Amy Seely Flint

Literate Lives

Teaching Reading and Writing in Elementary Classrooms

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Produktbeschreibung

Meet the challenges of teaching literacy in today's classroom Reading is more than decoding symbols on a page. It is a complex, multi-layered process that begins early in a child's life and encompasses the many social, cultural, and historical contexts that surround the child. "Literate Lives: Teaching Reading and Writing in Elementary Classrooms" not only gives you the historical and theoretical foundations that you need to be a teacher of reading, writing, and literacy in today's classroom; it helps you understand the broader, more complete picture of the reading process and what it means to be a teacher of readers. In this book, you'll cover the major theories and application strategies of the reading process, and learn how to organize for literary instruction in your classroom. As you learn to recognize and draw upon the multiple literacies that children bring to the classroom, you will: Become a skilled problem-solver as you work through real-world examples and study the classroom experiences of others. Discover how to dig deeper into literacy instruction and decide on what actions to take. Explore ways to drive and teach literacy with such tools as children's toys and familiar characters. At once engaging and challenging, "Literate Lives" gives you both the tools and the confidence you need to begin your successful career as a teacher of literacy.

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Produktdetails

• Verlag: Wiley
• Seitenzahl: 464
• Erscheinungstermin: 1. November 2007
• Englisch
• Abmessung: 271mm x 213mm x 15mm
• Gewicht: 835g
• ISBN-13: 9780470279786
• ISBN-10: 0470279788
• Artikelnr.: 23265873

Autorenporträt

Amy Seely Flint is an Associate Professor at Georgia State University. Dr. Flint has received a number of grants to support teachers as they engage in professional development opportunities focused on literacy development. She was an elementary teacher for a number of years in Atlanta, Georgia and Los Angeles, California.

