The Upper Elementary Years: Ensuring Success in Grades 3-6Corwin Press, 2008 M10 29 - 232 pages "This book reminds me that I became a fifth grade teacher because that time in a child′s life is amazing and critical. This book should be required reading for every teacher, especially ones going into the upper elementary grade levels." Help your upper elementary school students thrive and achieve! A positive educational experience in the upper elementary years sets the stage for a child′s long-term success in school. With increased testing and accountability requirements, upper elementary teachers are challenged to help students master required content while responding to each child′s unique needs and way of learning. This inspiring book presents a child-centered teaching approach for Grades 3–6, one that helps build students′ sense of confidence, belonging, and accomplishment. Written by a passionate advocate for upper elementary students, this guide offers teachers detailed information about child development and effective teaching practices uniquely targeted for 8- to12-year-olds. Readers will find:
Gain the knowledge you need to grow professionally and serve your upper elementary students more effectively. |
Contents
ChildDriven Activities | 91 |
Summary | 94 |
Supporting Accomplishment Belonging and Engagement | 95 |
School Role in Developing a Sense of Accomplishment | 98 |
Adult Expectations for Accomplishment | 99 |
Inviting Spaces and Warm Adult Relations | 100 |
Belonging within the Peer Network | 102 |
Extending the Sense of Belonging to Family | 103 |
5 | |
7 | |
8 | |
11 | |
Development as Learners | 13 |
Cognitive Development | 14 |
Language Development | 18 |
Development as Individuals and Members of Society | 19 |
Development of Sense of Self | 20 |
Autonomy and Relatedness | 22 |
Doing What is Right | 23 |
Physical Development | 25 |
Refining the Broad Strokes of Generalizations | 26 |
Chapter 3 Children as Members of Groups | 29 |
Biological Cultural and Societal Influences | 30 |
Cultural Influences | 31 |
Social Historical and Economic Influences | 32 |
Ethnic and Racial Group Affiliation | 33 |
Relation to Achievement | 35 |
Relation to Social Development | 37 |
Socioeconomic Group Affiliation | 39 |
Socioeconomic Influences on Achievement | 40 |
Socioeconomic Influences on Social Development | 42 |
EnglishLanguage Learners and Achievement | 45 |
EnglishLanguage Learners and Social Development | 46 |
Gender Affiliation | 48 |
Gender and Academic Achievement | 49 |
Gender and Social Development | 50 |
Gender and Physical Development | 53 |
Achievement of Exceptional Learners | 54 |
Mixing Group Identities | 56 |
Chapter 4 Individual Developmental Differences | 59 |
Individuals as Learners | 62 |
Variation in Cognition and Intelligence | 63 |
Variation in Motivation to Learn | 64 |
Variation in Expressions of Creativity | 66 |
Variation in Development of SelfConcept and Social Competency | 67 |
Physical Variation | 69 |
Summary | 71 |
Chapter 5 Childrens Lives Outside of School | 73 |
The Multiple Contexts of Childrens Lives | 75 |
Family and Home | 76 |
Friends and Peers | 79 |
Neighborhood and Community | 82 |
Other Important Contexts | 86 |
How Children Spend Time Outside of School | 88 |
AdultOrganized Sponsored or Supervised Activities | 90 |
Extending Belonging to the Community | 104 |
School Role in Engaging Students Academically Socially and Physically | 105 |
Physical Engagement | 106 |
School Culture Organizational Structures Policies and Procedures | 107 |
School Organization Policies Procedures and Resources | 108 |
Summary | 116 |
Supporting Accomplishment Belonging and Engagement | 119 |
Classroom Role in Developing a Sense of Accomplishment | 122 |
Social Accomplishment | 124 |
Physical Accomplishment | 126 |
Joy and Cooperation | 128 |
Democracy and Equity | 129 |
Care and Nurture | 130 |
Extending Community to Others | 132 |
Academic Engagement | 133 |
Social Engagement | 135 |
Physical Engagement | 137 |
Summary | 138 |
Chapter 8 Teaching and Learning | 141 |
Important Knowledge | 143 |
Addressing Student Interest and Knowledge | 146 |
Selecting or Designing Appropriate Assessments | 150 |
Assessing Students Prior Knowledge and Knowledge Assimilation | 152 |
Using Assessment to Meet Diverse Students Needs for Accomplishment Belonging and Engagement | 155 |
Delivering Instruction | 156 |
Teaching the Students | 158 |
Using Instruction to Meet Diverse Students Needs for Accomplishment Belonging and Engagement | 161 |
Issues Surrounding Teaching and Learning | 163 |
Aligning Content Assessment and Instruction to Promote Accomplishment Belonging and Engagement | 165 |
Developmentally Appropriate Practice Professionalism and Advocacy | 169 |
A Framework of Upper Elementary Developmentally Appropriate Practice | 171 |
Actions of Students | 172 |
Actions of Teachers | 173 |
Characteristics of the Teaching and Learning Process | 174 |
Professional Identity | 177 |
Becoming Upper Elementary Teachers | 178 |
Supporting Upper Elementary Teachers in the Profession | 179 |
National Board Middle ChildhoodGeneralist Certification | 180 |
Advocating for Upper Elementary Children | 181 |
Compiling and Encouraging Research on Upper Elementary Children and Teaching | 183 |
Examining Policies and Practices | 184 |
What Can You Do for Upper Elementary Children? | 187 |
Developmentally Appropriate Practice | 188 |
Advocacy | 189 |
191 | |
207 | |
Other editions - View all
The Upper Elementary Years: Ensuring Success in Grades 3-6 Christine Finnan No preview available - 2008 |