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Susan Vincent has worked in the field of early literacy for over 30 years. Both her bachelor’s and master’s degrees are from Miami University in Ohio, where she met her husband (also a teacher!) She began her career as a first grade teacher and then became a reading specialist, working with readers in kindergarten through third grade. She worked with readers in intervention and in guided reading in the classroom. She trained in Reading Recovery at The Ohio State University, both as a teacher and as a teacher leader. In her role as a teacher leader, Susan worked with many districts, teachers, and children to increase early literacy rates. In her home district, Susan served on district leadership teams, working to develop literacy curriculum and provide professional development to teachers.
Currently, Susan is a faculty member at her alma mater, in the Education and Society Department of Miami University’s Regional Campus. She teaches literacy courses to pre-service teachers and is a faculty advisor. Susan also consults with districts as a literacy coach, providing professional development in small-group reading, writing workshop, and intervention.
A lifelong learner, Susan attends and presents at many state and national literacy conferences. Staying connected to other professionals around the globe is important to her, so she spends too much time on Twitter.
InIntentional from the Start: Guiding Emergent Readers in Small Groups, Carolyn Helmers and Susan Vincent take a concentrated look at the often-underestimated reading and writing work that occurs during the emergent reading stages of literacy development (PreA–D) and the seemingly simplistic books we use to teach them in small-group guided reading. Though both may appear unsophisticated, these earliest readers and the texts we use to meet their needs are each unique and full of nuances that generally go overlooked.
The authors explore how emergent readers learn best and position text levels appropriately in the service of students. They also turn their attention to a comprehensive exploration of the particular needs of emergent readers and how the work they do at text levels PreA–D lays a critical foundation necessary for them to continue growing successfully into text levels E and beyond. As they examine the needs of learners working at each emergent text level individually, the authors:
Detail specific demands books in that text level make on young readers and the best ways to coach students as they work through them
Highlight instructional procedures for reading, writing, and word study that can be implemented immediately at your small group table
Suggest optimal schedules, techniques, and formats for efficient instruction at that level
Unpack the book characteristics specific to that level and demonstrate ways to capitalize on them to intentionally support emergent readers and writers.
With plenty of useful classroom examples, as well as additional online resources with literacy center ideas that correlate directly with the work students are doing at particular levels, this book is a resource your emergent reading teacher heart will reach for again and again.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion