Taylor & Francis Inc Paperback English
Shifting the Balance, Grades 3-5
6 Ways to Bring the Science of Reading into the Upper Elementary Classroom
By Jan Burkins
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In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom. Shifting the Balance, Grades 3-5 introduces six more shifts across individual chapters that: Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider Untangle a number of misunderstandings that have likely contributed to the use of the common practice Propose a more science-aligned shift to the current practice Provide solid scientific research to support the revised practice Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction The authors offer a refreshing approach that is respectful, accessible, and practical grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance, they aim to keep students at the forefront of reading instruction.
In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom.
Shifting the Balance, Grades 3-5 introduces six more shifts across individual chapters that:
Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider
Untangle a number of misunderstandings that have likely contributed to the use of the common practice
Propose a more science-aligned shift to the current practice
Provide solid scientific research to support the revised practice
Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction
The authors offer a refreshing approach that is respectful, accessible, and practical grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance, they aim to keep students at the forefront of reading instruction.