Inhaltsangabe

Part I: Gaining a Knowledge Base about Reading and Learners
1 Examining Literacy in the Twenty-First Century 2
OPENING VIGNETTE: Discovering What Makes a Good
Reader and a Good Teacher of Readers 2
THE GAP: LITERACY PRACTICES IN SCHOOL AND OUTSIDE OF SCHOOL 4
PERSPECTIVES ON WHAT IT MEANS TO BE LITERATE 5
MODELS OF SCHOOLING THAT IMPACT LITERACY DEVELOPMENT 6
Learning Is about Skill Building: Industrial Model 6
Investigating a Question: Inquiry Model 8
Problematizing the Status Quo: Critical Model 9
SIX GUIDING PRINCIPLES FOR TEACHING READING AND WRITING IN THE TWENTY-FIRST
CENTURY 11
Principle #1: Literacy Practices Are Socially and Culturally Constructed.
11
Principle #2: Literacy Practices Are Purposeful. 12
Principle #3: Literacy Practices Contain Ideologies and Values. 13
Autonomous model 13
Ideological model 14
Principle #4: Literacy Practices Are Learned through Inquiry. 14
Principle #5: Literacy Practices Invite Readers and Writers to Use Their
Background Knowledge and Cultural Understandings to Make Sense of Texts. 15
Principle #6 Literacy Practices Expand to Include Everyday Texts and
Multimodal Texts. 16
THE ROLE OF NO CHILD LEFT BEHIND IN LITERACY INSTRUCTION 18
Scientifically Based Reading Instruction and the National Reading Panel 19
Reading First Initiative 20
CREATING A VISION FOR EFFECTIVE LITERACY INSTRUCTION 21
IN CLOSING 22
2 Oral Language Learning in and Out of the Classroom 24
OPENING VIGNETTE: My Heart be Beepin': Ms. Adams Learns From Angie 24
ORAL LANGUAGE DEVELOPMENT FROM A SOCIOCRITICAL PERSPECTIVE 26
Language Practices Are Dialogic and Evolving 27
Language Practices Are Culturally and
Socially Situated 29
Language Practices Reflect Power and Politics 29
VARIATIONS IN ORAL LANGUAGE 30
Increase of Multiple Languages in Classroom Settings 31
Linguistic Variation within English: Is there a Standard? 34
Register 34
Dialects 35
African American Vernacular or "Ebonics" 36
Classroom approaches to issues of dialect 36
Language Variation as a Resource, Not a Deficit 37
Language Policies: Implications for Teaching Literacy 39
CONDITIONS AND MODELS FOR ORAL LANGUAGE ACQUISITION 41
Cambourne's Model of Oral Language Development 41
Cambourne's conditions for oral language development 42
Cambourne's conditions for reading and writing 43
Halliday's Model of Language Acquisition 44
Learning language 44
Learning about language 44
Learning through language 48
LANGUAGE CUEING SYSTEMS THAT SUPPORT
READING AND WRITING DEVELOPMENT 50
Graphophonemic: Sounds and Symbols 50
Phonemes and phonemic awareness 50
Phonetics and phonics 52
Semantics: The Meaning of Words 53
Syntactics: The Structure of Language 54
Pragmatics: Language in Use 55
IN CLOSING 56
3 Getting to Know Students: Developing Culturally Relevant Practices for
Reading and Writing 58
OPENING VIGNETTE: Ms. Garrity Learns from Bianca 58
EXAMINING CULTURAL DIVERSITY IN
CLASSROOM SETTINGS 61
The Divide between the Teacher's Culture and Students'
Cultures 61
Recognizing Differences within English Language
Learners 62
Learning about Home and Community Practices 63
Funds of knowledge 64
Virtual school bags 65
TEACHING FROM A CULTURALLY RELEVANT PERSPECTIVE 66
Supporting Linguistically Diverse Learners in Reading and Writing 67
Connect students' background knowledge and personal experiences to literacy
events 68
Create opportunities for students to meaningfully and authentically apply
oral language skills 69
Encourage students' primary language and/or code switching during literacy
events 70
Contextualize instruction of language through authentic literature 70
Documenting students' home and community literacy practices 72
Establishing Culturally Relevant Interaction Patterns in Literacy Events 72
Read aloud from a teacher-centered perspective 73
Read aloud from a student-centered perspective 74
USING EARLY ASSESSMENT TO KNOW YOUR STUDENTS 76
Kidwatching 77
Attitudes and Interest in Reading and Writing 80
Attitude questionnaires and surveys 80
Interviews 81
IN CLOSING 82
4 Theories of Literacy Development 84
