DOCUMENT RESUME ED 354 476 CS 011 170 AUTHOR Olson, Mary W., Ed.; Homan, Susan P., Ed. TITLE Teacher to Teacher: Strategies for the Elementary Classroom. INSTITUTION International Reading Association, Newark, Del. REPORT NO ISBN-0-87207-382-3 PUB DATE 93 NOTE 247p. AVAILABLE FROM Order Dept., International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139 (Book No. 382; $15 members, $20 nonmembers). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Class Activities; Content Area Reading; Content Area Writing; Elementary Education; Elementary School Teachers; Literature Appreciation; Oral Reading; Reading Comprehension; *Reading Improvement; *Reading Instruction; *Reading Strategies; Recreational Reading; Vocabulary Development; Word Recognition IDENTIFIERS Reading Teacher (Journal) ABSTRACT Intended for preservice and inservice teachers, this book presents a collection of the best strategies and activities selected from "In the Classroom," a regular column of teaching ideas in the journal "The Reading Teacher" (October 1983 to May 1991 issues). Strategies in the book were selected for their proven effectiveness and sound basis in current thinking about how literacy is best taught in the elementary grades. Even though the strategies and activities were peer-reviewed by an editorial board for inclusion in the journal, the articles included in this collection were subjected to another review by a second editorial board of 11 classroom teachers and reading/language arts coordinators from across the United States. The book's nine chapters are as follows: (1) Recognizing Words; (2) Reading Orally, Reading Flu9ntly; (3) Developing Vocabulary; (4) Comprehending Text; (5) Reading and Writing in the Content Areas; (6) Understanding Text Structures; (7) Composing Text; (8) Learning about Literature; and (9) Reading for Pleasure. Each chapter contains an introductory orientation to the chapter's focus, a list of suggested further readings, and the teaching strategies. (SR) ************************************ ******************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 0a TE rr "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTED OP.ce of Educational Research and BY improvement EDUCATIONAL RESOURCES INFORMATION `-kg,),2- d.1 CENTER (ERIC) echis document has been reproduced as received from the person or organization originating it Cl Moor changes have been made to improve reprcaduction quality BEST COPY AVAILABI TO THE EDUCATIONAL 14ESOURCES Points of view or opinions slated in this docu- ment do not necessarily represent official INFORMATION CENTER (ERIC) OERI position or policy TERI;VIER TEA1CTIER Strategies for the Elementary Classroom Mary W. Olson University of North Carolina at Greensboro Susan P. Homan University of South Florida Editors Ila International Reading Association Newark, Delaware 19714 4 IRA BOARD OF DIRECTORS Doris D. Roettger, Marie M. Clay, University of London, London, England, President Susan Mandel Heartland Area Education Agency, Johnston, Iowa, President Elect Joan F. Curry, San Glazer, Rider College, Lawrenceville, New Jersey, Vice President Mabel T. Edmonds, St. Louis Public Diego State University, San Diego, California Linda B. Gambrell, University of Maryland, College Schools, St. Louis, Missouri Daniel R. Hittleman, Queens College, City University of New York, Park, Maryland Jerry L. Johns, Northern Illinois University, DeKalb, Illinois Flushing, New York John J. Pikulski, Donna M. Ogle, National-Louis University, Evanston, Illinois Kathryn Ann Ransom, Springfield Public University of Delaware, Newark, Delaware Pehr-Olof Rennholm, Cygnaeus School, Turku, Finland Schools, Springfield, Illinois Alan E. Farstrup, Executive Director Director of Publications Joan M. Irwin Managing Editor Romayne McElhaney Associate Editor Anne Fullerton Assistant Editor Amy Trefsger Editorial Assistant Janet Parrack Production Department Manager Iona Sauscermen Graphic Design Coordinator Boni Nash Design Consultant Larry Husfelt Desktop Publishing Supervisor Wendy Mazur Desktop Publishing Anette Schuetz-Ruff Cheryl Strum Richard James Proofing Florence Pratt The International Reading Association attempts, through its publications, to provide a forum for a wide spectrum of opinions on reading. This policy permits divergent viewpoints without assuming the endorsement of the Association. Much of the material contained in this volume first appeared in The Reading Teacher, a copyrighted journal of the International Reading Association. Every attempt was made to contact authors of previously published work to inform them of this use of their material. The publisher welcomes correspon- dence from contributing authors concerning corrections or updated informa- tion that can he incorporated in subsequent editions of this publication. Copyright 1993 by the International Reading Association, Inc. Library of Congress Cataloging in Publication Data Teacher to teacher: Strategies for the elementary classroom/Mary W. Olson, Susan P. Homan, editors. p. cm. Chiefly articles from The Reading Teacher, 1983-1991. Includes bibliographical references and index. 1. Language arts (Elementary)United States. 2. TeachingAids and I. Olson, Mary W. II. Homan, Susan P. devices. 1993 92-35883 t151576.T367 al) 372.6'044--dc20 0-87207-382-3 ISBN 5 Contents Foreword vii Preface ix Introduction 1 Recognizing Words 1 4 2 Reading Orally, Reading Fluently 24 3 Developing Vocabulary 39 4 Comprehending Text 61 Reading and Writing in the Content Areas 93 6 Understanding Text Structures 123 7 Composing Text 149 8 Learning about Literature 190 9 Reading for Pleasure 217 Index of Contributors 233 Foreword After reading the article "Home Writing Activities: The Writing Briefcase and the Traveling Suitcase" (In the Classroom, October 1991), I came up with three spin-off activities. My third graders love to take a suitcase home.... (Janice Wright, The Reading Teacher, February, 1992) I was interested in Edward J. Dwyer's article, "Comprehending Figurative Language" (In the Classroom, December 1991), and was impressed that a kindergarten teacher was introducing this to her students. I strongly recommend this practice to other early z..duca- don teachers.... For reinforcement, I would like to suggest the book The King Who Rained by Fred Gwynne. It...complements the approach used by Ms. Kelly.... (Grace G. McCaw, The Reading Teacher, September 1992) These excerpts are from the "Encore" section of The Reading Teacher's "In the Classroom" departtnent. "Encore," a