Reading Instruction Books

This book is a compilation of Biblical prophecies fullfilled along with the corresponding New Testament scriptures which fullfilled them. All Scripture is done in wonderful calligraphy and classic artwork is throughout the book. The beginning of the book goes into the origin of many Christmas customs, which I found quite interesting as well. It is a must-have for people who observe this holiday as a Holy Day. Esther in California

it is a good book for kids to practice their music notes. But, it is NOT by Sergei Rachmaninoff

I own and have read quite a few books on teaching reading comprehension, including the popular ones by Harvey & Goudvis, G. S. Pinnell, and Deb Miller. "Comprehension Process Instruction" is by far the best of these books for K-3 teachers, in my opinion. In C.P.I., C. C. Block et al. describe how to use their innovative comprehension program in large group, small group, and one-on-one reading lessons. The basic premise of their book is that our comprehension instruction needs to be explicit--with plenty of modeling and direct instruction--and should support students during the actual reading process.

Some highlights from the book:

-Instruction that is truly differentiated for primary grade students. (However, the strategies are sophisticated enough to be used with upper-elementary students--with a little editing of the lesson plans.)

-Lessons for comprehension strategies that cover all the familiar territory (predicting, inferring, making connections, etc.) plus many more neat strategies like "tilling the text" and "perspective."

-"Comprehension Process Motions"--simple movements, almost like reading sign language, that go along with each strategy. These may seem weird at first but they really help younger kids make these mental processes more concrete.

-Large format book. Thus, blackline masters that are, for the most part, large enough to be copied and used by your students.

-Backed by research. C. C. Block has been field-testing and refining this program since the early 90s.

-Unlike some other reading comprehension books, this one isn't bogged down with charming anecdotes, classroom vignettes, and postmodern babbling.

"Comprehension Process Instruction" is defintely worth your time and effort. Buy this book, study it carefully, and I'm sure you'll be able to improve how you teach reading comprehension.

This book contains a lot of great information and activities. A must for any teacher!

This book was shown to me by a teacher in my school and found it very useful in teaching Guided Reading. I couldn't wait to purchase one for myself. I gained experience and knowledge through reading these well thought out pages. There are lists and guidelines which help in preparing lesons. Whether you are a first year teacher or a 20 year veteran like myself, this book will aim to please.

I used this texbook in Elementary Reading Methods classes at Illinois State University. I found it to be a practical, reader-friendly textbook that my students enjoyed very much. I especially appreciated the fact that it contained much valuable information about teaching phonics in an integrated way. The phonics content contained in it was very useful.

Dr. Casey's book: "Creating the Early Literacy Classroom" is such an excellent resource that all (future) teachers should have. It is filled with so many unique ideas involving the computer. I personally liked the idea about the family stories. I have yet to do this lesson with my tutees but I am planning to read "The Relatives" Came" by Cynthia Rylant. I will then create a web about my own family to share with my students. Then I will have my students take turns writing a few sentences about their families on the computer. I would then print the stories out and have them draw pictures on it. Then they can share and read aloud their family stories to each other. I could even bind the papers together and make a mini-book and name it "Our Family Stories." I think it would be pretty neat.

I will definitely incorporate the computer into my lessons and give my students the opportunity to experience technology when I begin teaching in an elementary school. Hopefully I will have at least one computer in my future classroom.

David Carr Glover's Method for Piano covers all the bases for beginning piano students. It's simple enough to be used by elementary-aged students yet is complete enough for an adult learning to play piano for the first time as well.

I am specifically commenting on book two because I feel it introduces the greatest array of concepts, notably triads, chord progressions, and minor keys. Despite the wide array of new ideas for new players in this book, the concepts are easily learnt due to the nature of the presentation. Glover's writing is clear and the pieces he chooses (many of which are composed by himself and/or Jay Stewart, who co-wrote the book) are appropriate for the skill level of the player and show the new ideas in a way that enforces them yet does not overtax the student.

I recommend picking up the Performance book for this one (and Glover's other works) for additional practice. I did not use the theory or technic books with this one (I believe there may be other supplements as well) and cannot comment on them, but the Performance book gives students exercises that are somewhat more challenging and help to enrich the concepts from the lesson book.

There are many other piano methods out there, but this one is the best for explaining concepts and providing appropriate exercises in relation to the ideas that are introduced.

I hope some teacher education programs are using this as a text. Applying some of these strategies can decrease the number of referrals to special education of students who don't quite "qualify" when tested.

Laura Robb's book is a tremendous and indispensable tool in the classroom. Robb gives clear examples and personal experiences from real classrooms of how differentiation (teaching different students at different levels using a variety of reading material and assignments)can and must be considered first and foremost as teachers develop and implement lessons.
Robb's passion for teaching shines in this book as she describes her teaching adventures. As found on page 66 of the book, Robb writes, as a student connects to the lesson, "Wow! I thought to myself and mentally waltzed around the room. Yes, these students got it!" This inspirational writing generates excitement for all teachers and creates the desire to go into the classroom and try it out for themselves so they too may "waltz" through their classrooms engaging each and every one of their students!