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The saying goes that "children learn to read in grades K2, 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:
Are students in grades 36 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.
|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|
|App.: Some Useful Forms||139|
Posted March 16, 2004
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.
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Posted May 15, 2013
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 NoThank you for your feedback. Report this reviewThank you, this review has been flagged.
Posted January 18, 2013
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