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Anderson, Rebecca S. & Speck, Bruce W. (2001)
Using Technology in K-8 Literacy Classrooms.
Upper Saddle River, NJ: Prentice-Hall.
Anderson and Speck want elementary teachers to have it all when it
comes to introducing technology into the literacy classroom. They offer
chapters on using computers to teach, facilitating student use, using
the Internet and other electronic tools, computers in writing and
publishing and computers in special education and English as a Second
Language (ESL). For each of these topics the book covers both the
research basis of the suggestions and practical examples for
implementation. That's a lot to promise in 196 pages, but in many ways
they succeed.
Technology beginners will find solid information to help them
understand how easy integrating a computer into class work can be --the
first example involves simply bringing students to a computer lab to
type a story, with help from older students who are already familiar
with the equipment. The research backgrounds, while not extensive,
offer basic information about why the suggested activities are
supported by current theories of teaching and learning. Possible
pitfalls, such as assessment difficulties with collaborative work are
mentioned.
The chapter topics may be a bit misleading about the range of
topics covered. For instance in the section on the Internet, there is
not only a list of recommended sites, and a discussion of the various
types of services--chat, email, newsgroups, etc.--but also a fairly
lengthy introduction to HTML coding.
Obviously with so much to cover, nothing gets covered in much
depth. The research basis of the book is well documented in
bibliographies at the end of each chapter. The practical examples,
lesson ideas and web links are supplemented by the book's web site at
http://www.prenhall.com/anderson which links to lesson plans
and background reading.
It wouldn't be a book about computers without a few outdated
links--actually I only found one--but overall this is a high quality,
high utility item for technology beginners.
Pages: 196
Price: $27.00
ISBN: 0-13-936337-8
Reviewed by Kate Corby, Michigan State University
Fountas, Irene C. & Pinnell, Gay Su (2000)
Guiding Readers and Writers (Grades 3-6): Teaching Comprehension,
Genre, and Content Literacy.
Portsmouth, NH: Heinemann.
It is no secret that students, who are actively engaged in
constructing knowledge, using a wide variety of resources and projects,
are more successful learners and consequently better prepared to meet
the challenges of a rapidly changing technological society. Teachers
interested in establishing and encouraging this educational experience
need not be daunted by the task. This book provides a wealth of
information to assist educators in developing writing, reading, and
information literacy skills.
The previous works of Irene Fountas and Gay Su Pinnell, Guided
Reading, Interactive Writing and numerous professional articles,
have established them as distinguished contributors to the field of
children's writing. In Guiding Readers and Writers (Grades
3-6), Fountas and Pinnell provide educators with targeted
resources to help teachers develop more effective reading and writing
programs within these specific grades and to help students "discover
their voices as writers and refine their instincts as readers." (p.
iv) The authors acknowledge the effect continued collaboration with
scholars associated with this field has had on establishing a
foundation that informs " teachers and researchers about the value and
processes of writing" and contributes philosophical and conceptual
ideas "seminal to our framework." (p.iv)
This work is organized into six individual sections that
investigate critical portions of a effective literacy program:
- Breakthrough to Literacy
- Independent Reading
- Guided Reading
- Literature Study
- Teaching for
Comprehension and Word Analysis
- The Reading and Writing
Connection
Each section provides a thorough, thoughtful,
detailed exploration of issues, topics, pedagogical strategies, and
activities relevant to fostering reading, writing, and literacy
competencies. Also included are descriptions of effective classroom
environment, time management, "minilessons," and processes for
connecting and implementing reading/writing in instructional
situations. Each section concludes with a feature entitled "Struggling
Readers and Writers: Teaching that Makes a Difference." This segment is
designed to help teachers meet the challenge of instructing students
who possess a wide diversity of reading and writing skills by
suggesting specific teaching ideas for those who need extra help.
Collectively, these sections present a comprehensive plan for teachers
endeavoring to develop a structure that supports a language/literacy
program as well as guidelines to promoting individual reading
interests, effective group reading sessions, vibrant literature
experiences and dynamic class literary discussions.
Most books of this nature contain illustrations, charts, diagrams,
and/or other graphic enhancements, however, this book is exceptional.
