Creating Literacy Instruction for All Students: International Edition
Autor Thomas G. Gunningen Limba Engleză Paperback – 15 ian 2009
Preț: 401.89 lei
Preț vechi: 461.94 lei
-13% Nou
Puncte Express: 603
Preț estimativ în valută:
76.94€ • 79.97$ • 63.79£
76.94€ • 79.97$ • 63.79£
Carte indisponibilă temporar
Doresc să fiu notificat când acest titlu va fi disponibil:
Se trimite...
Preluare comenzi: 021 569.72.76
Specificații
ISBN-13: 9780135081709
ISBN-10: 013508170X
Pagini: 672
Dimensiuni: 216 x 276 mm
Greutate: 1.34 kg
Ediția:7Nouă
Editura: Pearson Education
Colecția Pearson Education
Locul publicării:Upper Saddle River, United States
ISBN-10: 013508170X
Pagini: 672
Dimensiuni: 216 x 276 mm
Greutate: 1.34 kg
Ediția:7Nouă
Editura: Pearson Education
Colecția Pearson Education
Locul publicării:Upper Saddle River, United States
Cuprins
Chapter 1: The Nature of Literacy
Chapter 2: Literacy For All: NCLB, RTI, and Diversity in the Literacy Program
Chapter 3: Assessing for Learning
Chapter 4: Fostering Emergent/Early Literacy
Chapter 5: Teaching Phonics, High-Frequency Words, and Syllabic Analysis
Chapter 6: Building Vocabulary
Chapter 7: Comprehension: Theory and Strategies
Chapter 8: Comprehension: Text Structures and Teaching Procedures
Chapter 9: Reading and Writing in the Content Areas and Study Skills
Chapter 10: Reading Literature
Chapter 11: Approaches to Teaching Reading
Chapter 12: Writing and Reading
Chapter 13: Creating and Managing a Literacy Program
Chapter 2: Literacy For All: NCLB, RTI, and Diversity in the Literacy Program
Chapter 3: Assessing for Learning
Chapter 4: Fostering Emergent/Early Literacy
Chapter 5: Teaching Phonics, High-Frequency Words, and Syllabic Analysis
Chapter 6: Building Vocabulary
Chapter 7: Comprehension: Theory and Strategies
Chapter 8: Comprehension: Text Structures and Teaching Procedures
Chapter 9: Reading and Writing in the Content Areas and Study Skills
Chapter 10: Reading Literature
Chapter 11: Approaches to Teaching Reading
Chapter 12: Writing and Reading
Chapter 13: Creating and Managing a Literacy Program
Recenzii
“I appreciate that RTI is going to be addressed [in the Seventh Edition] in greater detail…. There will also be more stress on the English language learner and that, too is needed. Updates are so necessary on these topics.” —Deborah A. Farrer, California University of Pennsylvania
“Gunning’s literacy philosophy is one with which I am most comfortable, both as a literacy teacher and as an instructor of teacher candidates. This text provides a sound foundation for students to build their knowledge of methods and strategies for teaching in all areas of literacy. It is a flexible format, it is comprehensive, and it is easy to integrate into my course content.” —Beth A. Childress, Armstrong Atlantic State University
“Gunning’s literacy philosophy is one with which I am most comfortable, both as a literacy teacher and as an instructor of teacher candidates. This text provides a sound foundation for students to build their knowledge of methods and strategies for teaching in all areas of literacy. It is a flexible format, it is comprehensive, and it is easy to integrate into my course content.” —Beth A. Childress, Armstrong Atlantic State University
Textul de pe ultima copertă
Distinguished author Tom Gunning delivers a new edition of his best-selling Creating Literacy Instruction for All Students that will continue to influence the way reading and writing are taught to future teachers. With its inclusive view of literacy, the seventh edition continues to emphasize methods that have been validated by research and practice while also delivering the basics of all major aspects of reading and writing. Reflecting the author’s ongoing, extensive, hands-on work with schools coping with the demands of No Child Left Behind and the implementation of Response to Intervention, the seventh edition stresses effective steps for helping every student become as fully literate as possible.
