Still Learning to Read: Teaching Students in Grades 3-6 / Edition 1

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Overview

The saying goes that "children learn to read in grades K–2, and read to learn in grades 3 and up." However, teachers in grades 3 through 6 are discovering this conventional wisdom is wrong—their students have to deal with an increasingly sophisticated range of texts that require additional reading skills. Upper elementary teachers face the difficult task of trying to offer appropriate reading instruction just as many of their students have their first experiences with textbooks, high stakes exams, and complex reading in new genres.

In Still Learning to Read, Franki Sibberson and Karen Szymusiak provide guidance on how to devote more time to reading instruction, without neglecting the content demands of the curriculum. Because they work daily with students, the authors share a teacher's perspective on building reading instruction into the packed school day, and matching instruction and texts to the specific needs of older readers. The book presents many sample lessons, descriptions of classroom routines, and stories taken from the heart of the authors' reading workshops. Teachers will be inspired and reassured that reading in the upper elementary grades can be purposeful, thoughtful, and effective. Included are:

  • Planning forms for whole class, small group and individual instruction;
  • Assessment and conference strategies;
  • Detailed descriptions of how to use readers' notebooks flexibly;
  • Sample lessons for specific skills instruction;
  • Annotated bibliographies of children's books to use in lesson design;
  • Activities to extend and deepen read aloud and whole group conversations;
  • Tips for designing lessons using nonfiction texts and student magazines;
  • Ways to organize the classroom and library to promote student independence;
  • Alternatives to levels for matching students, books and skills instruction.

Are students in grades 3–6 still learning to read? You bet! And teachers who are still learning how to balance reading instruction with the other instructional priorities at this level will find a wealth of helpful ideas in this book.

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Product Details

  • ISBN-13: 9781571103598
  • Publisher: Stenhouse Publishers
  • Publication date: 1/28/2003
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 168
  • Sales rank: 453,117
  • Product dimensions: 8.02 (w) x 10.08 (h) x 0.41 (d)

Table of Contents

Acknowledgments
Ch. 1 Teaching Reading in the Upper Elementary Classroom 1
Pt. 1 Making the Most of Time and Space
Ch. 2 Organizing the Classroom Library 11
Ch. 3 Preparing for Thoughtful Instruction 27
Ch. 4 Slowing Down During the First Six Weeks 41
Ch. 5 Grouping Beyond Levels 57
Pt. 2 Threads of Learning Throughout the Year
Ch. 6 Conversations and Writing to Clarify Thinking 77
Ch. 7 Browsing and Book Choice All Year Long 91
Ch. 8 Reading Difficult Texts with Persistence and Stamina 107
Ch. 9 Supporting Thinking with Evidence from the Text 123
Epilogue 135
App.: Some Useful Forms 139
References 153
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Customer Reviews

Average Rating 4.5
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Sort by: Showing all of 3 Customer Reviews
  • Anonymous

    Posted March 16, 2004

    WOW!

    As a teacher of reading I learned so much from these two about the power that we have in the classroom to develop young minds. I would recommend this book to anyone that teaches reading especially grades 2 and up.

    1 out of 1 people found this review helpful.

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  • Anonymous

    Posted May 15, 2013

    The authors have presented a very basic outline of strategies an

    The authors have presented a very basic outline of strategies any informed elementary and middle school teacher must have in order to integrate intentional reading strategies into all content areas. While informative for those who are just entering the teaching profession, most seasoned teachers will find this text a repeat of the themes the authors have presented in all previously published resources. This is a "good" reference text, simply stated and organized, but does not present information for the classroom teachers who have even a basic understanding of the essentials of integrating reading instruction as a significant focus in all content areas. I suggest borrowing a copy, checking out a copy from any professional library resource room, or, if necessary, purchasing a used copy. We, as educators, must choose to spend our own money on professional literature/resources that can significantly inform and influence our philosophy and pedagogy with, as the ultimate goal, have a positive impact for the student's learning. This being stated, save your hard earned money and borrow a copy of this reference text unless the text's synopsis provides new information that you need to better your instruction.

    Was this review helpful? Yes  No   Report this review
  • Anonymous

    Posted January 18, 2013

    No text was provided for this review.

Sort by: Showing all of 3 Customer Reviews

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