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Teaching English, Language and Literacy
by Dominic Wyse Helen Bradford John-Mark WinstanleyAre you looking for one book that gives a comprehensive account of primary/elementary and early years English, language and literacy teaching? Based on robust research evidence and practical examples of effective teaching, this essential textbook critically evaluates curriculum policies and provides guidance for teachers on implementation of evidence-based teaching in classrooms. This fully revised fifth edition has a brand new chapter on Reading for Pleasure, and has substantially rewritten chapters to reflect recent developments in research, evaluations of new policy directions, and new practical examples of teaching and learning. The authors draw on their research, scholarship and practice to offer advice on: • inclusion and equality, including working effectively with multilingual pupils • the importance of talk and interaction • developing reading, including motivating children to read and phonics teaching • improving writing, including grammar and punctuation • planning and assessing • the latest educational policy and practice This authoritative book is an essential introduction for anyone who teaches English, language and literacy from the early years to primary school level, and seeks to improve their professional practice. Designed to help inform trainee teachers and tutors, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject, this is an indispensable guide to the theory and practice of teaching English, language and literacy.
Teaching English, Language and Literacy (Routledge International Handbooks Of Education Ser.)
by Dominic Wyse Russell Jones Helen Bradford Mary Anne WolpertAre you looking for one book that gives a comprehensive account of primary and early years English, language and literacy teaching? This fully revised fourth edition of Teaching English, Language and Literacy includes up-to-date research and updated discussion of effective teaching. Throughout the book there is guidance on England’s new National Curriculum and its impact. Rooted in research evidence and multidisciplinary theory, this book is an essential introduction for anyone learning to teach English from the early years to primary school level. The authors draw on their research, scholarship and practice to offer advice on: inclusion and equality, including working effectively with multilingual pupils speaking and listening developing reading, including choosing texts, and phonics teaching improving writing, including grammar and punctuation planning and assessing the latest thinking in educational policy and practice the use of multimedia maintaining good home--school links All the chapters include examples of good practice, coverage of key issues, analysis of research and reflections on national policy to encourage the best possible response to the exciting challenges of teaching. Each chapter also has a glossary to explain terms and gives suggestions for further reading. This authoritative book is for all those who want to improve the teaching of English, language and literacy in schools. Designed to help inform trainee teachers and tutors, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject, this is an indispensable guide to the theory and practice of teaching English, language and literacy.
Teaching English Language Learners in Career and Technical Education Programs
by Victor M. Hernández-Gantes William BlankExploring the unique challenges of vocational education, this book provides simple and straightforward advice on how to teach English Language Learners in today's Career and Technical Education programs. The authors' teaching framework and case studies draw from common settings in which career and technical educators find themselves working with ELLs—in the classroom, in the laboratory or workshop, and in work-based learning settings. By integrating CTE and academic instruction, and embedding career development activities across the curriculum, readers will gain a better understanding of the challenges of teaching occupationally-oriented content to a diverse group of learners in multiples settings.
Teaching English Language Learners through Technology
by Tony Erben Ruth Ban Martha CastañedaIn Teaching English Language Learners through Technology, the authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of ELLs across all content areas. The special focus of this book is on the informed use of various technologies and software programs that can specifically aid ELLs. Strategies are also provided for varying levels of access--whether teachers teach in a one computer classroom, have access to multiple computers, or have the ability to go into a computer lab at their school. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help teachers harness the power of computer-assisted technologies in meeting the challenges of including all learners in effective instruction.
Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking (ESL & Applied Linguistics Professional Series)
by Jonathan M. Newton Dana R. Ferris Christine C.M. Goh William Grabe Fredricka L. Stoller Larry VandergriftTeaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills. This foundational text, written by internationally renowned experts in the field, explains why skills-based teaching is at the heart of effective instruction in English for academic purposes (EAP) contexts. Each of the four main sections of the book helps readers understand how each skill—reading, writing, listening, and speaking—works and explains what research has to say about successful skill performance. Pedagogically focused chapters apply this information to principles for EAP curriculum design and to instructional activities and tasks adaptable in a wide range of language-learning contexts. Options for assessment and the role of digital technologies are considered for each skill, and essential information on integrated-skill instruction is provided. Moving from theory to practice, this teacher-friendly text is an essential resource for courses in TESOL programs, for in-service teacher-training seminars, and for practicing EAP teachers who want to upgrade their teaching abilities and knowledge bases.
