"Gives us an inside view of what children should experience in the primary grades and shows us how we can build them up to new experiences in the intermediate grades. A great resource for vertical team collaborations, teachers who are transitioning from teaching primary to intermediate grades or vice versa, teachers in multiage classrooms, and teacher education classes." Helena Stevens, Intermediate Literacy Coach Ricardo Richards Elementary School, Kingshill, Virgin Islands
"Full of practical, everyday ideas to implement immediately. Offers true student examples that teachers see and experience daily." Scott Kovatch, Principal Horizon Elementary School, Granger, IN
How can teachers help their primary students become competent intermediate readers and writers?
Supporting students as they advance from beginning to intermediate literacy levels poses a unique challenge for teachers. In Building Bridges From Early to Intermediate Literacy, Grades 24, Sarah F. Mahurt, Ruth E. Metcalfe, and Margaret A. Gwyther show how teachers can meet the instructional needs of students in transition from one level to the next. The authors offer practical guidance and classroom-tested strategies that demonstrate how thoughtful instruction can help each student reach new levels of competency in reading and writing.
This invaluable resource shows teachers how to examine and refine their instructional practices to more effectively meet the needs of all the students in their classrooms, whether they are struggling readers or advanced learners. Educators will find:
Specialized assessment tools and instructional strategies for word study, reading, and writing Detailed examples of reading and writing instruction Methods for integrating language arts with science and social studies Charts to track students progress A teachers reflection section at the end of each chapter
Written by experienced literacy educators, this accessible text helps ensure that all students confidently cross the bridge from the primary to the intermediate grades.
Arvustused
"Full of practical, everyday ideas that can be implemented immediately. The examples in the book were something that teachers see and experience dailytrue student examples." -- Scott Kovatch, Principal "Keeps the essential questions and a clear road map in front of teachers and administrators as they strive to implement balanced literacy in their schools. By outlining critical questions and critical observations of elementary readers, the authors prepare teachers to make the necessary shifts in their teaching to help students transition to independent reading and writing." -- Denise Wilburn, Director of Federal Projects "This book is easy to read and full of practical ideas that I can use as a literacy coach and as a classroom teacher." -- Chris Hartnagel, Primary Literacy Coach/Second-Grade Teacher "This book gives us an inside view of what children should experience in the primary grades and shows us how we can build them up to new experiences in the intermediate grades. This book would be a great resource for vertical team collaborations, teachers who are transitioning from teaching primary to intermediate grades or vice versa, teachers in multi-age classrooms, and teacher education classes." -- Helena Stevens, Intermediate Literacy Coach "Hits the nail on the head. A quick and comfortable read, this book addresses the issues of transitional learners who are often stuck in the middle on their journey from needing high levels of teacher support to independent learning. With explicit language and examples, this book gives us a window into what a transitional classroom looks and feels like. -- Marcia Hall, Second-Grade Teacher and Literacy Coordinator "Chapters have been tested by experienced literacy educators and offer a fine synthesis of techniques that work." -- California Bookwatch, August 2007
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vii | |
| Foreword |
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ix | |
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| Preface |
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xi | |
| Acknowledgments |
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xv | |
| About the Authors |
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xvii | |
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1 | (12) |
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Teaching for Independence |
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3 | (1) |
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Teaching for Strategic Action |
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3 | (2) |
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Struggling Readers and English Language Learners |
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5 | (1) |
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How Children Grow as Readers and Writers |
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6 | (3) |
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Literacy Instruction During Transition |
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9 | (2) |
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11 | (2) |
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13 | (14) |
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16 | (1) |
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17 | (1) |
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18 | (1) |
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19 | (5) |
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24 | (1) |
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25 | (1) |
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26 | (1) |
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27 | (20) |
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29 | (2) |
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Phonological and Phonemic Awareness |
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31 | (2) |
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33 | (4) |
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37 | (7) |
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Linking to the Real Work of Reading and Writing |
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44 | (1) |
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45 | (2) |
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47 | (20) |
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Getting to Know a Reader in Transition |
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48 | (2) |
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50 | (1) |
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50 | (2) |
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Gradually Decreasing Small-Group Guided Reading |
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52 | (1) |
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Using Reading Minilessons |
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52 | (2) |
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Teaching Children How to Choose Books |
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54 | (2) |
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56 | (1) |
