Literate Lives: Teaching Reading and Writing in Elementary Classrooms

An excellent resource for elementary teachers, this book will help them learn how to organize for literary instruction in their classroom. It is written in a way that turns the reader into a problem solver as they find solutions for numerous real-world questions. They'll discover how to dig deeper into literacy instruction and decide on what actions to take. The book also emphasizes ways to drive and teach literacy by using such things as children's toys and familiar characters.

Education & Teaching

Flint, Amy Seely

Schools & Teaching

wiley

Literate Lives: Teaching Reading and Writing in Elementary Classrooms invites readers to consider the complexities of the reading process in diverse settings. The text is designed to meet the challenges and needs of undergraduate and graduate teacher candidates in elementary education programs, helping them to have a better first year (in the classroom) experience. The text introduces teacher candidates to the notion that reading is a complex, multi-layered process that begins early in a child’s life. Reading by all accounts, is more than decoding symbols on a page. While this is one component of the reading process, it is important for teacher candidates to see a broader more complete picture of reading. Given the role that reading plays in the elementary school curriculum, it is imperative that teachers have a well-developed understanding of the reading process and what it means to be a teacher of readers. Literate Lives: Teaching Reading and Writing in the Elementary Classroom covers the major theories and application strategies of the reading process as well as current debates in the field using a unique framework that builds upon the following themes: <ul>
<li>believing that literacy is based in social, cultural, and historical contexts</li> <li>assuming an inquiry stance - being ‘problem posers’ and wondering ‘why’</li> <li>using “kidwatching” (Goodman, 1985) as an assessment tool to make informed instructional decisions</li> <li>recognizing and using the multiple literacies that children bring to the classroom</li> <li>lingering and reflecting on one’s decisions in light of what one knows and believes.</li> </ul>

Infused with our authors’ personal experiences teaching, Literacy in Australia, 3rd Edition is delivered as a full colour printed textbook with an interactive eBook code included. This enables students to master concepts and succeed in assessment by taking the roadblocks out of self-study, with features designed to get the most out of learning such as animations, interactivities, concept check questions and videos. With a prioritised focus on the Aboriginal and Torres Strait Islander histories and cultures featured throughout the text, pre-service teachers will be well-equipped with the knowledge of what kinds of activities they can include in and out of the classroom for an enriching learning experience for their students.

Literacy in Australia: Pedagogies for Engagement, 3rd Edition: Pedagogies for Engagement

Humphrey, Sally

Vicars, Mark

Kitson, Lisbeth

Lowe, Kaye

Shaw, Kylie

Rogers, Jessa

Ware, Shelley

"I think I influence my friends and help them learn more." (Sammy, third-grade student) The lessons authors Amy Seely Flint and Mary Riordan-Karlsson learned when they observed a year of literacy events in one third- and one fourth-grade classroom altered their vision of teaching and learning forever. They uncovered numerous "buried treasures" that influence the construction of meaning in classroom settings-in particular, stance, social positioning, and interpretive authority. Because of their implicit nature, these influences are often overlooked when planning classroom instruction. In Buried Treasures in the Classroom: Using Hidden Influences to Enhance Literacy Teaching and Learning, these authors share their observations of how students engage in literacy events and construct meaning within those events. They discuss the hidden influences in depth, illustrating how tensions can arise between teachers and students based on the relationships among stance, social positioning, and interpretive authority. The authors also provide strategies for using these three influences during classroom literacy events to maximize students' learning. Each chapter of Buried Treasures in the Classroom combines theoretical perspectives with instructional strategies. Interspersed throughout this book and others in the Kids InSight series are Reflection Points, which ask you to reflect on your own practice and to consider personal philosophies and strategies for teaching literacy. This book also contains classroom vignettes and excerpts of student dialogue, as well as suggested readings, relevant Web sites, and children's book references. This book offers teachers new insights into some of the less-obvious factors in classroom culture. Uncovering the buried treasures in your classroom will help you to provide more meaningful literacy experiences for your middle elementary students.

Buried Treasures in the Classroom: Using Hidden Influences to Enhance Literacy Teaching and Learning (Kids Insight Series)

Riordan-Karlsson, Mary

Intl Literacy Assn

Literacy means so much more than decoding symbols on a page orscreen. It encompasses social, cultural and historical processeswhich begin early in children’s lives. Literacy inAustralia: Pedagogies for Engagement caters to the corerequirements of a one semester, Prep-Year 6 undergraduate literacycourse. With a socio-cultural and multiliteracies approach, thebook equips students with a contemporary, practical framework forpre-service teachers.
Literacy benchmarks are fundamental across the entire AustralianCurriculum; literacy education is no longer confined to the Englishclassroom. Literacy in Australia provides students with aclear understanding of how to navigate the Australian Curriculum inreal terms through the exploration of topics such as:
<ul>
<li>Culturally relevant practices for reading and writing,including Indigenous literacy and supporting EAL/D (English as anAdditional Language or Dialect) literacy practices</li>
<li>Theories of literacy development</li>
<li>Oral language learning in and out of the classroom</li>
<li>Beginning readers and writers</li>
<li>Awareness of – and respect for – the literature ofAboriginal and Torres Strait Islander Peoples, includingstorytelling traditions as well as contemporary literature</li>
<li>Examining literacy in the twenty-first century</li>
<li>Literacy programs and approaches</li>
<li>Effective assessment practices</li>
<li>How to work with struggling readers and writers</li>
</ul>
Literacy in Australia presents a visually appealinglearning design with the inclusion of real student work throughoutthe book, as well as examples of classic children’sliterature through to cutting edge multimodal texts. At onceengaging and challenging, Literacy in Australia givesstudents the tools and confidence to successfully embark on theircareer as a future literacy educator.

Literacy in Australia: Pedagogies for Engagement

Ewing, Robyn

Muscat, Amanda

Bennet, Maria

Kervin, Lisa

Mantei, Jessica

Iorio, Jeanne

Hamm, Catherine

Parker, Mitchell

Cacciattolo, Marcelle

Mahon, Lawry

Tartakover, Sarah

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