The Mindful School

The Mindful School : How to Teach Balanced Reading and Writing

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Description

Appropriate for courses in Elementary Reading Methods. It may be especially useful in courses with block curriculum where several smaller texts are used covering many topics. Written from the understanding that no single methodology or philosophy can be the solution to teaching reading to all children, this text assumes a balanced, whole-part-whole approach to teaching reading and writing. It is written in a flexible format allowing for customizing, and use for all grade levels. Each chapter follows a consistent outline, first describing the theory behind how children learn to read and write and second offering activities and strategies that help to teach the skill.show more

Product details

  • Paperback | 290 pages
  • 215.9 x 279.4 x 15.7mm | 707.62g
  • Pearson Education Limited
  • Prentice-Hall
  • Harlow, United Kingdom
  • English
  • 013032311X
  • 9780130323118

About Bonnie L. Burns

BONNIE BURNS, Ed.D., is an experienced teacher and administrator who currently teaches 6th grade language arts at Roosevelt Middle School in River Forest, Illinois. She serves as an instructor for the Saint Xavier University and SkyLight Field-Based Master's Program and is an adjunct faculty member for Dominican University. Bonnie has initiated and worked extensively with local and state standards and assessment programs. She received her Ed.D. in Educational Leadership from Loyola University of Chicago.show more

Table of contents

Introduction. Finding Common Ground. About How to Teach Balanced Reading and Writing. 1. Balanced Reading and Writing. Solving the Whole-Part Dilemma through Balance. Whole-Part-Whole in Beginning Reading. Whole-Part-Whole Instruction for Upper Grade Students. Explicit Instruction. Integrating the Language Arts. Balancing Student and Teacher Leadership. 2. Developing Phonemic Awareness and Teaching Phonics. Developing Phonemic Awareness. When Should Phonemic Awareness Be Taught? At-Risk Readers. Classroom Activities for Learning Phonemic Awareness. Assessment Tools for Phonemic Awareness. Assessment Tools for Phonemic Awareness. Teaching Phonics and Word Recognition. The Phonics Debate Isn't New. How Does Work Recognition Develop? Fitting Phonics into a Balanced Reading Program. Direct Teaching. Indirect or Informal Teaching of Phonics. The Combined Approach. Assessing Sound-Symbol Relationships. 3. Teaching and Learning Spelling. Stages of Spelling Development. Should Spelling Be Taught Directly or Learned Indirectly? Activities to Encourage or Teach Spelling. Techniques for Transitional Spellers. What about Spelling Test? 4. Emergent Readers and Writers. Early Literacy Experiences. I'm Really Reading and Writing. Balanced Primary Reading. Learning Words. Strategies for Learning Words. Strategies for Learning Words. Fluency and Reading Rate. Comprehension in the Primary Grades. Emergent Early Writing. Developmental Stages of Writing. Balancing Leadership in the Writing Classroom. Genres and Purposes in Primary Writing. Organizational Patterns for Instruction. Texts Are Constructed for Different Purposes. Success in First Grade Is Critical. 5. Patterns for Teaching with Literature. Literature Focus Units and Novel Focus Units. Literature Circles. Changing the Classroom Climate with Literature Circles. But Did They Get It? Silent Sustained Reading, DEAR, and USSR. Ideas for Responding to Literature. Choosing Children's Literature. 6. Guided Reading. What Kind of Questions Should the Teacher Ask During Guided Reading? Getting Started with Guided Reading. Guiding Children Toward Greater Independence with Reciprocal Reading. Think-Alouds. 7. Helping Students Become Strategic Readers. Factors Affecting Comprehension. Reading Strategies. Strategies to Teach Prior to Reading the Text. Comprehension Skills and Strategies During Reading. Strategies After Reading. Strategies for Higher-Level Thinking: Inferring, Generalizing, Evaluating. Strategies for Influencing the Attitude and Motivation of Readers. 8. Increasing Vocabulary. Vocabulary Development. Indirect Teaching of Vocabulary. Choosing Words for Direct Teaching. Prereading Activities for Directly Teaching Vocabulary. Extension Activities for Directly Teaching Vocabulary. Teaching Students Strategies for Learning New Words. Root and Affix Clues. Testing Vocabulary. 9. Reading and Writing Across the Curriculum. The Differences Between Reading a Textbook and a Novel. Removing Obstacles to Comprehension with Prereading Activities. Organizational Patterns in Expository Texts. Other Characteristics of Expositional Text. Guiding Student Comprehension During the Reading Process. Responding to Texts. 10. Balanced Writing. Elements of the Writing Process. Writers' Workshop. Structured Writing. Prewriting. Drafting. Revision. Writing in Response to Reading. The Content and Purposes of Writing. Looking Back at Objectives and Balanced Writing. 11. Assessment. Assessment Through Observation, Checklists, and Anecdotal Records. When Efficiency Is More Important Than Natural Learning Situations. Determining Appropriate Reading Levels. Reading Assessment. Standardized Assessment. Performance Assessment. Rubrics. Portfolios. Assessing Assessment. References. Index.show more

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