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This book introduces a variety of inclusive strategies for teaching language and literacy in kindergarten through 2nd grade. Readers are invited into classrooms where racially, culturally, and linguistically diverse children’s experiences, unique strengths, and expertise are supported and valued. Chapters focus on oral language, reading, and writing development and include diverse possibilities for culturally relevant and inclusive teaching. Featured teaching strategies foster academic success, cultural competence, and critical consciousness—leading students to read their worlds and question educational and societal inequities. Early childhood teachers will find this book invaluable as they consider effective ways to teach diverse children. The hands-on examples and strategies portrayed will help educators expand their thinking and repertoires regarding what is possible—and needed—in the language and literacy education curriculum. Unique in its focus on equitable, fully inclusive, and culturally relevant language and literacy teaching, this important book will help K–2 teachers (re)think and (re)conceptualize their own practices. “Offers us a great opportunity to explore pedagogical strategies that are diverse and inclusive.” —From the Foreword by Gloria Ladson-Billings, University of Wisconsin–Madison “Readers will discover a treasure of teacher and student collaborative experiences to engage diverse learners.” —Yetta and Ken Goodman, University of Arizona “The authors offer rich vignettes and pragmatic guidance for learning about, responding to, and respectfully building community among children. We readers are in their debt.” —Anne Haas Dyson, University of Illinois “A beautifully written book filled with powerful examples. . . . I heartily recommend it for all teachers lucky enough to work on a daily basis with our brilliant early elementary students.” —Ernest Morrell, Teachers College, Columbia University
Reading & Writing with English Learners offers kindergarten through fifth grade reading and writing educators a user-friendly guide and framework for supporting English learners in balanced literacy classrooms. Authors Valentina Gonzalez and Melinda Miller lead readers in exploring the components of Reading & Writing with English Learners with a special eye for increasing the effectiveness of instructional methods and quality of instruction to serve English learners. This book shares practical and effective techniques for accommodating reading and writing instruction to design learning that simultaneously increases literacy and language development. Reading & Writing with English Learners was written for: • K-5 Classroom Teachers • ESL Teachers • Reading and Writing Instructional Coaches • District Leaders Reading & Writing with English Learners includes: • the components of Reading & Writing Workshop • accommodations that support English Learners • high yield practices for Reading & Writing Workshop during remote teaching • the role of phonics • a culturally inclusive booklist • activities that support Reading & Writing Workshop And more!
Janet Angelillo introduces us to an entirely new way of thinking about writing about reading. She shows us how to teach students to manage all the thinking and questioning that precedes their putting pen to paper. More than that, she offers us smarter ways to have students write about their reading that can last them a lifetime. She demonstrates how students' responses to reading can start in a notebook, in conversation, or in a read aloud lead to thinking guided by literary criticism reflect deeper text analysis and honest writing processes result in a variety of popular genres--book reviews, author profiles, commentaries, editorials, and the literary essay. She even includes tools for teaching-day-by-day units of study, teaching points, a sample minilesson, and lots of student examples-plus chapters on yearlong planning and assessment. Ensure that your students will be readers and writers long after they leave you. Get them enthused and empowered to use whatever they read-facts, statistics, the latest book--as fuel for writing in school and in their working lives. Read Angelillo.
In this delightfully witty, provocative book, literature professor and psychoanalyst Pierre Bayard argues that not having read a book need not be an impediment to having an interesting conversation about it. (In fact, he says, in certain situations reading the book is the worst thing you could do.) Using examples from such writers as Graham Greene, Oscar Wilde, Montaigne, and Umberto Eco, he describes the varieties of "non-reading"-from books that you've never heard of to books that you've read and forgotten-and offers advice on how to turn a sticky social situation into an occasion for creative brilliance. Practical, funny, and thought-provoking, How to Talk About Books You Haven't Read-which became a favorite of readers everywhere in the hardcover edition-is in the end a love letter to books, offering a whole new perspective on how we read and absorb them.
