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ERIC Number: ED439396
Record Type: Non-Journal
Publication Date: 2000
Pages: 219
Abstractor: N/A
ISBN: ISBN-0-325-00227-4
On Solid Ground: Strategies for Teaching Reading K-3.
Taberski, Sharon
More than a list of activities or descriptions of strategies for teaching reading in the primary grades, this book is organized around a series of interconnected interactions with the learner: assessment; demonstration; practice; and response. After describing the role of the teacher and setting up the classroom environment, the book shows how assessing reading, demonstrating effective strategies and skills, and providing opportunities for practice and response play out in whole-class, small-group, and one-on-one teaching sessions. Chapters in Part 1 (Understanding Our Role and Goals) are: (1) "From Where Are You Thinking?"; (2) "Defining Your Goals"; and (3) "Creating a Purposeful Environment and Daily Schedule." Chapters in Part 2 (Assessing Children to Determine Their Strengths and Needs) are: (4) "Assessing Children to Determine Their Strengths and Needs"; (5) "Taking Records of Children's Oral Reading"; and (6) "Retellings and Reading Discussions." Chapters in Part 3 (Demonstrating Strategies: Whole Class, Small Group, One-on-One) are: (7) "Read Aloud and Shared Reading: Demonstrating Strategies in Whole-Class Settings"; (8) "Guided Reading: Demonstrating Strategies in Small-Group Settings"; (9) "Word Study Groups: Analyzing Words for Their Phonetic, Structural, and Morphemic Features"; and (10) "Teaching Reading Strategies One-on-One." Chapters in Part 4 (Offering Children Opportunities for Practice and Response) are: (11) "Matching Children with Books for Independent Reading"; (12) "Independent Reading: A Time for Practice"; and (13) "A Time for Response." (Contains 37 references and a 109-item list of children's literature cited.) (RS)
Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($22). Tel: 800-793-2154 (Toll Free); Web site:
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A