‘Gives us an inside view of what children should experience in the primary grades and shows us how we can build them up to new experiences in the intermediate grades. A great resource for vertical team collaborations, teachers who are transitioning from teaching primary to intermediate grades or vice versa, teachers in multiage classrooms, and teacher education classes.’
—Helena Stevens, Intermediate Literacy Coach
Ricardo Richards Elementary School, Kingshill, Virgin Islands
‘Full of practical, everyday ideas to implement immediately. Offers true student examples that teachers see and experience daily.’
—Scott Kovatch, Principal
Horizon Elementary School, Granger, IN
How can teachers help their primary students become competent intermediate readers and writers?
Supporting students as they advance from beginning to intermediate literacy levels poses a unique challenge for teachers. In Building Bridges From Early to Intermediate Literacy, Grades 2–4, Sarah F. Mahurt, Ruth E. Metcalfe, and Margaret A. Gwyther show how teachers can meet the instructional needs of students in transition from one level to the next. The authors offer practical guidance and classroom-tested strategies that demonstrate how thoughtful instruction can help each student reach new levels of competency in reading and writing.
This invaluable resource shows teachers how to examine and refine their instructional practices to more effectively meet the needs of all the students in their classrooms, whether they are struggling readers or advanced learners. Educators will find:
- Specialized assessment tools and instructional strategies for word study, reading, and writing
- Detailed examples of reading and writing instruction
- Methods for integrating language arts with science and social studies
- Charts to track students′ progress
- A teacher′s reflection section at the end of each chapter
Written by experienced literacy educators, this accessible text helps ensure that all students confidently cross the bridge from the primary to the intermediate grades.
Tabela de Conteúdo
List of Figures
Foreword
Preface
Acknowledgments
About the Authors
1. Introduction
Teaching for Independence
Teaching for Strategic Action
Struggling Readers and English Language Learners
How Children Grow as Readers and Writers
Literacy Instruction During Transition
Reflection
2. Assessment
Getting Started
Word Study
Reading
Writing
Anecdotal Notes
Running Records
Conference Notes
Using Assessment
Finding Time
Reflection
3. Word Study
Learning About Words
Phonological and Phonemic Awareness
Phonics
Structural Analysis
High-Frequency Words
Vocabulary
Word Walls and Charts
Linking to the Real Work of Reading and Writing
Reflection
4. Reading
Getting to Know a Reader in Transition
Developing Stamina
Changes in Work Stations
Gradually Decreasing Small-Group Guided Reading
Using Reading Mini Lessons
Teaching Children How to Choose Books
Literature Circles
Strengthening Comprehension
Shared Reading for Comprehension and Fluency
Shifting Responses to Text
Writing More Developed Responses to Reading
Sharing Time
Reflections
5. Writing
Making Instructional Decisions
Modeled Writing
Shared Writing
Interactive Writing
Writing Workshop
Mini Lessons
Independent Writing and Conferring
Sharing
Reflection
6. Pulling It All Together
Integrating Within the Language Arts
Integrating Language Arts With Science and Social Studies
Planning the Nonfiction Project
Preparing for the Nonfiction Project
Literacy Lessons on Nonfiction
Reflection
Afterword
References
Index
Sobre o autor
Margaret Ann Gwyther is a national literacy consultant and coach. She facilitates adult learning through ongoing professional development and coaching. She has been a keynote presenter at local, state, regional, national, and international conferences focusing on literacy, Reading Recovery, and distance delivery technology and consults with universities, schools, and school districts throughout the country to provide ongoing assistance in improving literacy instruction and children’s learning. She spent eight years training coaches through Literacy Collaborative at the Ohio State University and Purdue University. Margaret’s wide-range of experiences in teaching, coaching, and education administration are the basis for her intense interest in children’s literacy and their learning as well as the professional development of teachers. She has been an elementary teacher, a middle school and high school athletic coach, a high school activity director and vice principal, a Reading Recovery teacher leader as well as a professional development director. Margaret has traveled extensively leading students on athletic tours and teachers on education tours in various foreign countries. She established the Alaska Distance Delivery pilot project in collaboration with the Ohio State University for training Reading Recovery teachers in villages and communities across the state and above the Arctic Circle. These experiences provide a strong base for understanding how schools work, the development of teachers, and children’s learning.
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