ERIC Number: ED414576
Record Type: RIE
Publication Date: 1998
50 Literacy Strategies: Step by Step.
Tompkins, Gail E.
Intended as a resource for elementary and middle school teachers for use in literature focus units, reading and writing workshop, or thematic units, this book contains new instructional strategies such as interactive writing, story retelling, and word sorts. The book offers a grid recommending the most appropriate usage for each strategy, including grade levels and whether recommended for individuals, small groups, or the entire class. Following the grid, the instructional strategy is described briefly and its benefits explained. The book next lists the steps in using that specific strategy. It provides applications and examples describing ways experienced teachers have used the instructional procedure. Representative of the 50 concise strategy sections are those on alphabet books; choral reading; data charts; language experience approach; literature circles; open-mind portraits; readers theatre; reading logs; shared reading; sketch-to-stretch; and writing groups. Strategies are arranged alphabetically and numbered for easy reference, and procedures necessary to implement the strategy effectively and quickly are included in the easy-to-use format. The spiral bound book facilitates photocopying using the 10 black-line masters provided for topics ranging from anticipation guides and double-entry journals to rubrics and Venn diagrams. The book can be used as a supplementary textbook in any reading, literacy, or language arts methods course. (CR)
Descriptors: Class Activities, Classroom Techniques, Educational Games, Elementary Education, Instructional Improvement, Language Arts, Learning Activities, Literacy, Methods Courses, Middle Schools, Reading Skills, Reading Strategies, Reading Writing Relationship, Teacher Education, Thematic Approach, Writing Skills, Writing Strategies
Order Processing, Prentice-Hall, P.O. Box 11071, Des Moines, IA 50336-1071 ($20).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A
IES Cited: ED512029