Teaching English to Speakers of Other Languages: An Introduction
by David NunanDavid Nunan's dynamic learner-centered teaching style has informed and inspired countless TESOL educators around the world. In this fresh, straightforward introduction to teaching English to speakers of other languages he presents teaching techniques and procedures along with the underlying theory and principles. Complex theories and research studies are explained in a clear and comprehensible, yet non-trivial, manner without trivializing them. Practical examples of how to develop teaching materials and tasks from sound principles provide rich illustrations of theoretical constructs. The content is presented through a lively variety of different textual genres including classroom vignettes showing language teaching in action, question and answer sessions, and opportunities to 'eavesdrop' on small group discussions among teachers and teachers in preparation. Readers get involved through engaging, interactive pedagogical features and opportunities for reflection and personal application. Each chapter follows the same format so that readers know what to expect as they work through the text. Key terms are defined in a Glossary at the end of the book. David Nunan's own reflections and commentaries throughout enrich the direct, up-close style of the text.
Teaching English to the World: History, Curriculum, and Practice
by George BraineTeaching English to the World: History, Curriculum, and Practice is a unique collection of English language teaching (ELT) histories, curricula, and personal narratives from non-native speaker (NNS) English teachers around the world. No other book brings such a range of international ELT professionals together to describe and narrate what they know best.The book includes chapters from Brazil, China, Germany, Hong Kong, Hungary, India, Indonesia, Israel, Japan, Lebanon, Poland, Saudi Arabia, Singapore, Sri Lanka, and Turkey. All chapters follow a consistent pattern, describing first the history of English language teaching in a particular country, then the current ELT curriculum, followed by the biography or the autobiography of an English teacher of that country. This consistency in the structuring of chapters will enable readers to assimilate the information easily while also comparing and contrasting the context of ELT in each country.The chapter authors--all born in or residents of the countries they represent and speakers of the local language or languages as well as English--provide insider perspectives on the challenges faced by local English language teachers. There is clear evidence that the majority of English teachers worldwide are nonnative speakers (NNS), and there is no doubt that many among them have been taught by indigenous teachers who themselves are nonnative speakers. This book brings the professional knowledge and experience of these teachers and the countries they represent to a mainstream Western audience including faculty, professionals, and graduate students in the field of ESL; to the international TESOL community; and to ELT teachers around the world.
Teaching English with Corpora: A Resource Book
by Vander VianaTeaching English with Corpora is an accessible and practical introduction to the ways in which online and offline corpora can be used in English language teaching (ELT). Featuring 70 chapters written by an international range of researchers and practitioners, this book: • provides readers with clear, tested examples of corpus-based/driven lesson plans; • contains activities relevant to English for general purposes and English for specific purposes; • caters for the needs of English language teachers working with learners at different proficiency levels; • features flexible teaching suggestions that can be explored as part of a lesson or as a full lesson. This book is an essential purchase for pre- and in-service English language teachers as well as those studying corpus linguistics in undergraduate/Master’s courses in applied linguistics, ELT and Teaching English to Speakers of Other Languages (TESOL).
Teaching Equity through Children’s Literature in Undergraduate Classrooms
by Gayatri Devi Philip Smith Stephanie J. WeaverChildren's literature has been taught in undergraduate classrooms since the mid-1960s and has grown to become a staple of English literature, library science, and education programs. Children's literature classes are typically among the most popular course offerings at any institution. It is easy to understand why; children's literature classes promise students the opportunity to revisit familiar works with fresh eyes. With the growth of the children’s publishing industry and the celebration of recent scholarly interventions in the field, the popularity of the discipline is unlikely to abate. A central question of current children’s literature scholarship and practice is how to effectively address contemporary questions of social justice. This collection offers a series of interventions for the practice of teaching equity through children's literature in undergraduate classrooms. It is intended for individuals who teach, or who are interested in teaching, children’s literature to undergraduates. It includes contributions from practitioners from a range of institutional affiliations, disciplinary backgrounds, nationalities, and career stages. Furthermore, this volume includes contributions from scholars who belong to groups which are often underrepresented within academia, due to race, nationality, ethnicity, gender identity, disability, or other protected characteristics.
Teaching ESL/EFL Listening and Speaking (ESL & Applied Linguistics Professional Series)
by I.S.P. Nation Jonathan NewtonUsing a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency. By following these suggestions, which are organized around four strands - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - teachers will be able to design and present a balanced program for their students. Teaching ESL/EFL Listening and Speaking, and its companion text, Teaching ESL/EFL Reading and Writing, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring. All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.
