’Very logical and easy to follow. Teachers can easily incorporate these ideas in their teaching.’
—Susan Bailey, Middle School Reading Specialist
Mequon-Thiensville School District, WI
Enrich your reading instruction with classroom-proven strategies from the nation′s best teachers!
Following the successful format of the companion volumes for teaching writing, mathematics, science, and social studies, Best Practices for Teaching Reading presents firsthand accounts of teachers′ most successful instructional strategies and lessons for teaching reading. Randi Stone brings readers into the classrooms of award-winning teachers who share their outstanding strategies for reaching elementary, middle, and high school learners with diverse learning styles and abilities.
With 40 classroom-tested strategies, the book provides practical guidance for building students′ decoding and vocabulary skills while developing their comprehension and motivation for reading. This collection of best practices presents ways to help students:
- Get excited about reading
- Make connections to different texts
- Become effective writers as well as readers
- Use literacy skills across the curriculum
Veteran and new teachers alike will find an abundance of fresh ideas to teach reading while helping students build confidence, increase academic achievement, and develop critical thinking skills.
Innehållsförteckning
Preface
Acknowledgments
About the Author
About the Contributors
Part I. Reading in the K-6 Classrooms
Section A. Motivating Students to Read
1. Reading From the First Day of School – Sharon S. Lancaster, Kentucky
2. Ten Steps to Great Readers – Susan Carter, Missouri
3. All for the Love of Reading: A Book Is a Gift – Pamela Jo Roller, Indiana
4. Establishing a Summer Reading Program – Michele Rzewski Copeland, Virginia
Section B. Developing Reading Skills
5. Teaching Reading Strategies Through the Analysis of Visual Art – Susanne Burkhardt, Kentucky
6. Using Word Work to Improve Decoding – Jennifer Ruth, Texas
7. Reading Aloud: Comprehending, Not Word Calling – Jenna Hallman, South Carolina
8. Comprehension: Making Connections to Text – Linda Hennen, West Virginia
Section C. Reading Literature Across the Curriculum
9. Incorporating Drama and Writing: Performing a Mystery Play – Summer Williams, Alabama
10. Social Studies: Reading About Life in the 1800s – Donna Bradley, Alabama
11. Social Studies: Reading the Vietnam Memorial Wall – Donna Bradley, Alabama
12. To Read or Not to Read: Shakespeare With Fourth Graders – Jacquylynn Brickman, Minnesota
13. Reaching Fifth Graders With Novel Study – Diane Woodford, Nebraska
Section D. Differentiating Instruction
14. Reading Kinesthetically – Sharon Lancaster, Kentucky
15. Reading and Writing: A Reciprocal Process – Jessica Heidelberg, Indiana
16. Reading Beyond the Lines: Students With Autistic Disorders – Amy Edinger, New Jersey
17. Encouraging Biliteracy – Caridad Alonso, Delaware
Part II. Reading in Grades 7-12
Section A. Motivating Students to Read
18. Reflective Practice in the Teaching of Adolescent Reading – Karen Morgan Delbridge, Ph D, Wyoming
19. I Hate Reading! – Maria I. Davis, Ohio
20. The ’I Hate Reading’ Club – Jill Saceman Ryerson
21. You Simply Need to Love It! – Heather-Lee M. Baron, Pennsylvania
Section B. Developing Reading Skills
22. Digging Deeper for Comprehension – Jessica Galla, Rhode Island
23. Using Wonder Journals to Teach Research Reading and Writing Skills – Jill Dougherty, Pennsylvania
24. Make It Your Own! A Vocabulary Activity – Heather-Lee M. Baron, Pennsylvania
Section C. Reading Across the Curriculum
25. Teaching Reading in the Math Classroom – Greg Anderson, Colorado
26. Reading the Language of Mathematics – Anita Dobbs, Alabama
27. ’Who in the World Are You?’ An Interdisciplinary Project – Janet K. Vaine, Florida
28. Using Self-Publishing as a Gateway for Critical Reading – Stuart Albright, North Carolina
Section D. Differentiating Instruction
29. Score a BINGO in Reading – Mikki Nuckols, Idaho
30. Short-Cycle Assessment in a Reading Workshop: A Collaboration Between Teacher and Student – Darrell Yater, Ohio
Index
Om författaren
Randi Stone is the author of nine Corwin Press books: Best Practices for Teaching Reading: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Social Studies: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Writing: What Award-Winning Classroom Teachers Do, Best Practices for Teaching Mathematics: What Award-Winning Classroom Teachers Do, and Best Practices for Teaching Science: What Award-Winning Classroom Teachers Do. She is a graduate of Clark University, Boston University, and Salem State College. She completed her doctorate in education at the University of Massachusetts, Lowell.
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