OPENING VIGNETTE: Ms Young Herr Discovers the Role of Theory in Creating
Curriculum 84
WHAT DOES THEORY HAVE TO DO WITH CURRICULUM BUILDING? 87
Uncovering your Beliefs about Teaching and Instruction 87
FOUR CLASSROOM PORTRAITS AND FOUR THEORIES OF LITERACY DEVELOPMENT 88
Robyn Teal's Classroom: Learning to Read Means Focusing on Skills 88
Bottom-up theory of literacy development 91
Skills model 91
Another glimpse into Ms. Teal's classroom 92
Ms. Sharonda Battle's Classroom: Learning to Read Means Understanding the
Meaning of Words 92
Top-down theory of literacy development 96
Whole language model of literacy development 96
Another glimpse into Ms. Battle's classroom 97
Mr. Thomas Ruby's Classroom: Learning to Read Means Learning How to Respond
to Text 98
Transactional theory of reading 99
Reader response model 101
Another glimpse into Mr. Ruby's classroom 102
Ms. Pauline Fuller's Classroom: Learning How to Read Means Critically
Examining the Text 103
Critical theories and critical literacy 104
Four-resource model 105
Halliday + 107
Another glimpse into Ms. Fuller's classroom 107
LOOKING ACROSS THE FOUR READING MODELS 108
IN CLOSING 110
5 Literacy Programs and Approaches 112
OPENING VIGNETTE: Ms. Binns Rethinks Sustained, Silent Reading Time 112
FOUR DECADES OF CHANGE IN READING AND WRITING CURRICULUM 115
Skills: Grammar, Decoding, and Drills 115
Whole Language: Authentic Texts and Meaning Making 116
The Balanced Approach to Literacy Development
Prescriptive Reading Programs and Materials:
Connections to "Scientifically Based Reading
Research" 117
BASAL READERS: THE MOST FAMILIAR READING MATERIAL IN THE CLASSROOM 119
Common Characteristics and Features 119
Differences among Basal Programs 121
Literature-based basals 121
Phonics-oriented basals 121
Classroom Organizational Structures when Using Basal Materials 122
Organizing Daily Instruction When Using Reading Anthologies and Leveled
Texts 123
Reading anthology lesson 123
Guided reading group lesson 124
CONCERNS WITH PRESCRIPTIVE APPROACHES 126
One Size Does Not Fit All 126
The Lack of Additional Support or Alternatives 127
THE READER/WRITER WORKSHOP APPROACH FOR LITERACY DEVELOPMENT 128
Designing a Literacy-Rich Reader/Writer Workshop 128
Organizing a Reader/Writer Workshop 129
Spaces and places in the classroom to support literacy development 130
Flexible reading groups 132
Structure of a Reader/Writer Workshop 132
Mini-lessons 133
Independent reading and literature discussions 135
Writing and responding 135
Reading and writing conferences 138
Status of the class 138
Sharing 138
Summary of Teaching Structures for Reader/Writer Workshops 139
IN CLOSING 142
Part II: Understanding the Reading Process in Classrooms
6 Entering into the Literacy Landscape: Emergent Readers and Writers 144
OPENING VIGNETTE: Kadin Reads at Home 144
HISTORICAL BEGINNINGS OF EMERGENT
LITERACY 146
Reading Readiness 147
Emergent Literacy 148
ORAL LANGUAGE LEARNING: WHAT ITMEANS FOR
EMERGENT READING AND WRITING PRACTICES 150
Conditions for Developing Oral Language Skills 151
Conditions to Support Young English Language
Learners in Preschool Settings 152
Dimensions of Emergent Literacy 153
Concepts of Texts 154
Concepts of Words 156
Concepts of Letters and Sounds 157
Alphabet knowledge 157
Phonemic awareness 158
Assessing the Dimensions of Emergent Literacy 160
EMERGENT WRITING 161
Inventing and Refining Written Language Forms 161
Emergent Spelling 162
Random marks 162
Prephonemic 163
Early phonemic 163
Letter-naming 163
Transitional 164
Emergent Writing and Meaning Making 165
LITERACY AND TECHNOLOGY IN EARLY LITERACY SETTINGS 166
Concepts of Screen 167
Electronic/Talking Books 168
LITERACY EVENTS AND PRACTICES: PROMOTING EMERGENT READING AND WRITING 169
Noticing Environmental Print 169
Writing Centers 170
Storybook Reading 170
Storybook Reading as a Cultural Practice 171
Sociodramatic Play Settings 172
Language Experience Approach Stories (LEA) and Digital Language Experience
Approach (D-LEA) 172
IN CLOSING 176
7 Beginning Readers and Writers 178
