Literacy in Grades 4-8: Best Practices for a Comprehensive Program

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9781890871857: Literacy in Grades 4-8: Best Practices for a Comprehensive Program

This book will help prepare you to meet the challenge of today s diverse student population and create a balanced and comprehensive intermediate literacy program. Thorough yet succinct and readable, this book clearly addresses the core topics and issues of literacy in the intermediate and middle grades. This edition's selected classroom strategies, procedures, and activities represent the most effective practices according to current research and the many outstanding classroom teachers who were observed and interviewed while preparing for this edition. The book has been significantly updated and coverage expanded (now for grades 4-8). New to this edition, an interactive Web-based student resource and study guide includes chapter objectives, key concepts, questions and projects, relevant websites, teaching activities, and links to classroom videos in which you can observe experienced classroom teachers as they work with students to enhance literacy. Key features of the book include: Website resources to support literacy instruction; expanded coverage of media literacy and how it relates to reading; enhanced resources for children s and young adult literature, to integrate into every aspect of literacy instruction; extended discussion of fluency; updates to content area literacy instruction, including Internet search activities; a section on reading comprehension and the Internet; discussion of integrating direct instruction with rich and varied experiences in reading, writing, speaking, listening, viewing, and visually representing; a classroom orchestration chapter featuring a middle school classroom's innovative Integrated Curriculum Block program

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About the Author:

Nancy Cecil's philosophy of teaching is: I believe one of the greatest tragedies of the present age is that most people do not recognize the life and death nature of teaching. Every moment in the lives of teachers and pupils brings critical decisions of motivation, reinforcement, reward, ego enhancement, and goal direction. The proper professional decisions of great teachers enhance learning and quality of life. We must begin to understand that doctors and lawyers have neither more nor less to do with life, death, and freedom than do teachers. Teaching, therefore, should be entrusted to only the most thoroughly prepared professionals. Joan Gipe's philosophy of teaching is: Teaching is an intellectual enterprise that demands constant study, problem-solving, and decision-making. For me, the most important goal of teaching is building relationships; relationships between intended outcomes and teaching practices and relationships among students and teacher. I am most concerned with facilitating my students' personal and professional development. I believe students learn best through a transactional, or social constructivist, model that encourages collaboration and conversation in a risk-free, supportive environment. I further believe students are motivated to learn when they experience choice, voice, and relevance. These beliefs are made explicit in the structure and activities I use in my courses and my teaching.

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