelated and mutually support one another;
  • classroom growth in literacy occurs best where language is not fragmented and is used for authentic purposes;
  • literacy development improves when language is used in functional settings with authentic texts—that is, literacy competencies are best fostered through real literature for real purposes;
  • teachers contribute to student acquisition of literacy through direct instruction and scaffolding of learning which includes activating and building background knowledge, modeling, guided practice, and eventual independent practice, all of which increases students' independence as learners who take ownership for their accomplishments.

Organization and Special Features

Lesson plans may follow many formats. In this book, we suggest an instructional framework that divides literacy lessons into three basic parts: what happens before students read or are read to; what happens during reading; and what happens after reading. Potential users will find ideas to create direct instruction and scaffolding for learners through building or activating background as preparation for learning, through providing assistance during learning, and through elaboration and application as extensions of learning. Throughout this instructional framework for literacy lessons, students are viewed as active participants in the construction of meaning.

As teachers examine ways to incorporate each of the strategies presented in this book, we encourage them to give explicit explanation to students on what strategy is being used as an aid to literacy growth; why it is helpful as a literacy technique; how it works; and when learners can use it in either a classroom or independent setting.

Although we could have organized the strategies in a number of ways, we decided to present them by literacy competency areas of word recognition, vocabulary development, comprehension, and writing. Since language arts are interrelated, however, many of the strategies could have fit multiple areas. Hence, we have provided a grid with each strategy to help identify these.

Besides the grid, every strategy is demonstrated through application to authentic text, whether from children's literature or from content area books. This feature is allied to our core belief that literacy development occurs best when competencies are taught in a functional context. We hope that teachers will apply the strategies that we have selected to the authentic texts that they use in their classrooms. References for further reading accompany each strategy.

"About this title" may belong to another edition of this title.

Buy New View Book
List Price: US$ 27.67
US$ 26.82

Convert Currency

Shipping: US$ 10.00
Within U.S.A.

Destination, Rates & Speeds

Add to Basket

Top Search Results from the AbeBooks Marketplace

1.

Norton, Terry L.; Land, Betty Lou
Published by Prentice Hall (2003)
ISBN 10: 0130995703 ISBN 13: 9780130995704
New Quantity Available: 1
Seller
Booked Again
(Summit, NJ, U.S.A.)
Rating
[?]

Book Description Prentice Hall, 2003. No binding. Book Condition: New. New item. Bookseller Inventory # QX-005-30-8837108

More Information About This Seller | Ask Bookseller a Question

Buy New
US$ 26.82
Convert Currency

Add to Basket

Shipping: US$ 10.00
Within U.S.A.
Destination, Rates & Speeds

2.

Norton, Terry L.; Land, Betty Lou
ISBN 10: 0130995703 ISBN 13: 9780130995704
New Quantity Available: 1
Seller
Castle Rock
(Pittsford, NY, U.S.A.)
Rating
[?]

Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97801309957041.0

More Information About This Seller | Ask Bookseller a Question

Buy New
US$ 107.48
Convert Currency

Add to Basket

Shipping: US$ 3.99
Within U.S.A.
Destination, Rates & Speeds