Creating Literacy Instruction for All Students in Grades 4 to 8 (2nd Edition) - Softcover

Gunning, Thomas G.

3.38

8 ratings by Goodreads

9780205542772: Creating Literacy Instruction for All Students in Grades 4 to 8 (2nd Edition)

Softcover

ISBN 10: 0205542778 ISBN 13: 9780205542772

Publisher: Allyn & Bacon, 2007

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This practical resource gives teachers step-by-step guidance for teaching students in grades 4 to 8 all major aspects of reading and writing.

In response to today's needs to tailor instruction for the middle grades, this book features sample lessons for virtually every major literacy skill/strategy and offers numerous reinforcement suggestions and generous listings of materials appropriate for the middle grades. Renowned author Tom Gunning presents the theories behind the methods, so readers will be free to choose, adapt, and/or construct their own approaches as they create a balanced evidence-based program of literacy instruction.

Because language, background knowledge, and thinking skills are the foundation of basic and higher-level literacy, the text emphasizes background building, vocabulary and overall language development, and the development of key thinking skills. Given the current emphasis on “Leaving No Child Behind” and closing the literacy gap, the text explores techniques and materials for helping below-level readers and writers. Included are listings of intervention programs for older struggling readers and suggestions for helping middle school students who are still having difficulty with decoding skills.

A Letter to Students, From the Author

Avon, Connecticut

March 14, 2007

Dear Student:

Although I receive royalties from the sales of Creating Literacy Instruction for All Students in Grades 4-8 (Second Edition), my main reason for writing the text and continuously revising it is to improve the quality of literacy instruction for students. I believe that the best way to do that is to provide for pre-service and in-service teachers a text that explains effective ways to assess and instruct students. As times change and I acquire new knowledge and insights, I add to and revise the suggestions that I make.

In preparation for the revision of this last edition, I worked three days a week for a year in an urban school as a hands-on consultant. I also visited a number of schools, talked with lots of teachers, and worked with groups of students in a variety of settings. These direct experiences were very enlightening. One of my chief discoveries was the importance of fostering higher-level reading and responding skills. To meet the demands of No Child Left Behind, many schools are focusing on decoding skills and literal comprehension. Unfortunately, this has led to a neglect of vocabulary development and higher-level literacy skills, which are key elements in developing the kinds of skills needed in today’s society and which are assessed in the upper grades by today’s high-stakes tests. To emphasize the importance of higher-level literacy skills, a new feature entitled “Building Higher-Level Literacy,” appears at the end of each chapter.

Recognizing the reality of the requirements of No Child Left Behind and high-stakes tests, I have included suggestions for preparing students to cope with demanding tests. Using lookbacks, supporting responses, and other key comprehension and test-taking skills are featured. Also emphasized is the importance of going beyond teaching students how to respond to challenging texts in discussions to also teaching them how to respond in writing, since that is how they will be assessed.

Quickwrites, Macro-Cloze, Story Impressions, Think-Pair-Share, and a number of other intriguing teaching techniques have been added. Throughout the text, changes, large and small, have been made that I believe will enhance your knowledge of literacy and your ability as a teacher to build the literacy of the students that you teach. While I realize that the purchase of the text might mean a financial sacrifice, it should help make you a better teacher of literacy and your students’ better readers and writers. Although the text is costly, potential benefits are priceless.

Sincerely,

Thomas G. Gunning, Ed. D, Author

Creating Literacy Instruction for All Students

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From the Back Cover:

What are your colleagues saying about Creating Literacy Instruction for All Students in Grades 4 to 8 ?

I love the Exemplary Teaching feature as it uses the context of Show Me and I Understand methodology. I particularly like the special needs accommodations for Struggling Readers and ELL students.

Dr. Marilyn L. Haller, Oklahoma Baptist University

Compared to other texts I am familiar with, this one provides a comprehensive overview of the principles guiding each chapter and includes thorough explanations of a variety of strategies and methods for addressing each concept in the classroom. The appendices also include a wealth of useful information and resources.

Dr. Shirley Lefever-Davis, Wichita State University

The author did a wonderful job of explaining complex ideas. There was a good mix of theory and

research with practical application. I especially like the lessons that are included throughout the

text. As students begin field experiences this text would be a great resource for them.

Jennifer Wimmer, University of Nevada, Las Vegas

Based on its highly successful parent text, this comprehensive, practical text provides its readers with step-by-step guidance for teaching all major aspects of reading and writing to students in grades 4 to 8.

In response to today's needs to tailor instruction for the middle grades (4—8), the second edition of this text features sample lessons for virtually every major literacy skill/strategy and offers numerous reinforcement suggestions and generous listings of materials appropriate for the middle grades. Dr. Tom Gunning presents the theories behind the methods, so readers will be free to choose, adapt, and/or construct their own approaches as they create a balanced evidence-based program of literacy instruction.

Coverage You Won’t Find Anywhere Else . . .

The emphasis on English Language Learners (ELLs) within regular classrooms has been enhanced, with expanded coverage of Sheltered English, assessment for ELLs, and children’s books for both struggling readers and ELLs. Throughout the text are many marginal annotations on Adapting Instruction for English Language Learners.
A unique Appendix A provides a carefully selected graded listing of 400 outstanding books. Included are easy, average, and challenging fiction and informational books at each grade level.
In keeping with the overriding theme ofbuilding higher-level literacy, each chapter has at least one segment devoted to developing higher-level skills, and marginal notes entitled Higher-Level Literacy have been added throughout.
The coverage of assessing for learning has been amplified throughout the text, and strategies for continuous progress monitoring have been included.
Suggestions for improving performance on high-stakes tests have been added.