Extensive illustrations depicting student work and exceptional
photographs provide distinctive visual resources that truly prove that
a picture is worth a thousand words. In particular, the photographs (by
Mark Morelli) offer a glimpse at classroom life and how communities of
learning might be designed and organized to foster development in
reading and writing skills. Numerous charts suggest teaching tools and
techniques to augment effective literacy learning. The book concludes
with sixty-one appendices designed by the authors to support
"language/word study, reading and writing workshops, and literary
assessment", (p.511) the 500 most frequently used words, spelling
"demons", as well as relevant websites, children's magazines, graphic
organizers, professional texts, and books for guided reading organized
by title and level.
For upper elementary school teachers interested in a comprehensive,
well-organized approach to effective reading, writing, and literacy
instruction, look no further. This book will exceed your expectations
and inspire you as well.
Pages: 672
Price: $37.50
ISBN: 0-325-00310-6
Reviewed by Francine M. DeFranco, University of Connecticut
Lehr, Susan, editor (2001)
Beauty, Brains, and Brawn: The Construction of Gender in Children's
Literature.
Portsmouth, NH: Heinemann.
Beauty Brains and Brawn is a collection of fourteen essays
and eleven short "Author Profiles." The editor, Susan Lehr, is
also the editor of Battling Dragons: Issues and Controversy in
Children's Literature, also published by Heinemann. Readers
familiar with Battling Dragons will recognize the format and
several of the essayists in the newer book. The essays, although
scholarly, are accessible and appropriate for both undergraduate and
graduate students exploring gender construction in children's
literature.
Essays include "The Hidden Curriculum: Are We Teaching Young Girls
to Wait for the Prince?" by Susan Lehr, "Picture Books for Preschool
Children: Exploring Gender Issues with Three- and Four-Year Olds" by
Barbara Chatton, "Are Authors Rewriting Folklore in Today's Image?" by
Margaret Chang, and "The Unquenchable Source: Finding a Heroic Girl
Inside a Man" by T.A. Barron. The essays represent a variety of
viewpoints. Some of them call upon teachers and authors to use fiction
to help girls see their potential, but others note that women's
behavior has been constrained by historical and cultural limitations
and that these considerations must be taken into account.
One author regrets that J.K. Rowling does not use her considerable
influence to create a less stereotypical character than that of
Hermione in the Harry Potter novels. Another author comments on the
relative merit of the books she had written as a ghostwriter for the
popular Sweet Valley High series. A third essayist notes that
writers of historical fiction must portray the world as it was and
create characters that are somehow typical of their settings.
The "Author Profiles" include well-known children's authors and
illustrators. Included are Virginia Hamilton, Katherine Paterson, Mem
Fox, Gary Paulsen, Paul O. Zelinsky and Jerry Pinkney. These are not
"interviews" in the traditional sense, but are first-person narratives
allowing the authors and illustrators to discuss their writing and
their views on the role of gender in children's literature.
Gender issues in children's literature is a popular topic, and this
book is a welcome addition to the literature. Highly recommended.
Pages: 212
Price: $21.00
ISBN: 0-325-00284-3 (paper)
Reviewed by Sharon Naylor, Illinois State University
Portalupi, Joann & Fletcher, Ralph (2001)
Nonfiction Craft Lessons: Teaching Information Writing K-8.
Portland, Maine: Stenhouse
Publishers.
This title is a follow-up to Fletcher and Portalupi's 1998
publication Craft Lessons: Teaching Writing K-8, and its format
is very similarly to the earlier work. The biggest problem with this
book is the title, Nonfiction Craft Lessons. You have to work
hard at reminding yourself that the authors are not referring to "arts
and crafts." The "craft" the authors are referring to is the "craft of
writing." Once you get that firmly planted in your mind you will find
this to be a wonderful book of very practical ideas on how to encourage
K-8 students to write nonfiction.
Like many books that use children's literature to encourage
children to write stories, this book contains about 80 mini lessons.
The activities are designed to improve student writing of reports and
persuasive and/or expository essays. The book is divided into three
grade level sections: K-2; 3-4; and 5-8. Each section starts with a
brief discussion of the abilities of students in that particular grade
range. Most of the single page activity descriptions incorporate a
children's nonfiction book such as Lincoln: A Photobiography by
Russell Freedman or A Medieval Feast by Aliki. There is brief
introductory discussion for each lesson telling why the authors chose
the activity and the book. Then 'How to Teach It' explains how the
teacher might teach the lesson. The lessons are engaging, simple, and
to the point.
Both students and teachers will enjoy these activities and see an
improvement in student writing ability.
Pages: 160 Price: $17.50
ISBN: 1-57110-329-5
Reviewed by Judy Walker, University of North Carolina, Charlotte
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