International Reading Assn.

Developing readers in the academic disciplines.

Writing in a conversational tone for pre- and in-service secondary teachers of all subjects, Buehl, a veteran classroom teacher and adolescent literacy counselor, explains how teachers can translate the content reading strategies first advanced by reading expert Harold Herber in the 1970s into subject-area literacy instruction in middle and high school classrooms. The author emphasizes the role of developing a student's academic identity associated with historical, scientific, mathematical, musical, artistic, or linguistic study. Teachers are urged to help their students duplicate the inquiry practices that scholars of the academic disciplines engage in, by focusing on the essential questions and intellectual problems of each discipline. Instructional practices for working with complex texts are demonstrated with examples from all subjects. The book includes chapter review points and reflection questions. An appendix lists strategies (and their references) that are described in the author's book Classroom Strategies for Interactive Learning. (Annotation ©2011 Book News Inc. Portland, OR)

Read, write, play, learn; literacy instruction in today's kindergarten.

This resource for both new and experienced kindergarten teachers offers a wealth of classroom ideas, along with margin notes and links, lined space for the reader's own written margin notes, and b&w classroom photos and examples of children's work. The first part of the book reviews foundations of developmentally appropriate teaching practice, what kindergarteners need to know, and learning through play and a print-rich environment. The second part of the book offers practical ideas for teaching, in chapters on areas such as oral language and vocabulary development, interactive read-alouds, shared reading with big books and posters, small group reading instruction, and independent reading. There are also ideas for modeled, shared, and interactive writing and for conducting a kindergarten writing workshop. Suggestions for honoring diversity in the classroom are given as well. Rog is a teacher, staff developer, and K-12 literacy consultant. (Annotation ©2011 Book News Inc. Portland, OR)

Small-group reading instruction; differentiated teaching models for intermediate readers, grades 3-8, 2d ed. (CD-ROM included)

Former teachers Tyner, a literacy consultant who works in school districts across the US, and Green, an independent education consultant based in Hong Kong, outline the use of small-group differentiated reading instruction with a wide range of students in grades three through eight. They address the research base, teaching models, and differentiation strategies for fluency, word study, comprehension, and vocabulary, and examine and provide lesson plan models for the intervention, evolving, maturing, and advanced reader stages. The final chapter discusses assessments. The CD contains PDFs of assessment, word study, and support materials. This edition has been revised to reflect the Common Core Standards, adds follow-up extension activities, and provides an intervention model for students performing well below grade level. (Annotation ©2011 Book News Inc. Portland, OR)