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Strengthening Comprehension |
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57 | (3) |
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Shared Reading for Comprehension and Fluency |
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60 | (1) |
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Shifting Responses to Text |
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61 | (2) |
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Writing More Developed Responses to Reading |
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63 | (1) |
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63 | (2) |
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65 | (2) |
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67 | (16) |
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Making Instructional Decisions |
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70 | (3) |
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73 | (1) |
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73 | (1) |
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74 | (2) |
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76 | (1) |
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77 | (2) |
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Independent Writing and Conferring |
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79 | (2) |
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81 | (1) |
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82 | (1) |
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83 | (16) |
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Integrating Within the Language Arts |
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84 | (3) |
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Integrating Language Arts With Science and Social Studies |
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87 | (1) |
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Planning the Nonfiction Project |
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88 | (2) |
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Preparing for the Nonfiction Project |
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90 | (1) |
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Literacy Lessons on Nonfiction |
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91 | (6) |
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97 | (2) |
| Afterword |
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99 | (2) |
| References |
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101 | (4) |
| Index |
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105 | |
Sarah F. Mahurt is the director of the Purdue Literacy Collaborative and associate professor of literacy and language at Purdue. Through her leadership, the Purdue Literacy Collaborative has trained more than 80 literacy coordinators to be literacy leaders and coaches in their schools. This project has reached more than 800 teachers who are improving their teaching of literacy and student achievement in literacy. She recently received the Department of Curriculum and Instructions Engagement Award for this school reform effort.
Mahurts publications include articles on the integration of reading and writing, teacher development, and Caribbean childrens literature. She has also made numerous presentations on literacy teaching and learning in elementary schools and school reform in literacy education. She has consulted with schools and districts focusing on school improving student achievement in reading and writing. She recently chaired a committee to develop a statewide network of educators in Indiana who are focused on improving writing instruction.
In more than 25 years as an educator, Mahurt has worked as a classroom teacher, reading specialist, and university professor. She was awarded the Celebrate Literacy Award from the St. Croix Chapter of the International Reading Association and the Alpha Kappa Alpha Outstanding Educator Award for her literacy work in St. Croix, Virgin Islands. She was also received the Teaching Excellence Award at the University of the Virgin Islands.
Ruth Metcalfe has been a literacy coordinator and teacher for Goshen Community Schools in Goshen, Indiana. She has a masters degree in elementary education and she completed a year-long course to become a literacy coordinator. During her 16 years as an educator, she has taught first, second, and fourth grades and provided professional development and coaching at the building level. She is currently released from teaching to work full time with all first and second year primary teachers and provide support to other primary literacy coordinators throughout the district.
In addition to her work as a teacher and staff developer, Ruth has been literacy consultant for elementary schools. She has presented at national conferences with a focus on reading and writing in second grade as a transition to the intermediate grades. She has also presented at state conferences on comprehension and language development.
Ruth completed action research in her own classroom to determine how what she learned impacted her practice. She also researched the impact of Literacy Collaborative on first graders in her school, looking at English language learners and children who were new to the school.
Ruth infuses her classroom with joyful and powerful teaching. She also enjoys working with teachers on how theory looks when put into practice in the classroom the place where theory and practice meet. She is passionate about literacy, children, teaching and learning.
Margaret Ann Gwyther is a national literacy consultant and coach. She facilitates adult learning through ongoing professional development and coaching. She has been a keynote presenter at local, state, regional, national, and international conferences focusing on literacy, Reading Recovery, and distance delivery technology and consults with universities, schools, and school districts throughout the country to provide ongoing assistance in improving literacy instruction and childrens learning. She spent eight years training coaches through Literacy Collaborative at the Ohio State University and Purdue University.
Margarets wide-range of experiences in teaching, coaching, and education administration are the basis for her intense interest in childrens literacy and their learning as well as the professional development of teachers. She has been an elementary teacher, a middle school and high school athletic coach, a high school activity director and vice principal, a Reading Recovery teacher leader as well as a professional development director.
Margaret has traveled extensively leading students on athletic tours and teachers on education tours in various foreign countries. She established the Alaska Distance Delivery pilot project in collaboration with the Ohio State University for training Reading Recovery teachers in villages and communities across the state and above the Arctic Circle. These experiences provide a strong base for understanding how schools work, the development of teachers, and childrens learning.
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