What Is New to This Edition?
What Do Reviewers Say about the Seventh Edition?
“I appreciate that RTI is going to be addressed [in the Seventh Edition] in greater detail…. There will also be more stress on the English language learner and that, too is needed. Updates are so necessary on these topics.” —Deborah A. Farrer, California University of Pennsylvania
“Gunning’s literacy philosophy is one with which I am most comfortable, both as a literacy teacher and as an instructor of teacher candidates. This text provides a sound foundation for students to build their knowledge of methods and strategies for teaching in all areas of literacy. It is a flexible format, it is comprehensive, and it is easy to integrate into my course content.” —Beth A. Childress, Armstrong Atlantic State University
Thomas G. Gunning is a professor emeritus at Southern Connecticut State University and an adjunct professor in the reading/language arts department at Central Connecticut State University. He has taught courses in reading and writing methods for more than 20 years and has served as a secondary English teacher, a reading specialist, and a consultant for Reading First as well as for Response to Intervention. His books include Developing Higher-Level Literacy in All Students, Assessing and Correcting Reading and Writing Difficulties, and Closing the Literacy Gap—all published by Allyn & Bacon.
What Is New to This Edition?
- A new chapter two includes a thorough discussion of Response to Intervention and its implications for classroom teachers as well as coverage of the diversity of today’s students and what can be done to assist all of them.
- An increased emphasis on helping struggling readers and writers and English language learners.
- A new feature emphasizing professional standards near the beginning of each chapter and an overview of the standards on the inside front cover.
- New end-of-chapter features provide activities and suggest readings to help students meet the chapter’s standards.
- A MyEducationLab interactive website (www.myeducationlab.com) created specifically to accompany this edition that includes videos, simulations, case studies, activities, practice tests, study plans, an e-book, and more to help prepare students for teaching careers.
To order this book WITH MyEducationLab, use either ISBN:
ISBN-13: 9780136100836
ISBN-10: 013610083X
To order this book WITHOUT MyEducationLab use either ISBN:
ISBN-13: 9780138140823
ISBN-10: 0138140820
What Do Reviewers Say about the Seventh Edition?
“I appreciate that RTI is going to be addressed [in the Seventh Edition] in greater detail…. There will also be more stress on the English language learner and that, too is needed. Updates are so necessary on these topics.” —Deborah A. Farrer, California University of Pennsylvania
“Gunning’s literacy philosophy is one with which I am most comfortable, both as a literacy teacher and as an instructor of teacher candidates. This text provides a sound foundation for students to build their knowledge of methods and strategies for teaching in all areas of literacy. It is a flexible format, it is comprehensive, and it is easy to integrate into my course content.” —Beth A. Childress, Armstrong Atlantic State University
Thomas G. Gunning is a professor emeritus at Southern Connecticut State University and an adjunct professor in the reading/language arts department at Central Connecticut State University. He has taught courses in reading and writing methods for more than 20 years and has served as a secondary English teacher, a reading specialist, and a consultant for Reading First as well as for Response to Intervention. His books include Developing Higher-Level Literacy in All Students, Assessing and Correcting Reading and Writing Difficulties, and Closing the Literacy Gap—all published by Allyn & Bacon.
Caracteristici
- Phonemic Awareness and Word Attack coverage in Chapters 3, 4, 5, and the Appendix provides a thorough grounding in phonics, decoding and other word recognition strategies that students will be able to assess and teach without relying on published programs.
Emphasis on Struggling Readers and Writers and English Learners throughout the text prepares students to promote success with all learners, including a particular focus on English learners and the relationship between first- and second-language literacy. - Technology as a tool is emphasized throughout the book, including the use of Internet and other technologies.
- Strongest Pedagogical Program of any comparable text. Chapter features include; step-by-step lessons, Anticipation Guides, Student Strategies, Exemplary Teaching, Reinforcement Activities, and Reading Lists. Solid End-of-Chapter Pedagogy provides activities to extend understanding and promote practical use of chapter information.