Teaching ESL/EFL Listening and Speaking (ESL & Applied Linguistics Professional Series)
by Jonathan M. Newton I.S.P. NationThis guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency, using a framework based on principles of teaching and learning. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – teachers will be able to design and present a balanced program for their students. Updated with cutting-edge research and theory, the Second Edition of Teaching ESL/EFL Listening and Speaking retains its hands-on focus and engaging format, and features new activities and information on emerging topics, including: Two new chapters on Extensive Listening and Teaching Using a Course Book Expanded coverage of key topics, including assessment, pronunciation, and using the internet to develop listening and speaking skills Easy-to-implement tasks and suggestions for further reading in every chapter More tools for preservice teachers and teacher trainers, such as a sample unit, a "survival syllabus," and topic prompts The second edition of this bestselling book is an essential text for all Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language.
Teaching ESL/EFL Reading and Writing (ESL & Applied Linguistics Professional Series)
by I.S.P. NationUsing a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their reading and writing skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – teachers will be able to design and present a balanced program for their students. Teaching ESL/EFL Reading and Writing, and its companion text, Teaching ESL/EFL Listening and Speaking, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring, All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.
Teaching ESL/EFL Reading and Writing (ESL & Applied Linguistics Professional Series)
by I.S.P. Nation John MacalisterThe second edition of this bestselling text, Teaching ESL/EFL Reading and Writing, is a fully updated and expanded guide for teaching learners at all levels of proficiency how to develop their reading and writing skills and fluency. Practical and accessible, this book covers a diverse array of language teaching techniques suitable for all contexts. Updated with cutting-edge research and theory, the second edition is an essential and engaging text. Key insights and suggestions are organised around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – to allow teachers to design and present a balanced programme for their students. Bringing together research and theory in applied linguistics and education, the text includes useful examples and practical strategies and features new topics related to technology, assessment, and genre. The second edition includes new tasks and further reading sections in every chapter. Teaching ESL/EFL Reading and Writing is designed for practising and pre-service teachers of all levels, and is ideal for certificate, diploma, masters, and doctoral courses in English as a second or foreign language.
Teaching Essential Units of Language: Beyond Single-word Vocabulary (ESL & Applied Linguistics Professional Series)
by Eli HinkelThis textbook provides a practical and research-based foundation for teaching second language (L2) multiword units (also commonly called collocations). Multiword units – such as strong tea, beautiful weather, or would you mind –cannot be readily understood or predicted by the meanings of their component parts, and prove particularly challenging for English language learners. With contributions from top scholars, this text presents a thorough and rounded overview of the principles and practices currently dominant in teaching L2 phrases in a variety of instructional settings around the world. Divided into two sections, Part I examines the pedagogical foundations of teaching the essential units of language. Part II covers a range of techniques and classroom activities for implementing instruction. Intended for students and teacher educators, this accessible volume integrates the key principles, strategies, and applications of current and effective English language instruction for both vocabulary and grammar.
Teaching Ethics through Literature: Igniting the Global Imagination (Citizenship, Character and Values Education)
by Suzanne S. ChooTeaching Ethics through Literature provides in-depth understanding of a new and exciting shift in the fields of English education, Literature, Language Arts, and Literacy through exploring their connections with ethics. The book pioneers an approach to integrating ethics in the teaching of literature. This has become increasingly relevant and necessary in our globally connected age. A key feature of the book is its integration of theory and practice. It begins with a historical survey of the emergence of the ethical turn in Literature education and grounds this on the ideas of influential Ethical Philosophers and Literature scholars. Most importantly, it provides insights into how teachers can engage students in ethical concerns and apply practices of Ethical Criticism using rich on-the-ground case studies of high school Literature teachers in Australia, Singapore and the United States.
