Synopsis
Fourth-graders around the country face new, high-stakes standardized tests, drawing increased attention to the need for effective literacy instruction in the upper-elementary grades. This essential book goes beyond political catch-phrases to examine what actually works in the fourth-grade classroom. After reviewing current research on upper-elementary reading instruction, the book takes readers directly into the classrooms of six highly successful teachers. Like the previously published Learning to Read, which focused on the first grade, Reading to Learn offers a rare view of the techniques and strategies good teachers use to engage students, help them develop as thoughtful readers and writers, and bolster self-directed learning and literate conversation. Bringing to life the complexities of day-to-day work with diverse students, the book provides inspiration and practical ideas for any teacher in the upper-elementary grades.
Booknews
Researchers from the National Research Center on English Learning and Achievement (CELA) follow up on their similarly titled study of first- grade classrooms that employed the same methodologies. Allington (education, U. of Florida) and Johnston (reading, State U. of New York at Albany) present 11 chapters summarizing CELA's findings from their two-year study of 30 American fourth-grade classrooms. Focusing on the practices of the teacher, contributors discuss classroom inclusion, connecting material to children's lives, community collaboration, and encouraging critical thinking. Annotation c. Book News, Inc., Portland, OR (booknews.com)