Synopsis
Written by one of the most dynamic author teams in the field of Reading and Literacy, the second edition ofAll Children Readcontinues to offer K-8 teachers the best practices for nurturing emergent literacy, teaching early literacy concepts, and developing reading and writing inallstudents – those of varying reading levels and abilities, as well as those who are English language learners. The new edition increases its emphasis on the professional aspects of literacy instruction, and also includes significant new coverage of fluency and vocabulary, differentiated instruction (and connections to the SIOP), and the all-important topics of literacy assessment. Central to the text are the six overriding themes--the troubled reader, family/community literacy, technology, writing and reading connections, language diversity, and phonics/phonetic awareness---interwoven throughout, making this book the most contemporary and critical learning aid to come out in the field in years. A Letter to Students from the Authors Dear Reader: The courses you take in literacy education should give you a timely preparation to teach. They should also give you a deep understanding of how literacy works, so you can keep growing in your understanding of teaching after your initial preparation is behind you. To keep it timely we have updated this new edition ofAll Children Readwith whole new chapters on fluency and vocabulary , and on assessment. We have included the latest information on new legislation that is being felt in the classroom-- not just No Child Left Behind, but also Reading First, and the revised Individuals with Disabilities Education Act. New boxed features in each chapter update the topics of Differentiated Instruction and Assessment. Increased attention to teaching English language learners has been provided with Sheltered Instruction Observation Protocol (SIOP) activities. “This is not a place for rookies anymore,” said one principal to a job candidate. Students just coming out of training must be equipped with current best practices so they can step right in and make a difference. But just as important, teachers who are years beyond their initial training are grateful for a deeper understanding of the processes of literacy. Because they must continue to educate themselves, and rise to new challenges in the classroom. Ideas and methods that are current, but also understanding that is deep and durable-these have been our aims as we prepared this new edition ofAll Children Read. We trust you will find in this book, and in your literacy classes and preparatory experiences, the background you need to become the teacher you aspire to be. Sincerely, Charles A. Temple Donna Ogle Alan N. Crawford Penny Freppon