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Growing Readers: Units of Study in the Primary Classroom


reviewed by Marianne Baker — 2005

coverTitle: Growing Readers: Units of Study in the Primary Classroom
Author(s): Kathy Collins
Publisher: Stenhouse Publishers, York
ISBN: 1571103732, Pages: 278, Year: 2004
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I have noticed there is often a different type of language teachers use in today’s primary classrooms. That language is upbeat, precise, and empowering. As with any language that is environment-specific, there is a clear line between those who know and use the language and those who don’t. The preservice teachers/students I teach long to be users of that language. Their enthusiasm in working with children is almost never in short supply, but a confident teaching voice may well be. In being mentored by classroom teachers, these students readily commit common classroom expressions to their speaking vocabulary and soon find they are posing gentle questions or suggestions to redirect children to tasks. Sometimes, as we engage in group discussions in our college classroom, a student will delight in reminding us all to use our inside voices, extending the novelty of using his or her newfound language. But what about the language that... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1479-1482
http://www.tcrecord.org ID Number: 11703, Date Accessed: 12/12/2017 10:34:37 PM

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About the Author
  • Marianne Baker
    James Madison University
    E-mail Author
    MARIANNE BAKER is an assistant professor in Reading Education at James Madison University. With Gay Ivey she recently co-authored "Phonics Instruction for Older Students? Just Say No" in Education Leadership (March, 2004) and is currently researching elementary writing instruction across content areas. Her particular interests in literacy include children’s writing development, reading acquisition, and children’s literature.
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