a practical routine for learning in all content areas (k-12)
In this book you will read many examples of rich literacy conversations between a teacher and his 8th grade students that never would have occurred face to face in the classroom. These conversations take place online when 8th graders write to their teacher about the books they’re interested in reading and choosing to read independently. Students write about what happens when they read or don’t read, how they feel about reading, how they’re connecting with characters and ideas, why they don’t have enough time to read, and what their reading goals are. And their teacher writes back to them. Every week. After each conversation you will read some “meta-talk” that shines a light on what the conversation has taught us about this language learner and how this “data”is informing our beliefs and practices. Embedded within the chapters are suggested resources (articles, book recommendations, links, websites, blogs, etc.) you can follow should you want to read more in that chapter. What these students reveal about their own literacy development- their successes, their challenges, their lives- and how their teacher nudges them along socially, emotionally and academically, teach us the value and power of one practical, authentic literacy tool- the Reading Conversation Journal.
Talk for Writing, developed by Pie Corbett and supported by Julia Strong, is a proven approach to teaching writing that is engaging and motivating for students and teachers alike. Building on best practice, this practical guide takes you step by step through how to establish quality written communication across the secondary curriculum. It can be used as a handbook by a literacy coordinator to lead the approach as well as being a source of practical ideas for each subject area. Every teacher can help students internalize the pattern of language of their subject through focused talk activities related to exemplar text. This enables students to independently generate the sentence patterns and structures that are key to effective communication in any subject. Julia Strong puts the experience of the learner at the centre. By establishing some consistent approaches across the curriculum, the learner can see how what they learn in one area can be transferred to support learning in another. The approach progressively builds up students' linguistic competence involving them in co-constructing the next steps they need to take to make progress. This practical resource offers: • Wide range of examples from all subject areas with a particular focus on science • Online Learning Centre with training session with teachers showing Talk for Writing in action suitable to use on training days to help introduce and embed the approach • Over 80 customisable handouts downloadable from the Online Learning Centre • Customisable PowerPoint slides to train all staff in the approach Thoroughly grounded in the principles of formative assessment, Talk for Writing if systematically applied across the curriculum really can turn secondary students into powerful communicators. Try it, it works! 'Silent classrooms do not lend themselves to progress, the Foreword to this important new book reminds us. What follows is an exceptionally well-informed and practical guide to how high quality talk can lead to high quality writing. I strongly recommend it for all teachers across all subjects'. Geoff Barton, Headteacher of King Edward VI School, Suffolk, UK, author and speaker
Until now, there has been no systematic analysis or review of the research on gender and literacy. With all the media attention and research surveys surrounding gender bias and the inequities that continue to flourish in education, a synthesis of the research studies was needed to raise awareness of gender issues in learning and literacy, to provide successful interventions and recommendations to educators, and to point out the direction for future inquiries by examining the unanswered questions of the existing research. For the convenience of readers, the studies are organized by genre: gender and discussion, reading, writing, electronic text, and literacy autobiography. Published by International Reading Association
Discover the language and learning possibilities of young children’s active engagement with book experiences, in which they talk with one another as they make meaning from literature centered around their lives and interests. Drawing from their backgrounds as teachers and researchers, as well as their many experiences facilitating and observing read-alouds with diverse students, the authors provide a practical guide to conducting book discussions that promote deep engagement and the natural development of literacy skills. The text includes detailed recommendations for setting up the classroom reading environment, selecting books, preparing materials, setting goals, and integrating discussions with curricular demands, all while maintaining a child-centered philosophy and addressing the needs of culturally and linguistically diverse students. Book Talk melds theory about literacy learning with the practical realities of reading and talking with young children in 21st-century preschool and primary classrooms. Book Features: Promotes read-aloud experiences that keep children, their backgrounds, and their experiences front and center.Offers guidance for tailoring discussions around specific learning goals across the literacy curriculum.Shares the authors’ learning journeys and their support for the learning of other early childhood educators.Includes vignettes from classroom literature discussions, as well as conversations between educators.Incorporates classroom observations, teacher reflections, and research-based teaching practices.Addresses a variety of early childhood audiences, including preschool, kindergarten, and primary-grade teachers, preservice teacher candidates, school librarians, and teacher educators.
This title highlights aspects of progression and continuity in the teaching of English across the Foundation and Primary years and encourages readers to develop an understanding of key principles and the confidence to apply these appropriately to their classroom practice.