Effective Literacy Instruction K-8 : Implementing Best Practice

by Leu, Donald J.; Kinzer, Charles K.

• ISBN13: 9780130995414
• ISBN10: 013099541X
• Edition: 5th
• Format: Hardcover
• Copyright: 2003-01-01
• Publisher: Pearson College Div

Summary

Effective Literacy Instruction K-8: Implementing Best Practice helps readers connect state standards with principles of best practice instruction and implement these concepts in the K-8 reading classroom. Effective Literacy Instruction K-8: Implementing Best Practice describes how to develop a solid literacy framework for instruction by identifying the central principles of best practice derived from research and tied to state reading standards. Each chapter begins with a central principle of literacy instruction and then explores a wide variety of teaching strategies that support this principle. bull; bull;Practical Teaching Strategies feature boxes present more than 300 great teaching ideas. bull;Celebrating Diversity describes strategies for using diversity to promote learning. bull;Extensive Model Lessons in each chapter show how teachers implement best practice principles within their classroom. Solutions for Technology Integration Written by two of the most recognized experts in the field, this is the first textbook to show how to systematically integrate new technologies into literacy instruction. A series of instructional models prepares readers for the thoughtful and meaningful integration of the Internet and other technologies in the classroom. bull; bull;New instructional models include Internet Workshop, Internet Project, WebQuests, and Internet Inquiry. bull;A Companion Website at www.prenhall.com/leukinzer includes links to state standards, Internet resources, on-line video segments that demonstrate best practice, self-assessment modules, and instructor resources. bull;The authors maintain a Listserv for students and professors using this text, enabling them to communicate directly with the authors and share ideas and support with people using the text at other institutions worldwide.

Author Biography

Charles K. Kinzer is associate professor in the department of teaching and learning and a research scientist at the learning and technology center at Peabody College of Vanderbilt University.

Table of Contents

PART 1. ENTERING THE WORLD OF LITERACY LEARNING.

1. The Challenge and the Rewards.
2. Developing Insights: Using Material and Method Frameworks for Literacy Instruction.
3. Developing Insights: Defining Your Literacy Framework.

PART 2: DEVELOPING A KNOWLEDGE BASE

4. Decoding Knowledge: Phonological Awareness, Phonemic Awareness, Phonics, Sight Words. Context Use, and Fluency.
5. Emergent Literacy.
6. The Important Role of Children's Literature.
7. Connecting Reading and Writing.
8. Vocabulary and Literacy.
9. Reading Comprehension: The Construction of Meaning.
10. Content-Area Reading and Study Skills.

PART 3: ASSESSMENT AND INSTRUCTIONAL NEEDS.

11. Supporting Literacy through Assessment.
12. Including All Children in Your Literacy Program.

PART 4: INSTRUCTIONAL PATTERNS AND TECHNOLOGIES.

13. Classroom Organization: Orchestrating Literacy Learning
14. Supporting Literacy with Computers and Related Technologies.
Appendix A: Award-winning Children's Literature: Newbery Medal Winners.
Appendix B: Award-winning Children's Literature: Caldecott Medal Winners.

Excerpts

Our Approach We write this book for students in a reading/literacy methods course. The central idea of this book is a simple proposition:We believe children learn best when they have an insightful teacher capable of making professional judgments about what each child requires. We seek to develop insightful teachers, empowered to make thoughtful decisions about children and literacy instruction. We believe the insights teachers possess about literacy, children, and best practice instruction largely determine their effectiveness as literacy educators. We show readers how to develop these insights byunderstanding central principles of best practice instruction derived from research and related to state standards. Therefore, this book seeks to move away from prescriptive literacy programs. Instead, we support teachers who recognize that knowing "why" is just as important as knowing "what" and "how." Children and literacy are too complex to provide a simple, "one-size-fits-all" instructional solution. Instead, children require the very best insights teachers possess. Our approach seeks to accomplish this. We have organized this edition around the principles of best practice instruction derived from research and commonly found in state standards for reading/ literacy education. Each chapter begins with a central principle of best practice instruction based on the research literature and commonly reflected in state standards. It then explores a wide variety of instructional practices that support this principle. Goals in This Revision We have several goals for this revision. First,we want teachers to understand the research bases for best practice instruction.Each chapter is organized around an important, research-based, best practice principle common to all state standards for reading/language arts. It explains how this principle is implemented in effective classrooms around the country through powerful classroom examples and extensive instructional practices. Links on our website ( www.prenhall.com/leukinzer ) take you to the standards for your state, so you can see how this principle gets enacted in your state standards. Second, we want to help teachers develop the insights about literacy and literacy instruction that permit them to meet their individual needs.We show you how to develop a personal "literacy framework," a set of beliefs and insights to inform the decisions each teacher must make in the classroom. This literacy framework is a powerful tool. It helps you develop the insights critical to successful literacy instruction. We believe an insightful teacher, making thoughtful decisions, is far more important than any instructional approach, any set of materials, or any mandated prescription for instruction. Third, we seek to help teachers integrate Internet technologies into classroom lessons to prepare children for the literacy futures they deserve.The International Reading Association recently approved a position statement explaining the important need to prepare our students for the new literacies emerging from the Internet and other technologies (available athttp://www.reading.org/pdf/technology_pos.pdf. Drawing on extensive research in this area, we have created thefirsttextbook that shows how to systematically integrate traditional aspects of literacy instruction with new technologies such as the Internet. We have been careful not to include technology for technology's sake, focusing instead on simple and practical strategies to incorporate technology into widely recognized practices for literacy instruction. Additionally, we have been sensitive to the needs of teachers without access to technology or teachers in a single-computer classroom. We present the use of technology as one of many different options for constructing a literacy program. Final