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Interviews | May 16, 2013
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Conversations : Strategies for Teaching, Learning, and Evaluating (00 Edition)by Regie Routman
Synopses & ReviewsPlease note that used books may not include additional media (study guides, CDs, DVDs, solutions manuals, etc.) as described in the publisher comments.
Publisher Comments:"Talking the process of change and teaching is a necessity for our intellectual and social well-being," says acclaimed author Regie Routman. Now, in this long-awaited volume, Routman continues the discussion she began in the best-selling Invitations and further explores the full universe of an effective language arts and literacy program across the curriculum. Filled with an array of field-tested teaching ideas, detailed strategies, reviews of theory, teacher-crafted lessons, and lists of resources, Conversations is all you need to become an informed, confident professional, sensitive to your students' needs and interests. What's more, it incorporates Routman's perspective on important topical issues such as curricular rigor, direct teaching, specific skills, and daily monitoring.
Conversations is grounded in the belief that the connections, interactions, reflections, and new thinking that evolve from rich dialogue define what we know. It was written, in part, to spur teachers to challenge assumptions, clarify their own learning, and take the lead in their own professional development. While this is not a book about a particular methodology, Routman does explore current theory and practice, and supports her views with classroom-based and scientific research. The book is upbeat and practical; each chapter is self-contained and can be read in any order. As Routman shares her own experiences and resources - through narratives, anecdotes, step-by-step demonstrations, and examples of students' work - we may find ourselves questioning, modifying, validating, or changing our own practices. Most of all, we will find ourselves talking. And here is where the conversation begins. Text chapters: 656pp - The Blue Pages: Resources for Teachers: 240pp Synopsis:"Conversations" is grounded in the belief that the connections, interactions, reflections and new thinking that evolve from rich dialogue define what we know. It was written, in part, to spur teachers to challenge assumptions, clarify their own learning, and take the lead in their own professional development. While this is not a book about a particular methodology, Routman does explore current theory and practice, and supports her views with classroom-based and scientific research. The book is upbeat and practical; each chapter is self-contained and can be read in any order.
Synopsis:In this long-awaited volume, Regie Routman continues the discussion she began in the best-selling Invitations and further explores the full universe of an effective language arts and literacy program across the curriculum.
Description:Includes bibliographical references (p. 603-613) and index.
About the AuthorREGIE ROUTMAN is an internationally respected teacher and author who speaks at major educational conferences and conducts full day workshops for educators. Her current work and focus involves weeklong school residencies where she does daily demonstration teaching in classrooms, coaches teachers, and facilitates ongoing professional conversations and whole school change. Regie lives in Seattle, WA. Regie's teaching experience of more than thirty-five years includes being a classroom teacher (for most of the elementary grades), a reading specialist, a learning disabilities tutor, a Reading Recovery teacher, a language arts resource and mentor teacher, a staff developer, and a literacy coach. Her books are widely acclaimed as providing a solid, research-based understanding of language learning along with a wealth of practical ideas and extensive, annotated resources. Because Regie writes in an honest, personal, and encouraging voice based on her daily experiences i
Table of ContentsTeacher as Professional
Teacher as Learner Teacher as Scholar Teacher as Mentor Teacher as Communicator Teacher as Leader Teacher as Political Activist Teacher as Researcher Teacher as Role Model for Kindness A Comprehensive Literacy Program What's Basic? What About Balance? Using Our Own Literacy to Inform Our Teaching My Assumptions and Beliefs About Learning Putting My Beliefs into Practice Basic Components of a Comprehensive Literacy Program Connecting Writing with Reading: Integrating Teaching Approaches Reading Aloud Communicating the Ongoing Value of Reading Aloud Reading Aloud as an Opportunity to Demonstrate and Value Reading Interactive Reading Aloud Opening Up the Possibilities for Who Reads Aloud Writing Aloud Shared Reading Benefits of Shared Reading Some Shared Reading Basics Shared Poetry Reading Shared Writing Shared Writing Contexts Examples of Shared Writing Lessons A Word About Interactive Writing Independent Reading Basic Principles for Independent Reading Reading for Pleasure Organizing for Independent Reading Matching Kids with Books Keeping a Reading Record Monitoring Reading Through Brief Interviews Book Talks Working Through Problems The Literature Program From Core to Anchor Books Problems with the Literature Program Anchor Books and Literature Units Reading the Literature Small-Group Reading Partner Reading Independent Reading Whole-Class Reading Reading Aloud Shared Reading Literature Response Evaluating Literature Extensions Effective Extensions Reading Response Logs Author/Illustrator Study Planning for Author/Illustrator Study Organizing the Literature Collection Working Out a Schoolwide Organization System Leveling Books Classroom Libraries Designing and Organizing the Classroom Library Book Circulation Final Reflections Continuing the Conversation Teaching Children to Read What's Gone Wrong in the Teaching of Reading? Methodology Is Secondary to the Informed Professional Teacher Becoming More Knowledgeable Knowing and Interpreting the Research Criteria for Evaluating Research Exercising Professional Judgment Knowing Significant Research Findings Phonemic Awareness and Phonics: What's Essential Beliefs and Practices Some Key Considerations in Determining Your Reading Program Choosing Materials for Teaching Reading Dealing with Terminology and Reading Stages The Interest Factor The Practice Factor The Critical Role of Writing in Learning to Read Observing and Evaluating Your Readers Incorporating Running Records and Miscue Analysis Tape-Recording Oral Reading Informal Reading Conferences Procedures for an Informal Reading Conference Working with Struggling Readers Use Appropriate Books Watch for Overattention to Decoding Teach Self-Monitoring Use Authentic Literature Promote Fluency Teaching for Strategies Promoting Strategic Behavior Word-Solving Strategies Text-Solving Strategies Knowing When We Understand Guided Reading Guided Reading in Kindergarten Organizing for Guided Reading Individualized Guided Reading Guided-Reading Groups: What to Teach Grouping for Guided Reading Guided Silent Reading: What Happens in a Group Lesson Framework for a Guided Silent-Reading Lesson Guided Reading: The Literacy Club in a First-Grade Classroom Management Techniques and Activities Procedures That Promote Effective Management Possible Activities The Well-Managed Classroom Final Reflections on Teaching Children to Read Continuing the Conversation Literature Conversations Why Literature Conversations? Making the Transition to Literature Conversations Understanding "Reader Response" Teachers as Readers What Our Readers Are SayingBe the first to add a comment for a chance to win!Product Details
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