Teaching Evidence-Based Writing: Texts and Lessons for Spot-On Writing About Reading (Corwin Literacy)
by Leslie A. BlaumanOne in a million. Yes, that’s how rare it is to have so many write-about-reading strategies so beautifully put to use. Each year Leslie Blauman guides her students to become highly skilled at supporting their thinking about texts, and in Evidence-Based Writing: Fiction, she shares her win-win process. Leslie combed the ELA standards and all her favorite books and built a lesson structure you can use in two ways: with an entire text or with just the excerpts she’s included in the book. Addressing Evidence, Character, Theme, Point of View, Visuals, Words and Structure, each section includes: Lessons you can use as teacher demonstrations or for guided practice, with Best the Test tips on how to authentically teach the skills that show up on exams with the texts you teach. Prompt Pages serve as handy references, giving students the key questions to ask themselves as they read any text and consider how an author’s meaning and structure combine. Excerpts-to-Write About Pages feature carefully selected passages from novels, short stories, and picture books you already know and love and questions that require students to discover a text’s literal and deeper meanings. Write-About-Reading Templates scaffold students to think about a text efficiently by focusing on its critical literary elements or text structure demands and help them rehearse for more extensive responses. Writing Tasks invite students to transform their notes into a more developed paragraph or essay with sufficiently challenging tasks geared for grades 6-8. And best of all, your students gain a confidence in responding to complex texts and ideas that will serve them well in school, on tests, and in any situation when they are asked: What are you basing that on? Show me how you know.
Teaching Evidence-Based Writing: Texts and Lessons for Spot-On Writing About Reading (Corwin Literacy)
by Leslie A. BlaumanAt heart, learning to read and write analytically is learning to think well For Evidence-Based Writing: Nonfiction, renowned teacher Leslie Blauman combed the standards and her classroom bookshelves to craft lessons that use the best nonfiction picture books, biographies, and article excerpts to make writing about reading a clear, concrete process. Students learn to analyze and cite evidence about main idea, point of view, visuals, and words and structure. And best of all, your students gain a confidence in responding to complex texts and ideas that will serve them well in school, on tests, and in any situation when they are asked: What are you basing that on? Show me how you know.
Teaching Evidence-Based Writing: Texts and Lessons for Spot-On Writing About Reading (Corwin Literacy)
by Leslie A. BlaumanOne in a million. Yes, that’s how rare it is to have so many write-about-reading strategies so beautifully put to use. Each year Leslie Blauman guides her students to become highly skilled at supporting their thinking about texts, and in Evidence-Based Writing: Fiction, she shares her win-win process. Leslie combed the ELA standards and all her favorite books and built a lesson structure you can use in two ways: with an entire text or with just the excerpts she’s included in the book. Addressing Evidence, Character, Theme, Point of View, Visuals, Words and Structure, each section includes: Lessons you can use as teacher demonstrations or for guided practice, with Best the Test tips on how to authentically teach the skills that show up on exams with the texts you teach. Prompt Pages serve as handy references, giving students the key questions to ask themselves as they read any text and consider how an author’s meaning and structure combine. Excerpts-to-Write About Pages feature carefully selected passages from novels, short stories, and picture books you already know and love and questions that require students to discover a text’s literal and deeper meanings. Write-About-Reading Templates scaffold students to think about a text efficiently by focusing on its critical literary elements or text structure demands and help them rehearse for more extensive responses. Writing Tasks invite students to transform their notes into a more developed paragraph or essay with sufficiently challenging tasks geared for grades 6-8. And best of all, your students gain a confidence in responding to complex texts and ideas that will serve them well in school, on tests, and in any situation when they are asked: What are you basing that on? Show me how you know.
Teaching Evidence-Based Writing: Texts and Lessons for Spot-On Writing About Reading (Corwin Literacy)
by Leslie A. BlaumanAt heart, learning to read and write analytically is learning to think well For Evidence-Based Writing: Nonfiction, renowned teacher Leslie Blauman combed the standards and her classroom bookshelves to craft lessons that use the best nonfiction picture books, biographies, and article excerpts to make writing about reading a clear, concrete process. Students learn to analyze and cite evidence about main idea, point of view, visuals, and words and structure. And best of all, your students gain a confidence in responding to complex texts and ideas that will serve them well in school, on tests, and in any situation when they are asked: What are you basing that on? Show me how you know.
