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Teaching Reading to Every Child

This popular text, now in its Fourth Edition, introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes--including lesson plans, assessments, lists of children's literature books to fiction and nonfiction texts, and more--illustrate the methods and bring them to life.The text highlights the importance of teaching EVERY child to become competent in all of the nuances and complexities of reading, writing, and speaking. The value of reflection and peer discussion in learning to expand their students' literacies is emphasized. Readers are encouraged to reflect on their own experiences with reading and teaching throughout their lifetimes--experiences that will serve well in learning to teach reading. "Your Turn" boxes invite readers to think about their views of the material presented, and to talk with colleagues and teachers about their "best ways" of learning this new information. "Did You Notice?" boxes engage readers in observation and analysis of methods and classroom situations discussed in the text. Teachers' stories serve as models of successful teaching and to draw readers into professional dialogue about the ideas and questions raised. End-of-chapter questions and activities provide additional opportunities for reflection and discussion. All of these pedagogical features help readers expand and refine their knowledge in the most positive ways. Topics covered in Teaching Reading to Every Child, Fourth Edition: *Getting to Know Your Students as Literacy Learners; *Looking Inside Classrooms: Organizing Instruction; *Assessing Reading Achievement; *The Importance of Oral Language in Developing Literacy; *Word Identification Strategies: Pathways to Comprehension; *Vocabulary Development; *Comprehension Instruction: Strategies At Work; *Content Area Learning; *What the Teacher Needs to Know to Enable Students' Text Comprehension; *Writing: Teaching Students to Encode and Compose; *Discovering the World Through Literature; *Technology and Media in Reading; *Teaching Reading to Students Who Are Learning English; *All Students are Special: Some Need Supplemental Supports and Services to Be Successful; and *Historical Perspectives on Reading and Reading Instruction. New in the Fourth Edition: *A new chapter on technology with state-of-the-art applications; *A new chapter with the most up-to-date information on how vocabulary is learned and on how it is best taught, responding to the national renewed interest in vocabulary instruction; *A new section on Readers/Writer's workshop with a focus on supporting student inquiry and exploration of multiple genres; *A more comprehensive chapter on literature instruction and the role of literature in the reading program with examples that support students' multigenre responses; *A discussion of literary theories with examples for classroom implementation; *Broader coverage of the phases of reading development from the pre-alphabetic stage to the full alphabetic stage; *A more inclusive chapter on writing instruction; and *A thoroughly revised chapter on teaching reading to students who are learning English, including extensive information on assessment and evaluation.

She mentioned that she knew comprehension was a central goal of reading, but
she wasn't certain how to provide the best instruction to foster her children's
reading comprehension. Larry, the fifth grade teacher we introduced you to in
chapter ...

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Choosing Not Choosing

Although Emily Dickinson copied and bound her poems into manuscript notebooks, in the century since her death her poems have been read as single lyrics with little or no regard for the context she created for them in her fascicles. Choosing Not Choosing is the first book-length consideration of the poems in their manuscript context. Sharon Cameron demonstrates that to read the poems with attention to their placement in the fascicles is to observe scenes and subjects unfolding between and among poems rather than to think of them as isolated riddles, enigmatic in both syntax and reference. Thus Choosing Not Choosing illustrates that the contextual sense of Dickinson is not the canonical sense of Dickinson. Considering the poems in the context of the fascicles, Cameron argues that an essential refusal of choice pervades all aspects of Dickinson's poetry. Because Dickinson never chose whether she wanted her poems read as single lyrics or in sequence (nor is it clear where any fascicle text ends, or even how, in context, a poem is bounded), "not choosing" is a textual issue; it is also a formal issue because Dickinson refused to chose among poetic variants; it is a thematic issue; and, finally, it is a philosophical one, since what is produced by "not choosing" is a radical indifference to difference. Extending the readings of Dickinson offered in her earlier book Lyric Time, Cameron continues to enlarge our understanding of the work of this singular American poet.

Choosing Not Choosing is the first book-length consideration of the poems in their manuscript context.

A Guide to Playing the Baroque Guitar

James Tyler offers a practical manual to aid guitar players and lutenists in transitioning from modern stringed instruments to the baroque guitar. He begins with the physical aspects of the instrument, addressing tuning and stringing arrangements and technique before considering the fundamentals of baroque guitar tablature. In the second part of the book Tyler provides an anthology of representative works from the repertoire. Each piece is introduced with an explanation of the idiosyncrasies of the particular manuscript or source and information regarding any performance practice issues related to the piece itself -- represented in both tablature and staff notation. Tyler's thorough yet practical approach facilitates access to this complex body of work.

IdIoms. unIque. To. The. baroque. guITar. “inversionless” chords when chords are
sounded on a guitar that is strung without basses, no strongly audible inversions
are produced; the chords are heard as units of pure block harmony. Since the ...