More Than 100 Ways to Learner-Centered Literacy

2. Auflage 2008
ISBN: 978-1-4129-5784-7
Verlag: Corwin

Buch, Englisch, 200 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 451 g

"New and veteran teachers who embrace learner-centered literacy will find this material useful, practical, and inexpensive."
—Gayle Simoneaux, Teacher

Mimosa Park Elementary School, Luling, LA

"The book features an easy-to-understand format with lots of ways to incorporate literacy development into the classroom."
—Debbie Smith, Teacher

Lady's Island Elementary School, Beaufort, SC

Use research-based, student-centered strategies to nurture thoughtful, lifelong readers!

This updated edition of More Than 50 Ways to Learner-Centered Literacy provides a user-friendly collection of methods and strategies for delivering effective literacy instruction. The authors include more than 100 practical techniques that are grounded in a constructivist, learner-centered approach and demonstrate how to develop:

- A rich environment that fosters vocabulary and reading skills
- Student interaction through strategies like Buddy Studies, Partner Biographies, and Story-Map Trios

- Fluency and comprehension by using predictable text, innovations on text, and more

- Student assessments through observations, anecdotal records, and open-ended questions

Aligned with National Reading Panel recommendations, this resource includes inventive ideas from master teachers to promote continuous improvement in literacy teaching and learning.

Autoren/Hrsg.

Lipton, Laura

Hubble, Deborah

Hubble, Deborah S.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Publisher's Acknowledgments
About the Authors
Introduction
Section 1. Designing a Literate Environment

Learning Language by Using It
#1 Labels, Labels, Everywhere

#2 Where in the Room Is It?
#3 Wordstrings
#4 String ‘Em Up

#5 Hang-Ups
#6 Shoe Bag Classification
#7 Word Ribbons

#8 Class Mailbox

#9 Message Center
#10 Personal Word Banks
Building on Students’ Experiences
#11 Classroom Libraries
#12 Mainly Menus
#13 Taking Off With Advertising Flyers

#14 Weekly Words
#15 The Living Bulletin Board

Establishing Literacy Work Stations
#16 Work Station Rules

#17 The Key to Knowledge

#18 Housekeeping

#19 Introducing the Writing Work Station

Section 2. Orchestrating Student Interaction

Buddy Studies: Learning in Pairs

#20 Turn to Your Neighbor and.
#21 Level of Learning Reading Partners
#22 Learning Partners

#23 Paired Verbal Fluency
#24 Learning Partner Biographies
#25 Summary Pairs
#26 The King and Queen of Questions
Structuring Small Groups

#27 Story Map Trios
#28 Get the Point

#29 Peer Revision: Learning Together

#30 Peer Editing: Sharing Glows and Grows

Reading Conference: Flexible Student Grouping

#31 Establishing the Climate

#32 Student Preparation
#33 Temperature Checking
#34 Developing the Format
#35 Flexible Groupings
#36 One-on-One
Section 3. Developing Fluent Comprehension
Developing Skills by Increasing Fluency
#37 Choosing and Using Predictable Text
#38 Innovations on Text
#39 Toot! Toot!
#40 Radio Reading
#41 Say It Like the Character
#42 Reader’s Theater
#43 Partners Predict
#44 Opin
#45 Word Splash
#46 Say Something
Extending the Reading Experience
#47 Figures of Speech
#48 Create a Comic
#49 Finding Common Ground
Integrating Instruction
#50 Student-Selected Theme Topics
#51 Civic Projects
#52 Imagine If You Were.
Section 4. Nurturing Lifelong Learners
Routines for Reading to, With, and by Children
#53 Read-Alouds
#54 Familiarity Breeds Confidence

#55 We Are Readers: A Class Record

#56 Sustained Silent Reading

#57 Guided Reading
Writing Centers: Reading/Writing Connection
#58 Readers/Writers Workshop
#59 Purposeful Tasks
#60 Published and Unpublished Work
#61 Paths to Publication
Building a Community of Learners

#62 Literature Clubs

#63 Join the Chorus

#64 Mine, Yours, and Ours
#65 Writing Autobiographies
Section 5. Assessing Student Growth

Kid-Watching in the Classroom
#66 Anecdotal Records

#67 A Nifty Notebook
#68 Sticky Helpers
#69 Individual Student Checklists
#70 Class Checklists

#71 Historical Checklists

#72 Interviews

#73 Open-Ended Questions
Student Portfolios

#74 Crate ‘Em Up!
#75 Bulky Bundles

#76 Portfolio Contents

#78 Portfolio-Prompted Planning

#79 Entry Slips

#80 Autobiographies of Work
#81 Biographies of Work

Exhibitions and Performance Tasks

#81 Building in Authenticity
#82 Anchors and Archetypes
#83 Developing a Rubric

#84 Exciting Exhibitions

Section 6. Leading Learning-Focused Conversations: Strategies for Professional Development
Crafting the Container: Starting, Structuring, and Sustaining Thinking
#85 Simple Stem Completions
#86 T-chart Opposites
#87 3-2-1
#88 Mindful Memorandum
#89 Brainstorm and Pass
#90 Problem-Solving Partnerships
#91 Going Graphic
Learning-Focused Consultation
#92 An Idea Menu
#93 Make Your Thinking Transparent
#94 Patterned Response: What, Why, How
#95 The Big Idea
#96 Categorically Speaking
#97 Sharing Causal Theories
Inviting Thinking: A Sampler of Questions for Literacy Coaching
#98 Questions for Planning
#99 Questions for Reflecting
#100 Questions to Stimulate Discussion
#101 Metaphor and Invention
Resources

Index

Über Autor(innen)

Hubble, Deborah S.
Deborah Hubble is an elementary school literacy coach in the Katy Independent School District, Houston. She also serves as a writer of monthly research abstracts for Effective Schools, a nationally acclaimed school reform organization. Her school-related passions include creating authentic literacy experiences for children, providing professional development in reading and writing workshop approaches, and supporting and educating stakeholders through organizational change and school reform. With experience as a special education teacher, district language arts coordinator, and elementary school librarian, Hubble has pursued an interest in learner-centered literacy for twenty years.

Lipton, Laura
Laura Lipton is codirector of MiraVia, LLC, a publishing and development firm in Sherman, CT. Lipton is an international consultant whose writing, research, and seminars focus on effective and innovative instructional practices and building professional and organizational capacities for enhanced learning. She engages with schools and school districts, designing and conducting workshops on organizational development, learning-focused instruction, literacy development, and strategies to support beginning teachers. Lipton applies her extensive experience with adult learners to workshops and seminars conducted throughout the United States, Canada, Europe, Australia, and New Zealand on such topics as learning-focused relationships, data-driven dialogue, teacher leadership, action research, and learning-focused mentoring. She is the author and coauthor of numerous publications related to organizational and professional development, learning-focused schools, and literacy development.