Classrooms that Work : They Can All Read and Write

by Cunningham, Patricia M.; Allington, Richard L.

• ISBN13: 9780137048373
• ISBN10: 0137048378
• Edition: 5th
• Format: Paperback
• Copyright: 2010-01-06
• Publisher: Pearson

Summary

The Fifth Edition of Classrooms That Workemphasizes a core set of ideas across a variety of timely topics, providing a comprehensive, balanced treatment of instructional reading methods for struggling and culturally diverse students.   Best-selling authors Pat Cunningham's and Dick Allington's clear and friendly writing style emphasizes the importance of promoting the integration of phonics and literature-based process writing and reading instruction to enhance ALL students' learning and reading skills. The book clarifies concepts, defines key terms, and offers just the right balance of research and practical coverage to make the content complete without being overwhelming. Chapter 4 addresses the topic of fostering fluency, providing teachers with a variety of ways to increase the amount of reading their students are doing and make sure that ALL students are learning to quickly and accurately read and spell the most common words. The authors also address how teachers can dramatically increase the amount of reading and writing their students do each day by incorporating literacy activities as teachers cover the content areas of math, science and social studies. Chapter 11 reflects the reality of the current student population in classrooms across America and suggests a variety of ways successful teachers differentiate their instruction to meet the needs of increasingly diverse classrooms.   Take a peek inside... Addresses the importance of fostering fluencyby providing teachers with a variety of methods to increase the amount of reading their students are doing throughout the day and teaching students to quickly and accurately read and spell common words.(Chapter 4) Takes a comprehensive, balanced approachto teaching literacy to all students. Suggests a variety of ways successful teachers differentiate their instructionto meet the needs of increasingly diverse classrooms. (Chapter 11) Differentiates instructionby providing ;Tech Savvy Teacher ; and ;English Language Learners ; boxes throughout all chapters. These boxes contain practical suggestions for using technology and other resourcesto make instruction as effective as possible for ALL students. Outlines the research-basethat supports the book's approach to instruction. (Chapter 11)

Author Biography

Patricia M. Cunningham is a professor of education at Wake Forest University in Winston Salem, North Carolina. She has taught in various elementary grades and been a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children. Richard L. Allington is a professor of education at the University of Tennessee at Knoxville. He is a past president of the National Reading Conference and of the International Reading Association and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers.

Table of Contents

Preface	p. ix
Creating Classrooms That Work	p. 1
Observing in the Classrooms of Unusually Effective Teachers	p. 2
What We Know about Classrooms That Work	p. 8
Creating Your Own Classroom That Works, Even Better	p. 11
Creating Enthusiastic, Independent Readers	p. 12
Assess and Document Your Students' Independent Reading	p. 13
Make Teacher Read-Aloud an Everyday Event	p. 14
Schedule Time Every Day for Independent Reading	p. 18
Accumulate the Widest Possible Variety of Reading Materials	p. 20
Schedule Conferences So You Can Talk with Your Students about Their Reading	p. 22
Make Time for Sharing and Responding	p. 24
Summary	p. 27
Building the Literacy Foundation	p. 28
Concepts That Form the Foundation for Literacy	p. 30
Activities for Building the Foundation	p. 34
Summary	p. 47
Fostering Fluency	p. 48
Mandate Easy Reading for Everyone	p. 50
Model Fluent, Expressive Reading	p. 53
Provide Engaging Rereading Opportunities	p. 57
Use a Word Wall to Teach High-Frequency Words	p. 59
Summary	p. 63
Teaching Phonics and Spelling Patterns	p. 65
Guess the Covered Word	p. 68
Using Words You Know	p. 71
Making Words	p. 75
The Nifty-Thrifty-Fifty	p. 87
The Wheel	p. 91
Summary	p. 92
Building Vivid, Vital, and Valuable Vocabularies	p. 94
How Do We Learn All the Words We Know?	p. 96
Provide as Much Real Experience as Possible	p. 99
Increase Meaning Vocabularies through Reading	p. 104
Teach Morphemes, Context, and the Dictionary to Learn New Words	p. 108
Teach Children to Monitor Their Vocabulary Knowledge	p. 112
Promote Word Wonder	p. 114
Summary	p. 115
Developing Thoughtful Comprehenders	p. 117
Comprehension Strategies	p. 120
Literate Conversations	p. 121
Think-Alouds	p. 126
Informational Text Lessons	p. 132
Story Text Lessons	p. 138
Summary	p. 143
Developing Ready, Willing, and Able Writers	p. 145
Starting the Year with Writer's Workshop	p. 147
Adding Editing to Writer's Workshop	p. 151
Adding Conferencing, Publishing, and Author's Chair to Writer's Workshop	p. 156
Adding Revising to Writer's Workshop	p. 160
Focused Writing	p. 168
Summary	p. 178
Reading and Writing across the Curriculum	p. 180
Use Shared Reading to Teach Your Students How to Read Informational Text	p. 181
Help Your Students Transfer Their Comprehension Strategies When Reading Science and Social Studies	p. 184
Spotlight Vocabulary in Science, Social Studies, and Math	p. 185
Link Vocabulary Development to Comprehension Lessons	p. 186
Writing to Learn	p. 193
Think-Writes	p. 194
Summary	p. 203
Assessment	p. 204
What Is Assessment?	p. 205
Determining Student Reading Level	p. 205
Identifying Good Literacy Behaviors and Documenting Student Progress	p. 209
Summary	p. 217
Differentiating Instruction for Diverse Learners	p. 218
Use a Variety of Collaborative Groupings	p. 221
Partner Older Struggling Readers to Tutor Younger Struggling Readers	p. 232
Find and Train a Tutor for Your Most Needy Child	p. 233
Coordinate with Reading and Other Specialists	p. 237
Use the Latest Technology	p. 238
Increase the Support You Are Providing Your English Language Learners	p. 240
Summary	p. 241
Inside Classrooms That Work	p. 243
A Day in a Kindergarten Classroom	p. 244
A Day in a Primary Classroom	p. 250
A Day in an Intermediate Classroom	p. 259
References	p. 267
Index	p. 271
Table of Contents provided by Ingram. All Rights Reserved.