What do you think?
Rate this book
Reading and Writing in the Middle Years
This comprehensive book is a no-nonsense exploration of the latest and most successful approaches to teaching reading and writing to students in grades four to eight. Students in these middle school years are already reading and writing but they need help in continuing to develop their literacy strategies and in constructing meaning with a variety of resources.
The book begins with the basic information teachers need for understanding the reading and writing processes, and offers techniques for making literacy events meaningful to these growing students. It presents a thorough overview of the many learning strategies students will need to acquire in the middle years, with tips for implementing them in all subjects in every classroom. This remarkable book includes novel ways to make connections to print texts and the students' world. Teachers will also find practical suggestions for expanding and monitoring comprehension, and designing instructional frameworks for supporting these developing readers and writers. Teachers will learn how to model and demonstrate reading and writing strategies, conduct mini lessons, and confer with students.
Because students at this level are reading more and more in the content areas, the book includes suggestions for making all forms of nonfiction more meaningful for them. These students are beginning to explore their own identities and the book offers opportunities for helping them to write down the stories from their own lives, make informed opinions, and correspond with others. Rubrics, assessment checklists and a targeted book list complement this accessible resource.
As students are faced with more reading, writing and thinking challenges, they will need support from knowledgeable and informed teachers, and this book demonstrates how reading and writing strategies can form the basis for continued learning.
The book begins with the basic information teachers need for understanding the reading and writing processes, and offers techniques for making literacy events meaningful to these growing students. It presents a thorough overview of the many learning strategies students will need to acquire in the middle years, with tips for implementing them in all subjects in every classroom. This remarkable book includes novel ways to make connections to print texts and the students' world. Teachers will also find practical suggestions for expanding and monitoring comprehension, and designing instructional frameworks for supporting these developing readers and writers. Teachers will learn how to model and demonstrate reading and writing strategies, conduct mini lessons, and confer with students.
Because students at this level are reading more and more in the content areas, the book includes suggestions for making all forms of nonfiction more meaningful for them. These students are beginning to explore their own identities and the book offers opportunities for helping them to write down the stories from their own lives, make informed opinions, and correspond with others. Rubrics, assessment checklists and a targeted book list complement this accessible resource.
As students are faced with more reading, writing and thinking challenges, they will need support from knowledgeable and informed teachers, and this book demonstrates how reading and writing strategies can form the basis for continued learning.
128 pages, Paperback
First published January 1, 2001
About the author
David Booth
52 books7 followersDavid Wallace Booth is a professor of education who specializes in the teaching of literacy and the use of innovative ways to promote literacy among children.
He is the author of many books for teachers and parents, texts for classroom use, and award winning children's picture books.
He is the author of many books for teachers and parents, texts for classroom use, and award winning children's picture books.
Ratings & Reviews
Friends & Following
Create a free account to discover what your friends think of this book!
Community Reviews
Displaying 1 of 1 review
July 10, 2014
I don't normally abandon books but as Donalyn Miller says, sometimes it's ok to abandon a book we're not getting into.
I only read about 50 pages in, and while the author doesn't say one thing I disagree with, it's too outdated for literacy pedagogy today. Anything over 10 years old in educational writing (unless it's a tried and true PD selection like Lucy Calkins, Ralph Fletcher, etc), is simply not relevant. I didn't find anything new or enlightening within 60 pages and I find that to be a flaw.
I only read about 50 pages in, and while the author doesn't say one thing I disagree with, it's too outdated for literacy pedagogy today. Anything over 10 years old in educational writing (unless it's a tried and true PD selection like Lucy Calkins, Ralph Fletcher, etc), is simply not relevant. I didn't find anything new or enlightening within 60 pages and I find that to be a flaw.
Displaying 1 of 1 review