feature initiated by department editors Carolyn Colvin and Pamela Ross, provides readers with an opportunity to share uses and extensions of information found in earlier "In the Classroom" articles. Wright's and McCaw's comments typify the kind of response teachers have had to this long running department of The Reading Teacher praise for its pithy, prac- tical instructional strategies and ideas, which are authored usu- ally by preschool and elementary teachers themselves. Thus, it is appropriate that Mary W. Olson and Susan P. Homan have collected some of the best of the best of these teaching ideas in Teacher to Teacher: Strategies for the Ele- mentary Classroom. In this hook, they and their editorial board have assembled tried and tested strategies for reading words, developing vocabulary, reading orally, comprehending text, learning from content materials, composing text, using litera- ture, and promoting children's enjoyment of the written word. And Olson and Homan have succeeded with distinction in selecting useful, interesting, and engaging ideas for this collec- tion. Anyone working with preschool children through middle grade students will find a wealth of practical teaching ideas in this volume. In a Reading Teacher article written by classroom teachers who shared their experiences in writing for publica- tion, Carol J. Fuhler wrote, "As classroom teachers, you are the 7 experts whose personal endorsements count as we all try to perfect our skills and provide the best possible educational environment for our students. Share those ideas. I am looking forward to learning from you, a trusted colleague, as you pub- lish in The Reading Teacher' (I)'Alessandro, Diakiw, Fuhler, O'Masta, Pil Trachtenburg, & Wolf, February 1992). Indeed, the authorities have spoken and shared many hundreds of their most valued and successful teaching ideas in The Reading Teacher over the years. Teacher to Teacher contains a rich selection of them. I am certain you will find in this book useful "expert to expert" information to savor and digest. So, read and enjoy. Bon appetit! James F. Baumann The University of Georgia and The National Reading Research Center; Editor, The Reading Teacher, 1989-1993 VIII 8 Preface 'w'e have long admired The Reading Teacher's regular column of teaching ideas, "In the Classroom" (called "The Classroom Reading Teacher" until May 1988 and, beginning in September 1993, "Teaching Reading"). We therefore decided to collect the best articles from "In the Classroom" in an easily accessible volume for preservice and inservice teachers. Even though teaching certainly involves much more than a series of classroom activities, we believe that a volume of suggestions from which thoughtful teachers can conveniently select appro- priate practices for particular goals, contexts, and children might he very useful. (At this point, it is important to note that any book of teaching suggestions should be used with this notion of thoughtful selection in mind.) Other reasons prompted our effort to put together this volume. Many classroom teachers are unfamiliar with or do not have access to The Reading Teacher, and we felt that one volume of classroom ideas could he helpful for those teachers. Even those teachers who do receive RTregularly may not keep their copies close at hand when they are planning future lessons. Furthermore, searching through dozens of iss.ies for appropriate strategies is time consumingand time is a scarce commodity for teachers. Finally, dissemination of the results of current research, as well as instructional strategies compatible with those results, is a long-standing problem for education. This volume is an attempt to address that problem. Teacher to Teacher contains strategies and activities selected from the October 1983 to May 1991 issues of The Reading Teacher. Even though the strategies and activities were peer-reviewed by an editorial board for inclusion in the journal, the articles included in this volume were subjected to an addi- tional review by a second editorial hoard of 11 classroom teach- ers and reading/language arts coordinators from across the United States. Members of the editorial hoard were as follows: Carol Avery, Jean Frey, Kris Grantz, Kris Knudsens, Tamara Lindsey, John Logan, Lynn McKay, Molly McLauren, Donna Noyes, Sue Reisdorph, and Linda Scott. We asked reviewers to identify the appropriate grade levels for each activity or strategy described in the "In the 9 Classroom" articles, to classify each by topic (vocabulary devel- opment, writing, study skills, word recognition, etc.), and to rate each on nine criteria. These criteria were as follows: 1. The strategy has a stated purpose and is appropriate for that purpose; implementing the strategy would achieve the stated purpose. 2. The strategy is consistent with current research. 3. The strategy has potential as a way for students to learn content. 4. The strategy has potential as a way for students to learn a skill. 5. The steps to implement the strategy are clearly described and carefully sequenced; it would be easy to implement the strategy and use it in the classroom. 6. The materials needed to implement the strategy are clearly described. 7. Teachers would find this strategy easy to implement and would probably use it. 8. The strategy has the potential to motivate students to .-.;ue further learning. 13' 9. The strategy could be used at several grade levels; changing only the content (e.g., choice of texts) would be required. All of the reviewers on our editorial board were out- standing in their knowledge of reading and language arts, their judgments based on that knowledge, and the promptness with which they completed their task. Without their help and sug- gestions, this volume would not exist. We acknowledge that it was very difficult for them, and for us, to omit some excellent strategies from our final copy; nevertheless, because of their thoughtful ratings, we believe we have included many of the best articles from "In the Classroom." The authors of those arti- cles are listed at the conclusion of this volume in the "Index of Contributors." We would also like to thank the reviewers on the IRA Publications Committee. Their insights and suggestions were most helpful and appreciated. We owe special thanks to Susan Granda, Pat Joyner, and Ellen Summers for typing the manu- script. This volume has nine chapters. Each chapter contains an introductory orientation to the chapter's focus, a list of suggested 10