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Striking a Balance: A Comprehensive Approach to Early Literacy, by Nancy Lee Cecil, Susan Baker, Albert S. Lozano
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Striking a Balance explores a comprehensive program of literacy instruction. Its balanced approach to reading and writing for both pleasure and information reflected the authors' belief that young students are best served when they receive direct skill and strategy instruction in conjunction with motivating contexts for authentic reading and writing. Its practical, real-world approach will be of great help to preservice teachers. The fifth edition contains all the features that adopters have come to appreciate about the book, and more: (a)Expanded coverage on working with English learners and students with special needs. (Two new co-authors add their expertise about second-language acquisition.) (b) New information on incorporating the key themes of the CCSS and many state standards into teaching practices; these themes include close reading, reading and writing of informational text, and using technology in research, presentations, and publications. (c)Additional teaching activities to expand your students repertoire. (d) Numerous assessment tools and literacy checklists as well children s literature lists by genre, teacher resources for early literacy, and more than 130 websites of special interest to literacy teachers. (e) As with previous editions, introductory classroom vignettes, extended case examples, teaching activities, chapter-ending questions for discussion, suggestions for projects and field-based activities, and a student website and study guide.
- Sales Rank: #50338 in Books
- Published on: 2015-06-15
- Binding: Paperback
- 458 pages
Review
A real strength of the book is its great charts, vignettes, anecdotes, and appendices.... The focus questions, side-bars, introductory vignettes, and follow-up exercises are very good. The real-world practical details help readers so much! --Margaret Voss Howard, Salem State University
I appreciate the balance among theory, information, practical ideas and the stories from the classrooms. I feel that all of those make it an interesting textbook to read, as well as presenting all of the information needed. . . . I believe this text is not only a great textbook, but a book that should stay in our students professional libraries. --Holly Lamb, Tarleton State University
This new edition is an EXCEPTIONAL teacher training textbook....Its valuable, current updates make it better than ever. --Rita Meadows, University of South Florida
About the Author
Nancy Lee Cecil has had a rich and varied background in education, as an elementary school teacher and a literacy specialist in New York, urban Savannah, Georgia, and in the public schools in the U.S. Virgin Islands. As a result of these experiences, she is especially attuned to the needs of linguistically and culturally diverse children. Cecil received her doctorate from the University of Buffalo and currently teaches in the Department of Teacher Credentialing at California State University, Sacramento, where she was awarded the prestigious Outstanding Educator Award. She has written nineteen books on literacy. Susan Baker has taught in public schools at the kindergarten through high school levels in Soledad, Watsonville, and Los Angeles, California; Arlington, Virginia; and Mexicali, Mexico. She has worked primarily in bilingual settings with students who are English learners, and she has taught literacy in English and Spanish. Baker earned her doctorate from Stanford University and currently teaches in the Department of Teacher Credentialing at California State University, Sacramento. Her research interests include the development of biliteracy, the use of culturally sustaining pedagogy in teacher education, and the fostering of teacher/parent relationships across social class, cultural, racial, and linguistic boundaries. She is currently the Principal Investigator for the CSU, Sacramento branch of the California Reading and Literature Project. Albert S. Lozano has been a third-grade bilingual teacher in San Bernardino, and has a Bilingual Crosscultural Language and Academic Development (BCLAD)credential and a Master of Arts degree from California State University, San Bernardino, and a doctorate from Stanford University. He teaches courses on elementary literacy, English language development (ELD), and specially designed academic instruction in English (SDAIE) in the Department of Teacher Credentialing at CSU, Sacramento, as well as thesis writing and education research in the Graduate and Professional Studies in Education program. His current research focuses on the effectiveness of credential programs in preparing teachers to instruct English learners; fostering the oral English proficiency of English learners; and helping to develop bilingualism/biliteracy.
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