All Children Read: Teaching for Literacy in Today's Diverse Classrooms (with MyEducationLab) / Edition 3

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Overview

Prepare with the Power of Classroom Practice. Register for MyEducationLab today at www.myeducationlab.com.

MyEducationLab is an online solution that provides highly relevant assignments and resources designed to connect your textbook to real teaching situations. It is fully integrated with your textbook; wherever you see the MyEducationLab logo in the margins or elsewhere in the text, follow the simple instructions to access videos, strategies, cases, and artifacts associated with assignments, activities, and learning units on MyEducationLab.

MyEducationLab provides you with opportunities to study and thoroughly understand your course content and also to practice the skills needed to become a successful classroom teacher:

Prepare with the Power of Classroom Practice.

  • Take Practice Tests for each chapter of your text.
    — Completion of each practice test generates a study plan that is unique to you.
    — The study plan links to text excerpts, activities with feedback, and videos and other media that can help you master concepts covered in your text.
  • Complete Assignments and Activities to apply text content to real classroom situations.
  • Authentic classroom video shows real teachers and students interacting, and helps prepare you for the classroom.
  • Explore the Building Teaching Skills and Dispositions exercises to practice and strengthen the skills that are essential to teaching.
  • Case studies offer real-life perspectives on common issues and challenges faced in the classroom.
  • Authentic student and teacher classroom artifacts provide you with the actual types of materials encountered every day by teachers.

“I was immediately drawn to MyEducationLab because it was so easy to use.” – Stephanie Hurley, Student

“My favorite part of MyEducationLab is that it helps me become a teacher.” – Rebecca Sullivan, Student

To order this book WITH MyEducationLab, use either ISBN:

ISBN-10: 0131381466

ISBN-13: 9780131381469

To order this book WITHOUT MyEducationLab, use either ISBN:

ISBN-10: 0132092263

ISBN-13: 9780132092265

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Product Details

  • ISBN-13: 9780131381469
  • Publisher: Pearson
  • Publication date: 4/9/2010
  • Edition description: Older Edition
  • Edition number: 3
  • Pages: 608
  • Product dimensions: 8.50 (w) x 10.90 (h) x 1.10 (d)

Meet the Author

Charles Temple teaches courses in literacy, children’s literature, storytelling, and peace studies at Hobart and William Smith Colleges in Geneva, New York; and trains and advises college students tutoring for literacy in local schools. Temple has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, teaching for critical thinking, and children’s literature. With Alan Crawford and Jean Gillet he co-authored The Developmental Literacy Inventory, a comprehensive assessment instrument. Temple is a director of Critical Thinking International, Inc. (www.criticalthinkinginternational.org) a non-profit corporation that develops training materials and sends out mid-career professionals to offer staff development projects in literacy and critical thinking around the world. He has helped authors develop indigenous children’s literature for Roma children in Eastern Europe, for refugee children in the Caucasus, and for children living in post-conflict area in Africa. Temple most recently offered workshops on literacy and critical thinking in Haiti, El Salvador, Argentina, Romania, Turkey, and Liberia.

Donna Ogle is Professor of Education at National-Louis University in Chicago, , Illinois, and is actively involved in research and professional development within the US and internationally. She is senior consultant to the Chicago Striving Readers Research Project, is a director of the Chicago Literacy Instruction Partnership (CLIP) and is co-director of the Reading Leadership Institute. , She also serves as a literacy consultant internationally, including Critical Thinking International and Somos Maestros in Mexico. Donna is also on the editorial review boards of The Reading Teacher, the Journal of Adolescent and Adult Literacy, and the LRA Yearbook. She is the author of many books, book chapters, and professional articles . Her recent books include Partnering for Content Literacy: PRC2 in Action (Perason), Engaging in the Language Arts: Exploring the Power of Language (with J. Beers, Pearson) and Reading Comprehension: Strategies for Independent Learners (with C. Blachowicz, Guilford). Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. .

Alan Crawford is Emeritus Professor of Education at California State University, Los Angeles. He is Past President of the California Reading Association and has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for English language learners. Alan has written curriculum for teaching reading in Spanish and serves on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years, and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-1990). He is a director of Critical Thinking International. He frequently presents workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.

Penny Frepponis professor of education at the University of Cincinnati. Her professional work has focused on workshop-based and literature-rich instruction that attends to children’s skill development, as well as working with teachers of young children, especially in urban classrooms. She works with Ohio teachers in a state-wide professional development project and is a member of Critical Thinking International. Those who are afraid that current trends in reading instruction run the risk of dismantling much that is good in child-centered instruction will be much encouraged by Dr. Freppon’s thoughtful attention to skills in the context of meaning-centered instruction.

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