Teaching Literacy in First Grade
- Paperback | 244 pages
- 175.3 x 251.5 x 20.3mm | 430.92g
- 30 Jun 2005
- Guilford Publications
- New York, United States
Other books in this series
18 May 2006
17 Aug 2006
12 Jan 2010
Table of contents
2. Understanding How Children Learn to Read Written Language
3. Supporting First-Grade Writing
4. Exciting Day 1: Instruction Begins
5. Differentiating Instruction: Using Assessment Information Wisely
6. Grouping for Differentiated Instruction and Classroom Management
7. Supporting Oral Language Development
8. Teaching English Language Learners
9. How Does the Year Continue?
10. You Can't Do This Alone: The Home-School Connection
"This is just the resource new primary teachers are looking for. The teacher-friendly text and authentic examples make research-based practices come alive. From up-to-date information on workshop models and differentiated instruction and assessment, to tried-and-true room arrangements, Teaching Literacy in First Grade has something for everyone!"--Nancy Frey, PhD, School of Teacher Education, San Diego State University
"This book provides first-time first-grade teachers with explicit suggestions and guidance for developing a comprehensive literacy program. The many vignettes help teachers see how literacy instruction is delivered in academically rich, culturally diverse classrooms. I especially appreciated the chapter on home-school connections."--Billie Enz, PhD, Division of Curriculum and Instruction, Arizona State University
About Maria Nichols
James Flood, PhD, is Distinguished Research Professor of Language and Literacy at San Diego State University (SDSU); has taught in preschool, elementary, and secondary schools; and has been a language arts supervisor and vice principal. He was a Fulbright scholar at the University of Lisbon in Portugal and the President of the National Reading Conference. Dr. Flood has chaired and cochaired many committees of the International Reading Association (IRA), National Council of Teachers of English, National Council of Researchers in English, and National Reading Conference. Currently Dr. Flood teaches graduate courses at SDSU. He has coauthored and edited many articles, columns, handbooks, and children's materials on reading and language arts. The recipient of many awards for his teaching and research, Dr. Flood is the coeditor of The California Reader and a member of the board of directors of the IRA.
Kelly Moore, PhD, is a literacy resource teacher in the San Diego Unified School District, where she teaches at a large urban elementary school that has formed a unique collaboration with a middle school, high school, and San Diego State University. Within this partnership, Dr. Moore collaborates with teachers from all grade levels on literacy staff development, preservice education, and beginning teacher support. Her primary interest is the assessment/n-/instruction connection in early literacy classrooms. Her recently completed dissertation focused on teachers' effectiveness at planning diagnostic instruction. She was awarded the Constance McCullough Research Award by the California Reading Association for this study. Through her continued research, writing, and teaching, Dr. Moore hopes to promote teacher education and future research in the area of early literacy.
Maria Nichols, MA, is a literacy staff developer in the San Diego Unified School District. An elementary school teacher for 16 years and a National Board Certified teacher, Ms. Nichols now supports teachers at all grade levels in urban elementary schools as they strengthen their content knowledge and instructional practice. She has worked as a demonstration and resource teacher in an elementary professional development site and has led workshops nationwide on literacy content and instruction. Ms. Nichols received the Outstanding Achievement in Literacy Award from the Greater San Diego Reading Council of the California Reading Association in 1998 and the Distinguished Elementary Educator of 2002 Award from the San Diego Chapter of Phi Delta Kappa. Her current focus is on classroom environments and instructional design that encourage students of all ages to use talk as a tool for developing comprehension.