OPENING VIGNETTE: Ms. Simon's Class Reads There Was an Old Lady Who
Swallowed a Fly 178
GUIDING PRINCIPLES TO PROMOTE BEGINNING READING AND WRITING 181
EXPLORING BEGINNING READING THROUGH THE FOUR-RESOURCE MODEL 184
Code Breaking to Exemplify How Words Work 184
Language Play and Rhymes 186
Word Families 187
Alphabet Knowledge 188
High-frequency words 192
Mini-lessons for Code Breaking 192
Becoming a Text Participant 193
Making connections 193
Making predictions and inferences 194
Visualizing 196
Understanding How Texts Are Used 196
Thinking Critically about Texts 197
READER/WRITER WORKSHOPS FOR BEGINNING READERS 199
Creating a Routine for Primary Grade Reading and Writing Workshops 199
Mini-lessons 200
Reading and Responding 200
Read aloud in workshop settings 201
Quality picture books for reading aloud 201
Approaches to reading aloud 202
Shared reading events 205
Literature discussions 207
Independent and partner reading 207
Writing 208
Reading and Writing Conferences and Record Keeping 210
CONNECTIONS TO STANDARDS AND BENCHMARKS 212
IN CLOSING 214
8 Intermediate and Accomplished Readers and Writers 216
OPENING VIGNETTE: Ms Bell Discovers Her Fifth Grade Readers 216
GUIDING PRINCIPLES FOR INTERMEDIATE AND ACCOMPLISHED READERS AND WRITERS
218
Characteristics of Intermediate and Accomplished Readers 219
THE FOUR-RESOURCE MODEL FOR INTERMEDIATE AND ACCOMPLISHED READERS AND
WRITERS 219
Code Breaking for Intermediate and Accomplished Readers 222
Word study strategy 222
Developmental word study and spelling 224
Reading with fluency 227
Text Participant Practices with Intermediate and Accomplished Readers 230
Reading easy books with understanding 231
Vocabulary development inside text participant practices 232
Connecting to the meaning of a text 235
Retelling as an avenue for understanding 239
Text Use with Intermediate and Accomplished Readers and Writers 240
Critical Practices with Intermediate and Accomplished Readers 242
READER/WRITER WORKSHOP STRUCTURE FOR INTERMEDIATE AND ACCOMPLISHED READERS
AND WRITERS 244
Text Sets for Intermediate and Accomplished Readers 244
Mini-lessons in Reader/Writer Workshops for Intermediate and Upper Grades
245
Literature Discussions with Intermediate and Accomplished Readers and
Writers 246
Reading and Writing Conferences 247
Teacher roles during reading conferences 247
CONNECTIONS TO STANDARDS AND BENCHMARKS 248
IN CLOSING 250
9 Effective Assessment Practices for Reading and Writing 252
OPENING VIGNETTE: Ms. Taylor Invites Alternative Response 252
FORMATIVE AND SUMMATIVE ASSESSMENTS 255
THE PROLIFERATION OF ASSESSMENTS 255
PURPOSES FOR ASSESSMENTS 256
LITERACY ASSESSMENTS REVEAL IDEOLOGIES ABOUT LEARNING AND LITERACY 258
THE CYCLE OF REFLECTION - ASSESSMENT - INSTRUCTION 260
WHO IS INTERESTED IN ASSESSMENT?
HIGH STAKES FOR PARENTS, TEACHERS, AND SCHOOLS 261
TRADITIONAL ASSESSMENT 262
Standardized and Multiple Choice Tests 262
Informal Reading Inventory and Qualitative Reading Inventory 264
ALTERNATIVE ASSESSMENT PRACTICES 265
Characteristics of Alternative Assessments 265
TYPES OF ALTERNATIVE ASSESSMENT PRACTICES 266
Documentary/Observation 266
Miscue analysis 267
Retrospective miscue analysis 267
Running records 271
Checklists 272
Classroom observations and anecdotal records 274
Responsive Listening Assessments 275
Retellings 276
Group discussions 276
Reading and writing conferences 277
GATHERING INFORMATION TO USE IN ASSESSING READERS' AND WRITERS' GROWTH IN
LITERACY DEVELOPMENT 277
Portfolio Systems 278
Writing portfolios 278
Reading portfolios 279
ASSESSMENT PRACTICES ALIGN WITH CODE BREAKING, TEXT MEANING, TEXT USE, AND
CRITICAL PRACTICES 279
Code Breaking Assessments 280
Text Participant Assessments 283
Text Use Assessments 286
Critical Practices Assessments 286
IN CLOSING 288
Part III: Refining Effective Instruction
10 Facilitating Meaningful Literature Discussions 290
OPENING VIGNETTE: Ms. Wilson's Fourth Grade Students Talk about The Mouse
and the Motorcycle 290
AN INSIDE LOOK: TWO VERY DIFFERENT LITERATURE DISCUSSION GROUPS 292
