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Book Club Plus! a Literacy Framework for the Primary Grades
     

Book Club Plus! a Literacy Framework for the Primary Grades

by Taffy Raphael
 

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Book Club Plus! A Literacy Framework for the Primary Grades builds on solid methodology and 10 years of classroom research. Book Club Plus! presents a framework for instruction that allows primary-grade teachers to achieve important goals:

• meeting the dual obligations of literacy instruction—letting children work in meaningful ways with texts

Overview

Book Club Plus! A Literacy Framework for the Primary Grades builds on solid methodology and 10 years of classroom research. Book Club Plus! presents a framework for instruction that allows primary-grade teachers to achieve important goals:

• meeting the dual obligations of literacy instruction—letting children work in meaningful ways with texts that are both age- and reading-level appropriate

• including substantive content in a literacy curriculum to make learning to read not just a process, but an exploration of ideas and content

• organizing all literacy activities and routines in the classroom to make reading, writing, and talking support one another as children learn

• building a classroom environment that meets the needs of all learners within a coherent organizational framework

• meeting state and district standards while promoting a love of reading and learning.

Editorial Reviews

Institue for Teacher Education, University of Hawaii - Kathryn Au
"Book Club Plus is theoretically sound and researched-based, refined through a decade of studies. It is also eminently practical, with lessons and tips from real teachers in real classrooms."
Graduate School of Education, University of California, Berkeley - P. David Pearson
"This is the definitive approach to embedding skill and strategy instruction into a rich, engaging, authentic learning environment. It respects children and their capacity for learning and thinking, and it also respects teachers and their capacity for adapting instruction to the needs of every child."
Guy Bond Professor of Reading, University of Minnesota - Barbara M. Taylor
"This book is just what primary-grade teachers need to provide high-quality, balanced literacy instruction for their students!"

Product Details

BN ID:
2940148602224
Publisher:
Small Planet Communications
Publication date:
08/22/2013
Sold by:
Barnes & Noble
Format:
NOOK Book
Pages:
343
File size:
6 MB

Meet the Author

Taffy E. Raphael is a member of the Curriculum and Instruction faculty in Literacy Education at the University of Illinois at Chicago, teaching courses related to methods of instruction, teacher research, and related topics. Dr. Raphael's work in teacher education was recognized by her receipt of the Outstanding Teacher Educator in Reading Award from the International Reading Association in May 1997. Dr. Raphael's research has focused on Book Club, a literature-based reading program. She has served as National Reading Conference Board member, treasurer, and president, as well as on the editorial board of Journal of Literacy Research, Reading Research Quarterly, and the review board for The Reading Teacher. She was selected for the International Reading Association Reading Hall of Fame in 2002.

Susan Florio-Ruane is Professor of Teacher Education at Michigan State University. Dr. Florio-Ruane publishes in journals including American Educational Research Journal, Research in the Teaching of English, Language Arts, and English Education. Her book, Teacher Education and the Cultural Imagination, won the National Reading Conference Ed Fry Book Award. In 2003, she received the Michigan State University Distinguished Faculty Award.

MariAnne George received her B.S. in early childhood education and elementary education from Michigan State University. She has a masters degree in reading and is currently working on her doctorate in Reading and Language Arts from Oakland University. She has been a frequent presenter at the National Council of Teachers of English, National Reading Conference, and International Reading Association.

Nina Levorn Hasty is currently a Ph.D. candidate at Michigan State University in Teaching, Curriculum, and Educational Policy. She received her B.S. in elementary education and her M.A. in instructional technology from Wayne State University. Nina has seven years of teaching experience within urban school districts. She has worked with CIERA since 1999, researching literacy strategies for struggling readers within her classroom.

Kathy Highfield received her B.A. in elementary education and French and her M.A. in literacy instruction (1994) from Michigan State University. Her more than ten years of teaching experience include teaching students from second to sixth grade and curriculum coordination at Rose Pioneer Elementary School in Holly, Michigan.

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