- A broad range of boxed features provides information on the latest changes in literacy education. Real-life classroom examples prepare prospective teachers for the demands of today’s literacy classrooms and help them effectively meet the needs of all students. These include strategies for closing the achievement gap between learners and adapting instruction based upon assessment data.
- Marginal Annotations provide interesting opportunities for topical discussions. Topics include Building Higher-Level Literacy, Adapting Instruction for Struggling Readers and Writers, Adapting Instruction for English Language Learners, Fostering Engagement, Using Technology, Involving Parents, FYI, MyEducationLab, and many more.
- Appendix: “Informal Assessment of Key Skills and Strategies,” provides students with access to tests for assessing phonological awareness, letter knowledge, word analysis, screening, and monitoring progress.
Caracteristici noi
Hear about what's new right from Tom Gunning! Go to the catalog page and click on "Take a Closer Look" to watch video of the author talking about the seventh edition.
Within each chapter of the seventh edition, various discussions have been enhanced and new topics have been introduced to reflect the latest trends and research in literacy instruction:
Chapter 1
§ Explanation of International Reading Association Standards for Literacy Professionals
§ Fuller explanation of major theories of learning and language development
§ Description of the New Literacies
Chapter 2
§ Extensive coverage of Response to Intervention and its implications for the classroom teacher
§ Inclusion of extensive information on diverse learners (formerly in Chapter 12)
§ Discussion of scaffolding for English language learners
Chapter 3
§ Discussion of summative and formative assessment
§ Description of how to foster motivation and achievement through assessing for learning
§ Expanded explanation of progress monitoring and screening
§ Full explanation of curriculum-based measures, with examples of each major type, and discussion of their role in Response to Intervention
§ Information on assessing English language learners
Chapter 4
§ Discussion of increasing the effectiveness of play as a way of learning
§ Discussion of using graphics to foster writing
§ Discussion of writing to develop the concept of word
§ Recommendations for using technology with the language-experience approach
Chapter 5
§ More effective lesson plans for teaching short-vowel patterns, final-e long-vowel patterns, and vowel digraphs
§ Expanded explanation of decoding strategies, accompanied by a table listing teacher prompts
Chapter 6
§ Inclusion of new activities for fostering vocabulary development, including vocabulary-building virtual field trips
§ Description of the Tier One, Two, and Three method for selecting words for instruction
§ Expanded discussion of building vocabulary to improve comprehension
§ Discussion of the importance of teaching academic vocabulary
Chapter 7
§ Description of using think-aloud mysteries to motivate strategy use
§ Explanation of how to use classroom data to plan comprehension instruction
§ Expanded coverage of repair (fix-up) strategies for fostering comprehension, with new table of strategies
Chapter 8
§ Description of the use of reenactments of story events or processes to foster comprehension
§ Discussion of the use of prompts and other techniques to develop the oral and written responses of English language learners
§ Explanation of how to adapt guided reading for English language learners
§ Description of the use of guided reading with older students
Chapter 9
§ Discussion of reading science trade books
§ Description of the use of strategy guides to foster improved reading and writing
§ Presentation of brief writing-to-learn activities: admit and exit slips and quickwrites
§ Discussion of the inclusion of key words and sentences on sentence walls for English language learners and struggling learners to foster improved oral and written responding
§ Expanded coverage of test preparation
Chapter 10
§ Description of how to foster poetry appreciation by providing students with choice
§ Explanation of steps that can be taken to include English language learners in classroom discussions and other activities
Chapter 11
§ Expanded coverage of the basal/anthology approach to teaching literacy
§ Description of how technology such as Smart Boards and digital cameras can be used to improve the language-experience approach
Chapter 12
§ New coverage on sharpening the focus of report writing
§ Discussion of how to teach writing, including academic language, to English language learners
Chapter 13
§ Expanded coverage of intervention programs
§ Explanation of ways of assessing and improving the literacy program
§ Discussion of study groups and grade-level meetings
§ Coverage of peer observations and the use of coaches
- Assisting struggling readers and English learners serves as an overriding theme of the Seventh Edition.
- New Response to Intervention chapter (Chapter 2) emphasizes the importance of the role of the teacher in providing intervention strategies. This includes screening students, monitoring progress, differentiating instruction, providing extra help to struggling students, and coordinating with specialists.
