Rowman & Littlefield Publishers
Pages: 268
•
Trim: 6⅜ x 9½
978-1-4422-3513-7 • Hardback • November 2016 • $102.00 • (£78.00)
978-1-4422-3514-4 • Paperback • November 2016 • $50.00 • (£38.00)
978-1-4422-3515-1 • eBook • November 2016 • $47.50 • (£37.00)
Elaine M. Bukowiecki, Ed.D. is a professor of Literacy Education at Bridgewater State University in Bridgewater, Massachusetts, where she is Department Chairperson for the Department of Counselor Education and is the Principal Editor for The Graduate Review, a journal of graduate research and scholarship. Dr. Bukowiecki is a former elementary school classroom teacher for the Shrewsbury, Massachusetts Public Schools and a district-wide language arts coordinator for the Putnam, Connecticut Public Schools. Dr. Bukowiecki has published widely in various literacy and educational journals and has presented papers and workshops at local, state, national, and international venues. Additionally, Dr. Bukowiecki has published two books for Rowman and Littlefield. Dr. Bukowiecki is past president of the Massachusetts Reading Association and the Massachusetts Association of College and University Reading Educators.
Marlene P. Correia, Ed.D. is a Literacy Coach and Mentoring Coordinator for the Freetown-Lakeville Regional School District in Lakeville, MA. Marlene has 15 years of experience in K-8 education as a classroom teacher and special educator. Dr. Correia has also taught undergraduate and graduate Education courses in Massachusetts at Framingham State University and Bridgewater State University, and in Rhode Island at Salve Regina. She has published in various literacy and educational journals and has presented research and workshops at local, state, and international conferences. Dr. Correia is vice president of the Massachusetts Reading Association and a past president of Nobscot Reading Council. She also serves on the Board of the South Shore Reading Council.
Preface
Acknowledgments
Introduction
Chapter 1: Making a Case for Informational Texts in the Primary Grades
Chapter 2: Introducing the Informational Text Genre and Its Features to Students
Chapter 3: Choices: Finding High Quality Informational Texts Appropriate for Primary Readers
Chapter 4: Creating Space for Critical Literacy in the Primary Classroom
Chapter 5: Pre-reading Strategies for Interactions with Informational Texts
Chapter 6: During-Reading Strategies for Interactions with Informational Texts
Chapter 7: After-Reading Strategies for Interactions with Informational Texts
Chapter 8: Writing Informational Texts
Chapter 9: Inquiry Projects in the Primary Classroom
Afterword
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
To borrow from Correia and Bukowiecki’s first chapter, the book, Information Texts in Pre-Kindergarten Through Grade-Three, really does make a case for using informational text in the primary grades. It offers a clear definition for critical literacy and gives practical strategies that focus on comprehension for all phases of reading. The “Give It a Try” sections contain easy to follow directions to help us get started. This book has information for the novice and experienced alike and is chock-full of ideas that will make children think about what they are reading!
— Nancy Witherell, EdD, Professor of Reading, Bridgewater State University
As a veteran teacher, I appreciate both the relevant content and the workable, practical guide that Correia and Bukowiecki’s book offers. They provide a compelling message to get your students reading with authentic, enjoyable, and purposeful texts! Informational Texts in Pre-Kindergarten through Grade-Three Classrooms encourages teachers to set themselves in their classrooms as they read, reflect, and get excited about how to help their students become more curious learners. Their thoughtful consideration of the goals of informational text as they relate to the Common Core State Standards was truly beneficial.
— Susan Weitzmann, Classroom teacher and District Instructional Coach, Freetown-Lakeville Regional School District