Teaching Fairy Tales (Series in Fairy-Tale Studies)
by Prof. Nancy L. Canepa Prof. Jack Zipes Dean Donald Haase Lewis C. Seifert Prof. Anne E. Duggan Allison Stedman Jennifer Schacker Professor Maria Nikolajeva Ann Schmiesing Prof. Cristina Bacchilega Associate Professor Christine A. Jones Cristina Mazzoni Julie L. Koehler Kay Stone Prof. Maria Tatar Prof. Victoria Somoff Prof. Gina Miele Prof. Linda Kraus Worley Prof. Faith E. Beasley Prof. Charlotte Trinquet du Lys Prof. Benjamin Balak Prof. Suzanne Magnanini Dr Maria Kaliambou Prof. Elio Brancaforte Prof. William Moebius Prof. Graham Anderson Gioia TimpanelliTeaching Fairy Tales edited by Nancy L. Canepa brings together scholars who have contributed to the field of fairy-tale studies since its origins. This collection offers information on materials, critical approaches and ideas, and pedagogical resources for the teaching of fairy tales in one comprehensive source that will further help bring fairy-tale studies into the academic mainstream. The volume begins by posing some of the big questions that stand at the forefront of fairy-tale studies: How should we define the fairy tale? What is the "classic" fairy tale? Does it make sense to talk about a fairy-tale canon? The first chapter includes close readings of tales and their variants, in order to show how fairy tales aren’t simple, moralizing, and/or static narratives. The second chapter focuses on essential moments and documents in fairy-tale history, investigating how we gain unique perspectives on cultural history through reading fairy tales. Contributors to chapter 3 argue that encouraging students to approach fairy tales critically, either through well-established lenses or newer ways of thinking, enables them to engage actively with material that can otherwise seem over-familiar. Chapter 4 makes a case for using fairy tales to help students learn a foreign language. Teaching Fairy Tales also includes authors’ experiences of successful hands-on classroom activities with fairy tales, syllabi samples from a range of courses, and testimonies from storytellers that inspire students to reflect on the construction and transmission of narrative by becoming tale-tellers themselves. Teaching Fairy Tales crosses disciplinary, historical, and national boundaries to consider the fairy-tale corpus integrally and from a variety of perspectives. Scholars from many different academic areas will use this volume to explore and implement new aspects of the field of fairy-tale studies in their teaching and research.
Teaching Film (Options for Teaching #35)
by Mark Lynn Anderson Dudley Andrew Michael Aronson Pat Brereton Timothy Corrigan David Desser Nataša Ďurovičová Gwendolyn Audrey Foster E. Ann Kaplan Mark Langer Adam Lowenstein Paula J. Massood Hamid Naficy Tasha Oren Michael Renov Anne Rutherford Garrett Stewart Maureen Turim Patricia WhiteFilm studies has been a part of higher education curricula in the United States almost since the development of the medium. Although the study of film is dispersed across a range of academic departments, programs, and scholarly organizations, film studies has come to be recognized as a field in its own right. In an era when teaching and scholarship are increasingly interdisciplinary, film studies continues to expand and thrive, attracting new scholars and fresh ideas, direction, and research.Given the dynamism of the field, experienced and beginning instructors alike need resources for bringing the study of film into the classroom. This volume will help instructors conceptualize contemporary film studies in pedagogical terms. The first part of the volume features essays on theory and on representation, including gender, race, and sexuality. Contributors then examine the geographies of cinema and offer practical suggestions for structuring courses on national, regional, and transnational film. Several essays focus on interdisciplinary approaches, while others describe courses designed around genre (film noir, the musical), mode (animation, documentary, avant-garde film), or the formal elements of film, such as sound, music, and mise-en-scène. The volume closes with a section on film and media in the digital age, in which contributors discuss the opportunities and challenges presented by access to resources, media convergence, and technological developments in the field.
Teaching Film from the People's Republic of China (Options for Teaching)
by Zhuoyi Wang, Emily Wilcox, and Hongmei YuThis volume brings a diverse range of voices--from anthropology, communication studies, ethnomusicology, film, history, literature, linguistics, sociology, theater, and urban geography--into the conversation about film from the People's Republic of China. Essays seek to answer what films can reveal or obscure about Chinese history and society and demonstrate how studying films from the PRC can introduce students to larger issues of historical consciousness and media representation.The volume addresses not only postsocialist fictional films but also a wide variety of other subjects including socialist period films, documentaries, films by or about people from ethnic minority groups, film music, the perspectives of female characters, martial arts cinema, and remakes of South Korean films. By exploring how films represent power, traditions, and ideologies, students learn about both the complexity of the PRC and the importance of cross-cultural and cross-ideological understanding.
