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Literacy: Helping Students Construct Meaning 10th Edition

J. David Cooper | Michael D. Robinson | Jill Ann Slansky | Nancy D. Kiger

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Overview

A leading resource for K–8 literacy programs that fully integrates the Common Core State Standards, this popular reading methods resource provides aspiring teachers with the tools to help every student learn to read and write. LITERACY: HELPING STUDENTS CONSTRUCT MEANING, 10th Edition features early coverage of assessment in recognition of its foundational nature, and provides pre-service and in-service teachers with the information, strategies, and techniques they need to assist their students in becoming literate. This edition also continues to distinguish itself through its use of practical literacy lessons and authentic examples of children's literature, which clearly demonstrate how to teach reading and writing.

J. David Cooper, Ball State University, Retired

J. David Cooper (Ed.D., Indiana University) is a retired professor from Ball State University. Prior to teaching at the college level, he taught at elementary and secondary schools in Louisville, Kentucky. Dr. Cooper has served as a consultant to the Department of Education in Washington, D.C., numerous state departments of education, and school systems throughout the country. Active in the International Reading Association, he has spoken in all 50 states and eight countries. Dr. Cooper has authored or coauthored more than 20 books on the teaching of reading. He has served as an editor of the Indiana Reading Quarterly and as a reviewer for such leading journals as The Reading Teacher, Journal of Reading, and National Reading Conference Yearbook. Currently, Dr. Cooper continues to write and resides in Key West, Florida.

Michael D. Robinson, Monroe County Public Schools, Retired

Michael D. Robinson (M.S. Ball State University) retired as the curriculum support specialist and Director of Reading, English, and Language Arts K–12 as well as the coordinator of multi-tiered systems of support (MTTS) and Problem Solving/Response to Intervention (PS/RtI) for Monroe County Public Schools in Florida. Formerly, he was a Curriculum Support Specialist in the Miami-Dade County Public Schools where he developed curriculum and served as a Master Coach in reading and language arts. He taught second, third, and fourth grades and was a Title I Coordinator, Reading Specialist, and Federal Grants Coordinator in Marion, Indiana. Mr. Robinson, who supervised student teachers while studying at the University of Illinois, is coauthor of SUCCESS WITH RTI: EASY, RESEARCH-BASED STRATEGIES FOR MANAGING RTI, and CORE READING INSTRUCTION IN YOUR CLASSROOM.

Jill Ann Slansky, University of Colorado

Jill Ann Slansky (Ed.D. University of Colorado) is a retired National Reading Consultant and University professor. She has taught many courses in Reading/Language Arts, Assessment, and Curriculum Development. In addition, she has provided Professional development for teachers in 49 states and three foreign countries. Her strong knowledge of practical classroom techniques comes from her experience as an elementary teacher, a middle school remedial reading teacher, and a teacher of special education children. Currently, Ms. Slansky serves on the Board of the Oregon Jewish Museum and Center for Holocaust Education.

Nancy D. Kiger, Late of University of Central Florida, Retired

Nancy D. Kiger (Ed.D., Ball State University) worked for more than 40 years in education. In her last 15 years of teaching, at the University of Central Florida's College of Education, she taught courses in reading, language arts, and children's literature as well as supervised student teachers. She also taught at universities in Indiana and Missouri. She began teaching as an elementary classroom teacher and later taught reading at the elementary and middle-school levels in Indiana. She was a writer and editor of literacy materials for over 25 years. Nancy Kiger died in 2009.

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  • "Word Skills: Phonics and Structural Analysis for Teachers," a handbook resource at the back of the text, is designed to help teachers develop the content of phonics and structural analysis.
  • "Good Books and Where to Find Them," located at the back of the book, indexes all of the literature referenced in the text and lists additional award-winning books and resources to help prospective teachers keep up with new literary offerings.
  • Comprehensive "Literacy Lessons," based on the Common Core standards, provide detailed examples of how to develop and teach an effective literacy lesson. Multilevel notes within each lesson indicate how it can be used with students of varying abilities and backgrounds.
  • A new feature entitled "Increasing Success for English Language Learners" provides an expanded emphasis on English Language Learners (ELL) and includes practical strategies for use by classroom teachers.
  • Reflecting the increasing focus on Response to Intervention (RTI) and Tiers of Intervention, Chapter 10 includes information to help teachers understand, identify, and manage whatever level of intervention a student might require.
  • The "How Do I Teach?" feature at the end of each chapter lists specific pages where aspiring teachers will find useful strategies and techniques for effective teaching using the chapter content.

Literacy: Helping Students Construct Meaning

TABLE OF CONTENTS

1. What You Need to Know to Be an Effective Literacy Teacher.
2. Frameworks for Effective Standards-Based Literacy Lessons.
3. Assessment and Evaluation that Informs Instruction.
4. Prior Knowledge: Activating and Developing Concepts and Vocabulary.
5. How to Teach Strategies for Constructing Meaning.
6. Beginning Literacy.
7. Intermediate Grades and Middle School: Decoding, Vocabulary, and Meaning.
8. Responding and the Construction of Meaning.
9. Writing and the Construction of Meaning.
10. Helping Struggling Readers.
11. Developing a Management System for a Comprehensive Balanced Literacy Classroom.
Good Books and Where to Find Them.
Handbook Resource Word Skills: Phonics and Structural Analysis for Teachers.
Glossary.
References.

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