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Reading in the Elementary School
Grade level: 1, 2, 3, 4, 5, 6, 7, p, e, i, t.
Close Reading in Elementary School
This book provides step-by-step strategies and scaffolds for teaching close reading and improving students' comprehension of complex texts.
One Child at a Time
Every elementary teacher deals with students who struggle as readers on a daily basis. Each struggling child is complex and each has a unique history as a learner. In One Child at a Time, experienced literacy specialist and consultant Pat Johnson provides a framework she has used in numerous K-6 classrooms to help teachers understand and assist individual children. The four-step process outlined in the book enables teachers to focus carefully on specific strategies and behaviors; analyze them with theoretical and practical lenses; design targeted instruction in keeping with current research on reading process; and then assess and refine the teaching in conferences with the child. The framewo...
Reading in the Elementary School
This book is aimed at teachers of reading, with a program that aims to produce eager, omnivorous readers. The major characteristics of this program are as follows: the prime use of the child's own language in learning to read; the ability of the child to choose the reading material; frequent, private conferences between the child and the teacher; the inclusion of the child in groups, determined by specific needs or tasks to master. This test presents a new philosophy of reading, combining ideas old and new, to inspire a life-long interest in reading.
Teaching Reading in the Content Areas for Elementary Teachers
Designed for anyone interested in current educational theory and practice. Up-to-date, research-based theory and practical applications. Perfect for staff development sessions.
Close Reading in Elementary School
The Common Core State Standards encourage teachers to use close reading as a means to help students access complex text. Many literacy experts believe close reading has the power to create strong, independent readers. But what does that really mean, and how does it work in the classroom?This book is your must-have guide to getting started! It provides step-by-step strategies and scaffolds for teaching close reading and improving students’ comprehension of complex texts. You will learn how to teach close reading based on text type, how to transition students through increasingly challenging texts, and how to use close reading as a springboard for close writes and close talks. Special Featur...
Teaching Reading
Elementary teachers of reading have one essential goal?to prepare diverse children to be independent, strategic readers in real life. This innovative text helps preservice and inservice teachers achieve this goal by providing knowledge and research-based strategies for teaching phonemic awareness, phonics, fluency, vocabulary, all aspects of comprehension, and writing in response to literature. Special features include sample lessons and photographs of literacy-rich classrooms. Uniquely interactive, the text is complete with pencil-and-paper exercises and reproducibles that facilitate learning, making it ideal for course use. Readers are invited to respond to reflection questions, design lessons, and start constructing a professional teaching portfolio.
Readers and Texts in the Primary Years
In the primary classroom approaches to the teaching of reading continue to be a focus for much professional debate. Readers and Texts in the Primary Years examines the ways in which readers respond to different texts. The word 'response' occurs throughout the National Curriculum for English but is not defined in any precise sense and the aim of the book is to develop an awareness of the issues involved for primary teachers. What happens when readers make their way through texts is fascinating, especially so when the same process appears to be at work in both young children and adults. The book explores the responses of a variety of readers from three-year-old Dominic sharing a picture book with his father to adults reading a poem by Ted Hughes. It draws out the implications for primary teachers both in terms of giving status to what child readers take to their reading and helping them develop the awareness necessary to deal with texts of increasing complexity.
