Revel for All Children Read
Teaching for Literacy in Today's Diverse Classrooms -- Access Card
5th Edition
Published on 22. May 2017
Software
Other digital
624 pages
978-0-13-451597-7 (ISBN)
Description
For courses in K-8 literacy methods.
A practical and applied K-8 reading methods book with a focus on new literacies and developmental, cultural, and linguistic diversities.
Revel (TM) is Pearson's newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience - for less than the cost of a traditional textbook.
Written by one of the most dynamic author teams in the field of reading and literacy, Revel for All Children Read, 5th Edition, continues to offer K-8 teachers the best practices for developing reading and writing in all students. As with earlier editions, six critical themes are interwoven throughout: the struggling reader; family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness. The fifth edition further integrates Common Core State Standards and Response to Intervention (RTI), includes separate chapters on teaching reading fluency and vocabulary, emphasises the teaching of English Learners, and equips teachers-in-training with the foundational knowledge they will need for their professional qualifying examinations. This focus on contemporary and critical learning prepares future teachers for the demands of helping all students succeed in the classroom.
A practical and applied K-8 reading methods book with a focus on new literacies and developmental, cultural, and linguistic diversities.
Revel (TM) is Pearson's newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience - for less than the cost of a traditional textbook.
Written by one of the most dynamic author teams in the field of reading and literacy, Revel for All Children Read, 5th Edition, continues to offer K-8 teachers the best practices for developing reading and writing in all students. As with earlier editions, six critical themes are interwoven throughout: the struggling reader; family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness. The fifth edition further integrates Common Core State Standards and Response to Intervention (RTI), includes separate chapters on teaching reading fluency and vocabulary, emphasises the teaching of English Learners, and equips teachers-in-training with the foundational knowledge they will need for their professional qualifying examinations. This focus on contemporary and critical learning prepares future teachers for the demands of helping all students succeed in the classroom.
More details
Edition
5th edition
Language
English
Place of publication
Upper Saddle River
United States
Target group
College/higher education
ISBN-13
978-0-13-451597-7 (9780134515977)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
CHARLES TEMPLE is a professor of education at Hobart and William Smith Colleges in Geneva, New York, where he teaches courses on literacy, children's literature, storytelling, and international education. He has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children's literature, as well as books for children. He codirects Critical Thinking International, Inc., a nonprofit organization that does children's book development and literacy work around the world.
DONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, was CoDirector of the Literacy Partners Project, and codirects the Reading Leadership Institute. Donna also serves as a literacy consultant internationally and is part of Critical Thinking International and an editorial reviewer for Grupo SM in Latin America, The Reading Teacher, and the Journal of Adolescent and Adult Literacy. Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She is the author of many books, book chapters, professional articles, and curriculum materials.
ALAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador and Morocco, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for
second language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of Lectura y Vida. He served as IRA's representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-90). He is currently a director of Critical Thinking International. He frequently presents seminars and workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.
CODRUTA TEMPLE is associate professor of second language education at the State University of New York College at Cortland. She has coauthored two college textbooks, The Beginnings of Writing and Understanding Reading Problems: Assessment and Instruction, as well as several articles and book chapters on literacy development in mathematics classrooms.
DONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, was CoDirector of the Literacy Partners Project, and codirects the Reading Leadership Institute. Donna also serves as a literacy consultant internationally and is part of Critical Thinking International and an editorial reviewer for Grupo SM in Latin America, The Reading Teacher, and the Journal of Adolescent and Adult Literacy. Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She is the author of many books, book chapters, professional articles, and curriculum materials.
ALAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador and Morocco, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for
second language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of Lectura y Vida. He served as IRA's representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-90). He is currently a director of Critical Thinking International. He frequently presents seminars and workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.
CODRUTA TEMPLE is associate professor of second language education at the State University of New York College at Cortland. She has coauthored two college textbooks, The Beginnings of Writing and Understanding Reading Problems: Assessment and Instruction, as well as several articles and book chapters on literacy development in mathematics classrooms.
Content
1. Approaches to Teaching Reading
2. The Social and Cultural Contexts for Teaching All Children to Read
3. What Reading Teachers Need to Know About Language
4. Emergent Literacy
5. Phonics and Word Knowledge
6. Helping Readers Build Fluency
7. The Importance of Vocabulary Development
8. Reading Comprehension, Part I: Making Sense of Literature
9. Reading Comprehension, Part II: Understanding and Learning with Informational Texts
10. Critical Thinking and Critical Literacy
11. Teaching Children to Spell and Write
12. Assessing Literacy
13. Integrating Language and Literacy Instruction Across the Grades
14. Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue
Appendix A: Addressing the Common Core Standards
Appendix B: Teach It! Instructional Activities
References
Glossary
Name Index
Subject Index
2. The Social and Cultural Contexts for Teaching All Children to Read
3. What Reading Teachers Need to Know About Language
4. Emergent Literacy
5. Phonics and Word Knowledge
6. Helping Readers Build Fluency
7. The Importance of Vocabulary Development
8. Reading Comprehension, Part I: Making Sense of Literature
9. Reading Comprehension, Part II: Understanding and Learning with Informational Texts
10. Critical Thinking and Critical Literacy
11. Teaching Children to Spell and Write
12. Assessing Literacy
13. Integrating Language and Literacy Instruction Across the Grades
14. Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue
Appendix A: Addressing the Common Core Standards
Appendix B: Teach It! Instructional Activities
References
Glossary
Name Index
Subject Index