Teaching for CHANGE in the ELA Classroom: Integrating Social Justice and Critical Literacy for Grades 9-12
by Dan StockwellThis book can help you incorporate critical literacy pedagogy into your high school English Language Arts (ELA) classroom, so that your students can use what they study in class to work toward making a more just and equitable world.Through the acronym CHANGE, the book explores how critical literacy pedagogy can support students as they Challenge injustice to Help make a difference in the world by Asking and answering tough questions and Noticing ways to Get involved and Engaged in making the world a better place. It first centers on the theory behind critical literacy pedagogy with Bob Fecho’s concept of wobble, the tensions teachers experience when different points of view collide in the classroom, and why being mindful of and responding to moments of wobble can help educators grow in their teaching practice. The book then provides practical, specific suggestions by grade level for high school ELA teachers to implement critical literacy pedagogy in their classrooms, and address the tensions and moments of discomfort and uncertainty they might experience while providing critical literacy pedagogy.With detailed lesson plans and case study examples from in-service ELA teachers, this book is an incredible resource for high school language arts teachers who are interested in teaching for social justice and integrating critical literacy pedagogy into their classrooms.
Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8
by Irene C. Fountas Gay Su PinnellBook study groups and professional learning communities, click here to save 15% when you order 15 copies of Teaching for Comprehending and Fluency, K-8. Teaching for Comprehending and Fluency, K-8 is the next new breakthrough from Irene Fountas and Gay Su Pinnell. Offering a complete picture of how to skillfully teach meaning making and fluency within any instructional context, Teaching for Comprehending and Fluency, K-8, supports you with frameworks for high-quality instruction that describe appropriate expectations for comprehending, fluency, and vocabulary development. Fountas and Pinnell's teaching and assessment frames will give you a firm understanding of your students' reading levels: where they are, where they should be, and what they need to do to get there-for any reader, in any grade, at any moment. You'll also gain insight about the specific demands that fiction and nonfiction texts place on readers and about how effective readers think within a text, beyond a text, and about a text to gain rich understandings. As you learn about how the characteristics of texts help or hinder a reader's improvement, you'll find effective teaching strategies for: comprehending, word solving, fluency, and vocabulary writing about reading in a variety of genres and using writing as a tool for thinking using guided reading with fiction and nonfiction books discussing books during interactive read-aloud and literature study taking part in shared and performance reading. Fountas and Pinnell's teaching tips, smart strategies, proven classroom ideas, and professional-learning opportunities will lead the way as you discover how to help readers develop effective systems of strategic actions over time. You'll also learn how to take running records of reading behavior to assess comprehension and fluency then use those assessments to inform and differentiate your teaching. In addition, Fountas and Pinnell have also added a dynamic companion resource to Teaching for Comprehending and Fluency, K-8: a DVD containing short, focused video segments that illustrate concepts from the book and demonstrate exemplar teaching in real classroom settings. The DVD is also a repository of useful materials to support your work-including blackline masters, forms, checklists, and numerous other classroom tools. Fountas and Pinnell have developed detailed teaching guides for Teaching for Comprehending and Fluency. Perfect for staff development leaders or teacher educators, these guides offer all the specifics on leading a professional development program or preservice course on comphrension instruction with Teaching for Comprehending and Fluency as the core text. Each of the guides is written to address a specific course of study and is available for free download along with its accompanying course syllabus: Professional Development Program: Individual Study/Group Study (20 sessions) Preservice Teachers: One Semester Course (14-week college/university course) Preservice Teachers: One Quarter Course (11-week college/university course) Graduate Students: One Semester Course (14-week college/university course) Graduate Students: One Quarter Course (11-week college/university course) Click on the "Companion Resources" tab to download each of the guides. Discover powerful ways to help your students read with deep understanding and fluency. Read Teaching for Comprehending and Fluency, K-8 and be part of the big breakthrough in literacy instruction.
Teaching for Equity, Justice, and Antiracism with Digital Literacy Practices: Knowledge, Tools, and Strategies for the ELA Classroom
by Meghan E. Barnes Rick MarlattTo embrace today’s culturally and linguistically diverse secondary English Language Arts (ELA) classrooms, this text presents ways in which teachers can use digital tools in the service of antiracist teaching and developing equity-oriented mindsets in teaching and learning.Addressing how the use of digital tools and literacy practices can be woven into current ELA curricula, and with consistent sections, each chapter covers a different aspect of digital tool use, including multimodal texts, critical media literacies, connection-building, and digital composing. Understanding that no classroom is a monolith, Barnes and Marlatt’s timely text presents practical applications and resources suitable for different environments, including urban and rural contexts.The volume is essential reading in courses on ELA/literacy methods and multicultural education.