- New chapter order addresses new literacies, technology, and diversity early in the text.
- Expanded discussion and samples of key screening and progress monitoring measures, including fluency of letters, letter-sounds, phonics, words, oral reading, and mazes.
- New MyEducationLab created specifically to accompany Creating Literacy Instruction for All Students provides lesson video clips, assessment sessions, and activities, History and Research Overview, Coached Lessons, and the former Appendix: Graded Listing of Children’s Books. Examples of techniques described in the text are also included and give students the opportunity to practice. To get access with this book, use the ISBN 013610083X
- New strategy guides update study/reading guides from previous editions. These guides provide students with practical tools for scaffolding instruction.
- New Literacies - Expanded coverage and suggestions for helping pupils develop the skills needed for the new literacies have been added to this edition.
- Improved techniques for teaching short vowels and long vowels have been included.
- Expanded coverage of decoding strategies will help students to better understand and to more effectively teach phonics elements.
Within each chapter of the seventh edition, various discussions have been enhanced and new topics have been introduced to reflect the latest trends and research in literacy instruction:
Chapter 1
§ Explanation of International Reading Association Standards for Literacy Professionals
§ Fuller explanation of major theories of learning and language development
§ Description of the New Literacies
Chapter 2
§ Extensive coverage of Response to Intervention and its implications for the classroom teacher
§ Inclusion of extensive information on diverse learners (formerly in Chapter 12)
§ Discussion of scaffolding for English language learners
Chapter 3
§ Discussion of summative and formative assessment
§ Description of how to foster motivation and achievement through assessing for learning
§ Expanded explanation of progress monitoring and screening
§ Full explanation of curriculum-based measures, with examples of each major type, and discussion of their role in Response to Intervention
§ Information on assessing English language learners
Chapter 4
§ Discussion of increasing the effectiveness of play as a way of learning
§ Discussion of using graphics to foster writing
§ Discussion of writing to develop the concept of word
§ Recommendations for using technology with the language-experience approach
Chapter 5
§ More effective lesson plans for teaching short-vowel patterns, final-e long-vowel patterns, and vowel digraphs
§ Expanded explanation of decoding strategies, accompanied by a table listing teacher prompts
Chapter 6
§ Inclusion of new activities for fostering vocabulary development, including vocabulary-building virtual field trips
§ Description of the Tier One, Two, and Three method for selecting words for instruction
§ Expanded discussion of building vocabulary to improve comprehension
§ Discussion of the importance of teaching academic vocabulary
Chapter 7
§ Description of using think-aloud mysteries to motivate strategy use
§ Explanation of how to use classroom data to plan comprehension instruction
§ Expanded coverage of repair (fix-up) strategies for fostering comprehension, with new table of strategies
Chapter 8
§ Description of the use of reenactments of story events or processes to foster comprehension
§ Discussion of the use of prompts and other techniques to develop the oral and written responses of English language learners
§ Explanation of how to adapt guided reading for English language learners
§ Description of the use of guided reading with older students
Chapter 9
§ Discussion of reading science trade books
§ Description of the use of strategy guides to foster improved reading and writing
§ Presentation of brief writing-to-learn activities: admit and exit slips and quickwrites
§ Discussion of the inclusion of key words and sentences on sentence walls for English language learners and struggling learners to foster improved oral and written responding
§ Expanded coverage of test preparation
Chapter 10
§ Description of how to foster poetry appreciation by providing students with choice
§ Explanation of steps that can be taken to include English language learners in classroom discussions and other activities
Chapter 11
§ Expanded coverage of the basal/anthology approach to teaching literacy
§ Description of how technology such as Smart Boards and digital cameras can be used to improve the language-experience approach
Chapter 12
§ New coverage on sharpening the focus of report writing
§ Discussion of how to teach writing, including academic language, to English language learners
Chapter 13
§ Expanded coverage of intervention programs
§ Explanation of ways of assessing and improving the literacy program
§ Discussion of study groups and grade-level meetings
§ Coverage of peer observations and the use of coaches