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Literacy in Grades 4-8: Best Practices for a Comprehensive Program, by Nancy Lee Cecil, Joan P. Gipe, Marcy Merrill
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Comprehensive yet succinct and readable, this book offers a wealth of practical ideas to help preservice and practicing teachers create a balanced and comprehensive literacy program while exploring the core topics and issues of literacy in grades 4 through 8. It addresses teaching to standards, including the Common Core State Standards; differentiating instruction for readers and writers; motivating students; using assessment to inform instruction; integrating technology into the classroom; working with English learners and struggling readers; and connecting with caregivers. Selected classroom strategies, procedures, and activities represent the most effective practices according to research and the many outstanding classroom teachers who were observed and interviewed for the book. Literacy in Grades 4 8 will give teachers the practical skills they need to motivate today s diverse learners. In the third edition, we have added and expanded coverage of many topics. You will find:(1) Added material connecting the Common Core State Standards to the instruction and assessment of literacy skills. (2) A combined word study and vocabulary chapter to help readers integrate these important topics in their teaching. (3) More on technology, including comprehension of multimodal texts, enhancing writing instruction with technology tools, and teaching activities with an added technology component.(4)Added discussion of teacher techniques during text discussions, strategic moves that help students become more strategic readers.
Other key features include: (1) In the Classroom vignettes. Chapter-opening scenarios offer glimpses of authentic classroom instruction and demonstrate how real teachers address chapter topics. (2) More than 50 activities, some with a technology component, allow readers to implement the strategies they encounter in the text. (3) Pedagogy, including questions for journal writing and suggestions for projects and field-based activities. These help readers make the connection between theory and real classroom practice and also stimulate lively discussion. (4) Troubleshooting sections. These offer alternative suggestions and activities for those middle-grade students who may find a particular literacy focus challenging.
- Sales Rank: #330258 in Books
- Published on: 2014-03-15
- Original language: English
- Number of items: 1
- Dimensions: 10.98" h x .47" w x 8.23" l,
- Binding: Paperback
- 420 pages
Review
It is an excellent text for beginning teachers of students in grades 4-8. It remains my go-to text for our introductory teaching-of-reading course that all our [intermediate teaching] candidates take. --Mary Paxton, Shippensburg University
One of the best parts of this text are the relevant classroom examples and activities. Our students always appreciate this feature.... This text has been great for our students. --Kathy Rosebrock, University of San Francisco
About the Author
Nancy Lee Cecil, Ph.D., has had a rich and varied background in education as an elementary school teacher and a literacy specialist in New York; urban Savannah, Georgia; and in the public schools in the U.S. Virgin Islands. She is especially attuned to the needs of linguistically and culturally diverse children. She received her doctorate from the University of Buffalo and teaches in the Department of Teacher Education at California State University. She has written seventeen books on literacy and has received the Teacher's Choice award for her book For the Love of Language: Poetry for All Learners. Cecil has published articles in many literacy journals, including The Reading Teacher. She speaks about literacy to groups of educators on local, national, and international levels. She lives with her husband in Carmichael, California, with two cats and a dog; there she enjoys reading, traveling, and hiking, and is involved in the issues of foster care youth.
Joan P. Gipe, Ph.D., has spent many years working with learners of all ages: in Kentucky as a reading specialist; in Indiana as a fifth-grade teacher; and in several university contexts as faculty, supervisor of student teachers, department chairperson, coordinator for teaching enhancement, university/school liaison for professional development schools, coordinator of field-based teacher education cohorts, and guide to doctoral students through their degree requirements. She received her doctorate, as well as a Distinguished Education Alumni Award, from Purdue University. She is Research Professor Emeritus from the University of New Orleans where she received numerous teaching awards, and is also Lecturer Emeritus from California State University, Sacramento. She mentors doctoral students for Walden University's online Ed.D. Program in Teacher Leadership. She has engaged in research related to developing meaning vocabulary, assisting readers who struggle, and also preparing teachers through field-based programs. Her articles in publications such as The Reading Teacher, Reading Research Quarterly, and the Journal of Adolescent and Adult Literacy share with the professional community what she has learned throughout her career. Her textbook Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12 is in its eighth edition. She lives in the heart of Sonoma County's Wine Country, in California, and enjoys tutoring fifth grade students in language arts and math.
Marcy E. Merrill, PhD, before becoming a literacy professor at California State University,Sacramento, was a teacher and reading specialist in Charlottesville, Virginia, city schools; before that she taught public school in both Georgia and Vermont. She has taught students in many grades and at many instructional levels. Merrill received her doctorate in reading from the University of Virginia, Charlottesville, following her undergraduate work in English and education at the University of Wisconsin, Madison. Currently, she works with pre-service teachers in the areas of English methods and academic language or reading across content areas, and with masters students in language and literacy. She has written several publications, and contributed to the Expository Reading and Writing Course curriculum used by California teachers statewide, and has presented at literacy conferences at state, national, and international levels. Merrill received the Community Service Award and the University Service Award from CSUS. Her research interests include content literacy, writing assessment, expository reading and writing, writing and technology, and digital literacy. She has two wonderful daughters who are currently in middle school.
Most helpful customer reviews
1 of 1 people found the following review helpful.
The textbook is so interesting and helpful that I will ...
By Lydia
The textbook is so interesting and helpful that I will keep it for future reference. Included are many examples of activities, rubrics, ideas, etc. to use in the classroom. This book could even apply to high school students in some cases.
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Five Stars
By kaleb j parnell
Perfect. Fast shipping..
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