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Now in its sixth edition, Striking a Balance clearly illustrates
how to create a comprehensive early literacy program that places
direct skills instruction within the context of rich and varied
reading and writing experiences. Text discussions, dynamic
activities, and valuable appendices provide a variety of effective
instructional resources, selected based on research and teacher
testimonials. The sixth edition incorporates recent updates to
national and state standards, as well as expanded sections on
working with English language learners and students with special
needs, while maintaining the book's essential features: classroom
vignettes, discussion questions, field-based activities, a student
website, and study guide. An essential resource for early literacy
instructors, this textbook's practical approach fundamentally
demonstrates how children develop authentic literacy skills through
a combination of direct strategy instruction and motivating
contexts.
Now in its sixth edition, Striking a Balance clearly illustrates
how to create a comprehensive early literacy program that places
direct skills instruction within the context of rich and varied
reading and writing experiences. Text discussions, dynamic
activities, and valuable appendices provide a variety of effective
instructional resources, selected based on research and teacher
testimonials. The sixth edition incorporates recent updates to
national and state standards, as well as expanded sections on
working with English language learners and students with special
needs, while maintaining the book's essential features: classroom
vignettes, discussion questions, field-based activities, a student
website, and study guide. An essential resource for early literacy
instructors, this textbook's practical approach fundamentally
demonstrates how children develop authentic literacy skills through
a combination of direct strategy instruction and motivating
contexts.
The loss of academic engagement within marginalized student
populations shows the pressing need for curriculum grounded in
multicultural pedagogy, social justice, and equity. For this work,
a multicultural curriculum was created for a group of 8th grade
students typically labeled as being "at- risk" by their school
district. This group included English-Language Learners, students
from lower socioeconomic backgrounds, and students who did not
score well on previous standardized tests. Throughout the course of
a unit of study in American History, these students were asked to
determine the influences this new curriculum had on their behavior,
academic performance, and attitudes. This book details how students
not only became more engaged with the curriculum but more connected
to school as well due to this process. Their reflections call for
systemic change in American education that moves beyond the current
climate of high-stakes testing and accountability. Educators,
administrators, and anyone interested in changing our educational
institutions can apply these findings and their implications within
individual schools and classrooms.
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