Literacy Strategies for Teacher Candidates

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9780137155897: Literacy Strategies for Teacher Candidates
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Literacy Strategies for Teacher Candidates is packed with a variety of concepts, strategies, and application ideas teacher candidates can use to gain a better understanding of teaching and learning, and ultimately improve the effectiveness of their teaching. The topics covered include the most common content taught in literacy education methods courses.  This book serves as a handy supplement that teacher candidates can use to more fully understand the practical applications of the concepts and methods presented and then take the book into their own classrooms as a hands-on guide for implementing the ideas with their own students.

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From the Back Cover:

An interactive guide to the research-based background information and specific strategies that teacher candidates need to be successful in their own classrooms.

 

Literacy Strategies for Teacher Candidates is packed with a variety of concepts, strategies, and application ideas teacher candidates can use to gain a better understanding of teaching and learning, and ultimately improve the effectiveness of their teaching. The topics covered include the most common content taught in literacy education methods courses.  This book serves as an ideal supplement that teacher candidates can use to more fully understand the practical uses of the concepts and methods presented—and then take the book into their own classrooms as a hands-on guide for implementing the ideas with their own students.  

  • Research-based background information and specific strategies describe how to teach the content of each chapter.
  • Rationales and procedures for implementing each strategy show teacher candidates how and when to implement the strategy.
  • Connections to K-8 Classroom features include concrete ideas for implementing or modifying each strategy.
  • Modifications for English Language Learners include specific, concrete ideas for ensuring effective teaching with all students in the classroom.
  • Black-line masters included for many of the strategies allow teacher candidates to practice the strategies and then take them into their own classrooms.

 

About the Author:

Laurie Elish-Piper is a Presidential Teaching Professor in the Department of Literacy Education at Northern Illinois University. She also serves as the NIU Literacy Clinic Director and Co-Director of the Center for the Interdisciplinary Study of Language and Literacy. Her research and teaching focus on literacy assessment, supporting struggling readers, readers’ rights, literacy coaching, and family literacy. She has also co-authored six books including A Declaration of Readers’ Rights: Renewing Our Commitment to Students (Allyn & Bacon, 2008) and Teaching Reading Pre-K — Grade 3 (Kendall/Hunt, 2006). Prior to her current position, Dr. Elish-Piper worked as an elementary teacher, middle school reading teacher, and educational therapist in a clinical setting.

 

Susan K. L’Allier is an Associate Professor in the Department of Literacy Education at Northern Illinois University. She teaches undergraduate students majoring in Elementary Education and graduate students working toward their reading specialist certification. Her research focuses on literacy coaching, school-university partnerships, and embedding children’s literature into literacy instruction. She has authored and co-authored several journal articles based on her research. Prior to her current position, Dr. L’Allier worked as a preschool and elementary teacher of the hearing impaired and as a principal.

 

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