Synopses & Reviews
"I am convinced. Children love to learn, regardless of their circumstances." So says the author of this inspirational new book. But when those circumstances include large classrooms of multiethnic, multilingual children from low socioeconomic backgrounds - not to mention the difficulties of controversial state curriculum frameworks and restricted budgets - how can a teacher effectively nurture that inherent love of learning? This was the dilemma Janine Chappell Carr confronted teaching language arts to first and second graders in southern California. The solutions she discovered may surprise you.
Utilizing a blend of meaningful and interesting reading material, early writing practice, speaking, and explicit instruction, Carr disproves the media's insistence that American schools are typically ill-equipped to teach children from low-income neighborhoods. She describes her methods in great and practical detail - everything from getting the classroom ready for a new school year, to developing strategies for shared reading, to establishing a "writing studio." Samples of student work, plus narratives of how bilingual and English-only students rise to new challenges, offer vivid illustrations of Carr's methods in action. Assessment practices for closely monitoring students' progress are outlined, as well as novel ways to implement and maintain diagnostic and student-kept literacy portfolios.
As a practical text, A Child Went Forth presents a thorough and realistic portrayal of life in an equitable classroom. As an inspirational one, it celebrates the voices of young learners and presents a wonderful model for success.
Review
[This book] is highly recommended, essential reading for all classroom educators seeking to develop effective, innovative, flexible instructional formats for reading and writing.Wisconsin Bookwatch
Synopsis
As a practical text, A Child Went Forth presents a thorough and realistic portrayal of life in an equitable classroom. As an inspirational one, it celebrates the voices of young learners and presents a wonderful model for success.
Description
Includes bibliographical references (p. 377-379) and index.
About the Author
Janine Chappell Carr has been a primary school teacher for thirteen years, during which she taught at White City Elementary in Oregon and Bobier Elementary in California. Currently on leave from her classroom, she is working with individual schools and districts on their early literacy projects.
Table of Contents
Beginnings
Creating and Readying
Planning and Starting
Becoming Readers
Shared Reading
Quiet Reading
Nightly Reading and Partner Reading
Book Talks
Monitoring Progress
Struggling Readers
Becoming Writers
Quiet Writing and Writing Notebooks
Journals
Developing a Writing Workshop
Monitoring Progress
Struggling Writers
Spelling
Portfolios: Building a Literacy History Appendixes: A. Writing Resources: Alphabet Card B. Punctuation C. Before-School Student Letter D. Before-School Family Letter E. Family Help Survey F. Classroom Newsletter G. Daily Homework Letter H. Weekly Homework Form
Second-Grade Curriculum J. Favorite Chapter Book Read-Alouds K. Making Bigbooks L. Favorite Bigbooks M. Favorite Poetry Books and Anthologies N. Favorite Children's Literature for a Primary Classroom Library O. Favorite Word Play Books P. Book-Covering Resources and Information Q. Anthology Introductory Letter R. What's in the News? S. Assembling Journals T. Book Talk Information U. Book Talk Form
Recommended Resources for Primary Teachers W. Family Journal Letter
Handwriting Assistance Y. Writing Conference Checklist Z. Spelling Program Letter