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Informationen zum Autor Dr. Kathy H. Barclay has her Ed.D degree with a major in Reading and minor in Learning Disabilities from Northwestern State University, Natchitoches, LA. Her areas of specialization are emergent literacy, reading, language arts, parent/community involvement and early childhood education. Active in her profession, Dr. Barclay is a frequent presenter at state, national and international education conferences and has served as an Editorial Advisor for the Reading Teacher, the foremost publication in the field of elementary reading. She is editor of the Illinois Reading Journal and serves as a member of the Publications Committee for the International Reading Association. Dr. Barclay has authored over seventy professional publications, including three textbooks. Laura Stewart is currently Vice President of Professional Development at the Rowland Reading Foundation in Middleton, WI. She has been in education for more than 25 years, working as a classroom teacher, building and district administrator, adjunct professor, and director of numerous professional development initiatives. In addition to directing the professional development for Reading First in the state of Wisconsin, Laura directed long-term projects in Los Angeles, New Orleans, Milwaukee, and El Paso on topics from pre-K literacy to differentiated instruction. She has completed extensive postgraduate coursework in literacy education and has presented on the topic of literacy throughout the United States and internationally. Laura is the author of 12 children's books, numerous teacher's guides, and dozens of training workshops. Klappentext Many educators, overwhelmed by the increasing demands of the profession and by the effort that the move to the Common Core Standards requires, continue to view fiction text as the primary source for both read aloud experiences and beginning reading instruction. This text helps all educators and prospective educators see nonfiction texts as an important component of all aspects of the PreK-2 curriculum and to provide them with practical, proven tools for selection and use of a wide variety of informational literature, including books, magazines, charts, graphs, digital media, and more. The authors examine why a balance of informational and narrative text is so important, and what recent research reveals about the value of using nonfiction text with young children. Those working most closely with children in kindergarten through second grade classrooms will find this to be a practical resource for understanding the Standards related to nonfiction text, and for selecting and using appropriate informational literature to build young children's background knowledge and their acquisition of foundational reading skills. Individuals responsible for professional development and for coaching teachers' implementation of the reading curriculum should be able to use this text in teacher book club discussion groups, and as the base for design of professional development sessions. Zusammenfassung With proven, practical tools, this book helps teachers understand how to use non-fiction books to build childrens' background knowledge, vocabulary and their acquisition of foundational reading skills. Inhaltsverzeichnis Foreword by Timothy Shanahan Acknowledgments Publisher¿s Acknowledgments Chapter 1. New Standards, Timeless Goals: How Informational Texts Can Help Make Every Child a Reader A Crash Course on the Common Core The College and Career Readiness Anchor Standards for Reading Naming the Skills Involved in Reading Nonfiction and Fiction Where Do We Go From Here? Chapter 2. Bringing Informational Texts Into Your Teaching Goal 1: Expose Children to More Complex Texts Goal 2: Pay More Attention to Oral Language Goal 3: Be More Intentional Goal 4: Differentiate Instruction Goal 5: Explicitly Teach From the Text Chapt...
