Conversations: Strategies for Teaching, Learning, and Evaluating / Edition 1

Conversations: Strategies for Teaching, Learning, and Evaluating / Edition 1

by Regie Routman
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Conversations: Strategies for Teaching, Learning, and Evaluating / Edition 1

"Talking the process of change and teaching is a necessity for our intellectual and social well-being," says acclaimed author Regie Routman. Now, in this long-awaited volume, Routman continues the discussion she began in the best-selling Invitations and further explores the full universe of an effective language arts and literacy program across the curriculum. Filled with an array of field-tested teaching ideas, detailed strategies, reviews of theory, teacher-crafted lessons, and lists of resources, Conversations is all you need to become an informed, confident professional, sensitive to your students' needs and interests. What's more, it incorporates Routman's perspective on important topical issues such as curricular rigor, direct teaching, specific skills, and daily monitoring.

Conversations is grounded in the belief that the connections, interactions, reflections, and new thinking that evolve from rich dialogue define what we know. It was written, in part, to spur teachers to challenge assumptions, clarify their own learning, and take the lead in their own professional development. While this is not a book about a particular methodology, Routman does explore current theory and practice, and supports her views with classroom-based and scientific research. The book is upbeat and practical; each chapter is self-contained and can be read in any order. As Routman shares her own experiences and resources - through narratives, anecdotes, step-by-step demonstrations, and examples of students' work - we may find ourselves questioning, modifying, validating, or changing our own practices. Most of all, we will find ourselves talking. And here is where the conversation begins.

Text chapters: 656pp - The Blue Pages: Resources for Teachers: 240pp

Product Details

ISBN-13: 9780325001098
Publisher: Heinemann
Publication date: 10/28/1999
Edition description: New Edition
Pages: 896
Product dimensions: 7.40(w) x 9.30(h) x 1.67(d)
Age Range: 5 - 13 Years

Table of Contents

Teacher as Professional

Teacher as Learner

Teacher as Scholar

Teacher as Mentor

Teacher as Communicator

Teacher as Leader

Teacher as Political Activist

Teacher as Researcher

Teacher as Role Model for Kindness

A Comprehensive Literacy Program

What's Basic?

What About Balance?

Using Our Own Literacy to Inform Our Teaching

My Assumptions and Beliefs About Learning

Putting My Beliefs into Practice

Basic Components of a Comprehensive Literacy Program

Connecting Writing with Reading: Integrating Teaching Approaches

Reading Aloud

Communicating the Ongoing Value of Reading Aloud

Reading Aloud as an Opportunity to Demonstrate and Value Reading

Interactive Reading Aloud

Opening Up the Possibilities for Who Reads Aloud

Writing Aloud

Shared Reading

Benefits of Shared Reading

Some Shared Reading Basics

Shared Poetry Reading

Shared Writing

Shared Writing Contexts

Examples of Shared Writing Lessons

A Word About Interactive Writing

Independent Reading

Basic Principles for Independent Reading

Reading for Pleasure

Organizing for Independent Reading

Matching Kids with Books

Keeping a Reading Record

Monitoring Reading Through Brief Interviews

Book Talks

Working Through Problems

The Literature Program

From Core to Anchor Books

Problems with the Literature Program

Anchor Books and Literature Units

Reading the Literature

Small-Group Reading

Partner Reading

Independent Reading

Whole-Class Reading

Reading Aloud

Shared Reading

Literature Response

Evaluating Literature Extensions

Effective Extensions

Reading Response Logs

Author/Illustrator Study

Planning for Author/Illustrator Study

Organizing the Literature Collection

Working Out a Schoolwide Organization System

Leveling Books

Classroom Libraries

Designing and Organizing the Classroom Library

Book Circulation

Final Reflections

Continuing the Conversation

Teaching Children to Read

What's Gone Wrong in the Teaching of Reading?

Methodology Is Secondary to the Informed Professional Teacher

Becoming More Knowledgeable

Knowing and Interpreting the Research

Criteria for Evaluating Research

Exercising Professional Judgment

Knowing Significant Research Findings

Phonemic Awareness and Phonics: What's Essential

Beliefs and Practices

Some Key Considerations in Determining Your Reading Program

Choosing Materials for Teaching Reading

Dealing with Terminology and Reading Stages

The Interest Factor

The Practice Factor

The Critical Role of Writing in Learning to Read

Observing and Evaluating Your Readers

Incorporating Running Records and Miscue Analysis

Tape-Recording Oral Reading

Informal Reading Conferences

Procedures for an Informal Reading Conference

Working with Struggling Readers

Use Appropriate Books

Watch for Overattention to Decoding

Teach Self-Monitoring

Use Authentic Literature

Promote Fluency

Teaching for Strategies

Promoting Strategic Behavior

Word-Solving Strategies

Text-Solving Strategies

Knowing When We Understand

Guided Reading

Guided Reading in Kindergarten

Organizing for Guided Reading

Individualized Guided Reading

Guided-Reading Groups: What to Teach

Grouping for Guided Reading

Guided Silent Reading: What Happens in a Group Lesson

Framework for a Guided Silent-Reading Lesson

Guided Reading: The Literacy Club in a First-Grade Classroom

Management Techniques and Activities

Procedures That Promote Effective Management

Possible Activities

The Well-Managed Classroom

Final Reflections on Teaching Children to Read

Continuing the Conversation

Literature Conversations

Why Literature Conversations?

Making the Transition to Literature Conversations

Understanding "Reader Response"

Teachers as Readers

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