GOALS FOR LITERATURE DISCUSSIONS 294
HOW READERS MAKE MEANING FROM A TEXT: READER RESPONSE THEORY 295
Readers Bring Their Sociocultural Backgrounds to the Text 295
Readers Transact with the Text 296
Ms. Hammel's first and second grade students discuss Tomas and the Library
Lady 296
Stance: A Reader's Attitude and Purpose 298
The Strategic/Literary Dimension: Is the Text for Information or Enjoyment?
298
Contextual dimension: Where does the discussion occur? 302
Ideological dimension: What beliefs does the reader have? 302
Making Stance Visible in Literature Discussions 304
INTERPRETIVE AUTHORITY: HOW STUDENTS REACT TO EACH OTHER'S COMMENTS 308
Teacher-led Discussions 310
Student-led Discussions 310
The evaluator role in student-led discussions 311
Teacher-led, Student-centered Discussions 312
Ms. Reiner's fifth grade students discuss Tomás and the Library Lady 314
Encouraging Readers to Share Interpretive Authority during Literature
Discussions 315
SUPPORTING THE READER IN HAVING A FLEXIBLE VIEW OF THE TEXT 317
IN CLOSING 318
11 Reading to Learn: Using Nonfiction and Electronic Media to Support
Literacy Development 320
OPENING VIGNETTE: Ms Gallagher and Ms Reiner Invite their Students to
Inquire 320
USING INQUIRY-BASED LEARNING ACROSS THE CURRICULUM 322
Key Principles of an Inquiry-based Curriculum 325
Problem Posing 326
Topic Choice 327
Integrating Reading and Writing Strategies 327
Sources of Knowledge and the Teacher's Role 328
THE ROLE OF NONFICTION IN DEVELOPING READERS AND WRITERS 329
Why Nonfiction Matters 330
Inviting Children to Use Nonfiction for Inquiry-based and Content-area
Learning 331
Evaluating Nonfiction Texts 332
Categories of nonfiction texts 333
Concept 333
Identification 333
Procedural 333
Biography 334
Informational storybooks 334
INCORPORATING NONFICTION INTO A READING AND WRITING CURRICULUM 334
Read Informational Texts Aloud 335
Provide Time to Read in Content Areas 336
Pairing Nonfiction with Fiction 337
READING STRATEGIES FOR NONFICTION AND CONTENT AREA READING MATERIAL 337
Code Breaking Strategies for Nonfiction Text 337
Text Participant Strategies for Nonfiction Texts 340
Text Use Strategies for Nonfiction Texts 340
Critical Practices Strategies for Nonfiction Texts 343
NONFICTION TEXTS IN MULTIMODAL ENVIRONMENTS 344
Dimensions of Multimodal Literacy 346
Integrating Electronic Media into Literacy Instruction 346
Linking Electronic Media with Informational Literacy 348
Scaffolding Reading and Writing Strategies with Electronic Media 349
IN CLOSING 350
12 Working With Struggling Readers and Writers 352
OPENING VIGNETTE: Mrs. Laughlin Supports Rakwaun as a Reader and Writer 352
FACTORS THAT CONTRIBUTE TO STRUGGLING READING AND WRITING 355
Cognitive Processing 355
Motivation and Engagement 355
Teacher Beliefs and Attitudes 357
IDENTIFYING STRUGGLING READERS AND WRITERS DURING LITERACY EVENTS 358
INSTRUCTIONAL PRACTICES FOR STRUGGLING READERS AND WRITERS 359
Interest and Background 360
Read Alouds to Extend Comprehension 361
Independent Reading Time 361
Scheduling Easy Reading time to Gain Confidence 363
Scaffolding 364
Comprehension Monitoring Strategies 365
LITERACY REFORM EFFORTS FOR STRUGGLING SCHOOLS 368
Reading Recovery 368
Literacy Collaborative 369
Four Blocks 370
Success for All 371
America's Choice 372
TEACHING ALL CHILDREN TO LEAD LITERATE LIVES IN THE TWENTY-FIRST CENTURY
373
IN CLOSING 375
APPENDICES 378
GLOSSARY 398
REFERENCES 403
CHILDREN'S LITERATURE REFERENCES 417
TEXT AND ILLUSTRATION CREDITS 420
PHOTO CREDITS 423
INDEX 425

Rezensionen

"This vision is grand! ... I truly believe that the purpose ofliteracy education is not just to get answers, but to constructbetter questions." -- Professor Terri Brandvold, Idaho StateUniversity

"Bravo!!! I am so excited to see that you have included suchtopics as reading aloud, reader's workshop, and specificaspects of these concepts. ... The writing flows easily andgives in-depth information which he writing style makes easilyunderstood." -- Nancy Kennedy, Lewis University