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Teaching Reading Fundamentals and Strategies with Social-Emotional Learning

$57.26  Paperback
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Marjorie S Schiering

  • Teaching Reading Fundamentals and Strategies with Social-Emotional Learning

222 pages
ISBN: 9781475868715

Teaching Reading Fundamentals and Strategies with Social-Emotional Learning provides six different strategies for teaching the fundamentals of reading with social-emotional learning in mind.

With engaging lesson plans, there is a strategy for every learner, including the teaching of thinking with reciprocity among three Phases, and recognising feelings with distinguishing thinking from feelings, as well as their impact on teaching and learning. Memory and comprehension types are also given attention.

Oral reading guidelines and silent reading directives are provided along with emphasis on differentiated instruction to meet the needs of diverse learners. Awareness of how everything in the classroom is connected to social-emotional learning helps meet the needs of all learners.

Table of Contents

Front Matter

  • Preface
  • Introduction
  • Acknowledgments
  • Prelude

Part One: Reading Fundamentals 1-6

  • Chapter One: What Are You Thinking?
  • Chapter Two: What Are You Feeling? And Distinguishing Thinking from Feeling
  • Chapter Three: Memory Definition and Types of Memory
  • Chapter Four: Reading and Understanding = Comprehension
  • Chapter Five: Plot…Parts of a Story
  • Chapter Six: Character and Social-emotional Learning (SEL)

Part Two: Teaching Reading Strategies Prelude

  • Chapter Seven: Guidelines: Oral Reading Presentations + Silent Reading Directives
  • Chapter Eight: Forthcoming Chapters 9-14’s Content with Explanations

Part Three: Teaching Different Reading Stratagies

  • Chapter Nine: The Reciprocal Reading Strategy
  • Chapter Ten: Orton Gillingham Strategy (Catherine Colonna)
  • Chapter Eleven: Reader’s and Writer’s Workshop (Daniel Berger and Natalie Simpson-White)
  • Chapter Twelve: Shared Reading
  • Chapter Thirteen: Guided Reading (Joseph Aurilla, Danielle Bruno and Alessia Giliberti)
  • Chapter Fourteen: Balanced Literacy’s Independent Writing

Part Four: Teaching Reading Through Anecdotes and Short Stories

  • Chapter Fifteen: Anecdotes: Persons of Good Character
  • Chapter Sixteen: Short Stories

Part Five: Appendix A and B

  • Appendix A: Author’s Closing Thoughts
  • Appendix B: Author’s Poetry About Teaching

"Dr. Marjorie Schiering has written yet another book that commands its rightful place on the educator’s bookshelf. There is detailed information about oral and silent reading, reading strategies, how the strategies are adapted to the classroom, and which students are to be targeted. Social and emotional learning (SEL) is underscored, and Schiering includes activities to guide classroom teachers."
- Eve Dieringer, Director of Field Placement, Molloy University, Rockville Centre, New York

"This book is a practical guide and an excellent resource for teaching reading. Processing styles, ability levels, and the composition of reading strategies are all given attention. Dr. Schiering makes complex teaching strategies easy to comprehend and encourages readers to reflect on their own teaching practices and to participate actively in the learning process. The short stories in Chapter 16 bring yet another opportunity for students to discuss the fundamentals of reading and be cognitively involved with the story plot, self-efficacy, and engagement in learning."
- Maureen M. Sanz, PhD, Professor of Biology and Director, Faculty Professional Center, Molloy University

"Professor Schiering provides direct takeaways including lessons with differentiated approaches to support a variety of learners, extension activities, and assessments. To further the meaning of the book, she shares stories and anecdotes to help the readers make connections to the real-life aspects of learning to read through writing and how building relationships with students is essential in lifting them up as they navigate what success means for them."
- Carrie McDermott, Associate professor, coordinator of graduate and post-graduate TESOL/ bilingual programs, and Director of bilingual/ TESOL grants