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Informationen zum Autor Amy Seely Flint is an Associate Professor at Georgia State University. Dr. Flint has received a number of grants to support teachers as they engage in professional development opportunities focused on literacy development. She was an elementary school teacher for a number of years in Atlanta, Georgia and Los Angeles, California. Klappentext Meet the challenges of teaching literacy in today's classroom Reading is more than decoding symbols on a page. It is a complex, multi-layered process that begins early in a child's life and encompasses the many social, cultural, and historical contexts that surround the child. Literate Lives: Teaching Reading & Writing in Elementary Classrooms not only gives you the historical and theoretical foundations that you need to be a teacher of reading, writing, and literacy in today's classroom; it helps you understand the broader, more complete picture of the reading process and what it means to be a teacher of readers. In this book, you'll cover the major theories and application strategies of the reading process, and learn how to organize for literary instruction in your classroom. As you learn to recognize and draw upon the multiple literacies that children bring to the classroom, you will: Become a skilled problem-solver as you work through real-world examples and study the classroom experiences of others. Discover how to dig deeper into literacy instruction and decide on what actions to take. Explore ways to drive and teach literacy with such tools as children's toys and familiar characters. At once engaging and challenging, Literate Lives gives you both the tools and the confidence you need to begin your successful career as a teacher of literacy. Zusammenfassung An excellent resource for elementary teachers! this book will help them learn how to organize for literary instruction in their classroom. It is written in a way that turns the reader into a problem solver as they find solutions for numerous real-world questions. Inhaltsverzeichnis Part I: Gaining a Knowledge Base about Reading and Learners 1 Examining Literacy in the Twenty-First Century 2 OPENING VIGNETTE: Discovering What Makes a Good Reader and a Good Teacher of Readers 2 THE GAP: LITERACY PRACTICES IN SCHOOL AND OUTSIDE OF SCHOOL 4 PERSPECTIVES ON WHAT IT MEANS TO BE LITERATE 5 MODELS OF SCHOOLING THAT IMPACT LITERACY DEVELOPMENT 6 Learning Is about Skill Building: Industrial Model 6 Investigating a Question: Inquiry Model 8 Problematizing the Status Quo: Critical Model 9 SIX GUIDING PRINCIPLES FOR TEACHING READING AND WRITING IN THE TWENTY-FIRST CENTURY 11 Principle #1: Literacy Practices Are Socially and Culturally Constructed. 11 Principle #2: Literacy Practices Are Purposeful. 12 Principle #3: Literacy Practices Contain Ideologies and Values. 13 Autonomous model 13 Ideological model 14 Principle #4: Literacy Practices Are Learned through Inquiry. 14 Principle #5: Literacy Practices Invite Readers and Writers to Use Their Background Knowledge and Cultural Understandings to Make Sense of Texts. 15 Principle #6 Literacy Practices Expand to Include Everyday Texts and Multimodal Texts. 16 THE ROLE OF NO CHILD LEFT BEHIND IN LITERACY INSTRUCTION 18 Scientifically Based Reading Instruction and the National Reading Panel 19 Reading First Initiative 20 CREATING A VISION FOR EFFECTIVE LITERACY INSTRUCTION 21 IN CLOSING 22 2 Oral Language Learning in and Out of the Classroom 24 OPENING VIGNETTE: My Heart be Beepin': Ms. Adams Learns From Angie 24 ORAL LANGUAGE DEVELOPMENT FROM A SOCIOCRITICAL PERSPECTIVE 26 Language Practices Are Dialogic and Evolving 27 Language Pract...
