Inhaltsangabe
Intended to help teachers convey to others what they know about how reading and writing flourish in whole language classrooms, this resource provides transparencies, brochures and factsheets. By treating reading and writing as a gradually emerging process rather than skills to be taught and mastered in isolation, children become not only proficient, but also develop a lifetime love of reading and writing. But when parents and administrators hear only about literacy activities without details on how teachers "teach" children to read and write, they can become concerned. This book addresses the need to help others understand the nature of learning and the processes of language and literacy development, as well as some of the specific things teachers do to nurture independent and competent readers and writers. The first part of the book contains eight sections, made up of materials which can be copied directly onto transparencies, on learning theory, language acquisition, the reading process, teaching and learning reading, phonics, reading strategies, writing, and assessment. Each set is accompanied by suggestions for using the transparencies, relevant anecdotes about the authors' experiences using them, background information from research, and sources and resources. The second part of the work includes flyers, letters, brochures, and fact sheets on various topics relating to emergent literacy and teaching practice, all of which can be copied and distributed.
Über die Autorin bzw. den Autor
Connie Weaver is a teacher, writer, and speaker on whole language, reading process, and related topics. She is a Professor of English at Western Michigan University and a former director of the Commission on Reading of the National Council of Teachers of English. Recently she has co-founded Michigan for Public Education, a citizens' group advocating educational equality and excellence. She has also received the Charles C. Fries award for outstanding leadership to the profession. Connie has done keynote presentations focusing on myths about whole language, success for all students in the whole language classroom, a balanced approach to reading, and understanding the phonics-whole language controversy. Topics for workshops and/or breakout sessions have included phonics in whole language classrooms, understanding and educating students with an attention deficit disorder in whole language classrooms, reconceptualizing dyslexia through miscue analysis, theme exploratiLORRAINE GILLMEISTER-KRAUSE, a teacher for more than twenty-five years, teaches thirty miles west of Montreal, Canada, in a one-room schoolhouse, which received the NCTE Center of Excellence in English language Arts Award in 1989. She has been active in the whole language movement and has been a member of the board of directors of the Whole Language Umbrella.GRACE VENTO-ZOGBY has taught children ages six through thirteen for seventeen years. She is an active member of several professional organizations, including the Whole Language Umbrella and IRAs Whole Language Special Interest Group, and she is founder of the Utica Area TAWL. Currently Grace is a reading specialist at Sauquoit Valley Elementary School, Sauquoit, New York.
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