Pdf Book Name: The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers
Author: Jennifer Serravallo
Publisher: Heinemann; Illustrated edition
ISBN-10, 13: 9780325074337,978-0325074337
Pages: 400 pages
File size: 64 MB
File format: PDF,EPUB
The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers Pdf Book Description:
As this book goes to print, the Common Core is less “common” than it was even a few years ago. Some states are choosing to create their own standards heavily modeled after the CCSS, and others are choosing to create standards that are quite different. Still others are just coming aboard to try to learn about the Common Core. Many, but not all, states are in the nascent stages of using Partnership for Assessment of Readiness for College and Careers (PARCC) or Smarter Balanced Assessment Consortium (SBAC) standardized assessments aligned to the Core. Whatever state you teach in, and whatever way the political winds are blowing when this book actually reaches your hands, I want us to remember these very important principles of good teaching: We must meet children where they are, we must understand them well to teach them, and we must offer them the right amounts of supports and challenges to grow. I deliberately decided not to include references to standards in this book because I don’t believe any standards would change my opinion about these principles. Also, we must remember that standards are a yearend set of outcomes, not a set of prescriptions for how to accomplish them. This book helps you to identify goals for children and gives you the how to to move them forward.
Start from an assessment of what a child can already do, pick one of the thirteen goals, and start teaching. Be secure in the knowledge that your teaching will match your child, and it will inevitably also help the child reach higher standards. And with that, I’m sure you’re ready to get started! Formal reading programs, intentional phonics instruction, and higher end of year benchmark levels have become the norm in most early childhood classrooms across the country. This rush to get children decoding and attending to the print is based on a belief that the sooner they can read the words, the better readers they’ll become in the long run (Collins and Glover 2015). However, even though we may be able to get children cracking the code earlier and earlier, should we? Or, at least, should that be our priority in prekindergarten and early kindergarten classrooms? The work of the early childhood researchers Elizabeth Sulzbv and William Teale (1991) and well regarded experts in early childhood literacy such as Kathy Collins and Matt Glover (see, for example, Collins and Glover 2015; Collins 2004, 2008; Ray and Glover 2008) has convinced me that there is an abundance of meaningful work children can do before conventional reading—and even in tandem with early conventional reading development. We can meet students where they are and help them engage with and enjoy books, make meaning, acquire vocabulary, use text features to understand, connect the pages, respond to texts by writing and talking, practice their fluency, and perhaps above all, develop identities as confident, engaged, joyful readers (even without decoding). Think about the last time you watched your own son or daughter, grandchild, or any child you love sitting independently with a book that has been read to her many times. You may have noticed her “reading” the book—perhaps she was saying some of the same words and phrases she’s heard you read aloud. Perhaps she was pointing at the pictures.
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