Literacy Helping Children Construct Meaning

ISBN-10: 0618473939

ISBN-13: 9780618473939

Edition: 6th 2006

List price: $177.95 Buy it from $1.00
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Description:

This popular K–8 reading/literacy methods text serves pre-service and in-service teachers involved in literary instruction and literacy training. This text focuses on a contemporary, active learning approach as the means for teaching literacy. The Sixth Edition continues to provide pre-service and in-service teachers with a resource that will help them do the most effective job possible, by providing balanced literacy instruction for all students, along with strategies and lessons for direct and indirect instruction. New! Chapter 9 provides much needed coverage on how to help children with reading problems, and offers intervention plans and strategies for classroom teachers. This chapter specifically addresses issues for ELL/LEP readers and related issues of diversity. New! "Educator Speaks" boxed features contain real-life descriptions of how practitioners throughout the country have used a strategy or handled an interesting teaching situation to achieve results. These boxes focus on three areas: technology, diversity, and accommodating individual needs. New! Increased standards coverage highlights the impact national, state, and local standards have on teachers, students, and schools. Emphasis on the relationship between standards and good literacy instruction is given throughout the textcoverage is visible in marginal icons, an IRA/NCTE Standards correlation chart on the inside front cover, a listing of IRA standards on the inside back cover, and a chart in the beginning of each chapter that points out which standards will be covered in that chapter. New! Greater emphasis on the needs of upper-elementary and middle school students through new chapter sub-headings and a new Chapter 6. This provides teachers more direction in how to teach literacy to these levels of students. New! Children's literature selections have been updated throughout the text , as well as the sample lesson plans that accompany them, to reflect the latest and best books for teachers to use in their classrooms. For example, "Mummies, Tombs, and Treasures" has been replaced with new piece entitled "Gladiator" which is considered more suitable for upper/middle-level school students. New! Reordered chapters provide an increased ease of use and a more logical flow of information, while marginal notes let readers know where to find more information on a given topic without interrupting the flow of the narrative. New! A greater emphasis on decoding, vocabulary, and meaning is provided throughout the text along with a focus as to how these areas should be taught at every level. Eduspace is a customizable, powerful and interactive platform that provides instructors with text-specific online courses and content in multiple disciplines. Eduspace gives an instructor the ability to create all or part of their course online using the widely recognized tools of Blackboard and quality text-specific content from HMCo. Instructors can quickly and easily assign homework exercises, quizzes, tests, tutorials and supplemental study materials and can modify that content or even add their own.
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Book details

List price: $177.95
Edition: 6th
Copyright year: 2006
Publisher: CENGAGE Learning
Publication date: 2/9/2005
Binding: Paperback
Pages: 608
Size: 8.00" wide x 9.00" long x 0.75" tall
Weight: 2.090
Language: English

J. David Cooper is a literacy consultant. He was formerly a Professor and the Director of Reading at Ball State University in Indiana. Prior to that, Cooper taught elementary and secondary school. Michael D. Robinson is currently a Curriculum Support Specialist in Curriculum & Instruction, Language Arts/Reading for Miami-Dade County Public Schools in Miami, Florida. Previously, he worked as a Title I Coordinator in Marion Community Schools, Marion, Indiana, where he developed programming for low-performing elementary students. Nancy D. Kiger taught reading, language arts, and children’s literature courses and supervised student teachers. Before her death in 2009, she was a writer and editor for educational publishers.

Taffy E. Raphael, creator of the Question Answer Relationships (QAR) framework, has researched teaching QAR comprehension strategies since the 1980s. She is a member of the faculty in Literacy Education at the University of Illinois at Chicago and has written numerous research articles and books, including QAR Now (Scholastic, 2006), which she coauthored with Kathryn Au.Kathryn H. Au, who served as president of the International Reading Association from 2009–2010, is an educational consultant and former professor at the University of Hawaii at Manoa. She has published widely on the topic of literacy instruction and diversity, including Multicultural Issues and Literacy Achievement (Erlbaum). Coauthor of QAR Now, her current work focuses on school change that improves student achievement.

Nancy D. Kiger (Ed.D., Ball State University) has more than 40 years of experience in education. She is retired from the College of Education at the University of Central Florida, where for 15 years she taught courses in reading, language arts, and children's literature as well as supervised student teachers. She also taught at universities in Indiana and Missouri. She began teaching as an elementary classroom teacher; later she taught reading at the elementary and middle-school levels in Indiana. She has been a writer and editor of literacy materials for over 25 years.

Contents Note: Each chapter concludes with a summary
Focus on Literacy Learning What Is Literacy? How Literacy Develops Stages of Literacy Development The Role of Standards and Benchmarks in Literacy Instruction Diversity and Literacy Learning Technology and Literacy Learning A Partial History of Reading and Literacy Principles for Guiding Literacy Learning Focus of This Text
A Comprehensive Literacy Program Comprehensive Literacy Instruction Standards and Instruction in a Comprehensive Literacy Program Formats for Developing Standards-Based Literacy Lessons Sample Guided Listening Lesson Texts for a Comprehensive Literacy Program
Prior Knowledge: Activating and Developing Concepts and Vocabulary Understanding Prior Knowledge, Concept Development, and Vocabulary in Literacy Learning The Role of the Teacher Strategies for Helping Students Achieve Independence in Activating and Developing Prior Knowledge Standards-Based Literacy Lesson: Gladiator
How to Teach Strategies for Constructing Meaning Strategies and Standards Strategies for Constructing Meaning Planning Effective Strategy Instruction Strategy Lessons: The Minilesson A Final Word About Strategies
Beginning Literacy: Decoding, Vocabulary, and Meaning What You Need to Know About Beginning Reading Instruction Routines for Comprehensive Literacy Instruction Planning Daily Instruction Using Routines Standards-Based Literacy Lesson: No! No! Titus
Beyond Beginning Literacy: Decoding, Vocabulary, and Meaning Standards at the Upper Elementary and Middle School Levels Vocabulary Development Elements of Effective Vocabulary Development Guidelines for Effective Vocabulary Instruction Standards-Based Literacy Lesson: Ananse's Feast
Responding and the Construction of Meaning Responding: What It Means and Why It Is Important A Classroom Atmosphere That Promotes Responding Procedures That Promote Responding to Literature
Writing and the Construction of Meaning Why Writing and Reading Together? Standards and Writing Ways to Think About Writing Activities That Connect Reading and Writing Process Writing: A Way to Construct Meaning Sample Lesson Using the Shared Writing Routine Writing Conventions Using Technology to Support Writing and Reading
Helping Struggling Readers Who Are Struggling Readers? The Comprehensive Literacy Program, Standards, and Struggling Readers Identifying Struggling Readers Core Instruction for Struggling Readers Intervention for Struggling Readers Finding Time for Struggling Readers
Developing a Management System for a Comprehensive Literacy Classroom Organizing Your Comprehensive Literacy Classroom The Literacy Classroom Developing a Management System Meeting the Needs of All Students
Assessment and Evaluation in the Comprehensive Literacy Classroom A Current View of Assessment Principles to Guide Effective Assessment Using Standards to Guide Assessment Organizing Assessment Information for Instructional Use Assessment Techniques Making Decisions from Assessment Data What to Do About Grading Handbook Resource The English Sound System Phonics Structural Analysis Teaching Phonics and Structural Analysis
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