9780205456352

Schools That Work Where All Children Read and Write

by ;
  • ISBN13:

    9780205456352

  • ISBN10:

    0205456359

  • Edition: 3rd
  • Format: Paperback
  • Copyright: 3/22/2006
  • Publisher: Pearson

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Summary

Schools That Work provides critical insight into elementary schools and how they are to meet the increased demands of education for the 21st century. "The experience of the authors can be heard on every pagehellip; [they] guide teachers and administrators in initiating change and inspire every educator to begin today to make a difference in his/her own school." -Dr. Helen Hoffner, Holy Family University "Schools That Workdoes an excellent job of covering key issues in school literacy programs. I particularly appreciate the good advice on working with paraprofessionals and volunteers, an issue that is problematic for many teachers." -Mariam Jean Dreher, University of Maryland "This no-quick-fix approachhellip;underscores the importance of strong leadership and support from the segments of the school community to help insure that the literacy needs of all students are appropriately addressed." -Juan Lira, Texas A&M International University New To the Third Edition * New coverage of reading coaches and their roles within the schools * Up-to-date review of reading reform models based on scientific evidence * Revised and increased discussion of recent federal and state initiatives throughout helps teachers address the call to develop high levels of reading and writing proficiency for ALL students About the Authors Richard L. Allington is a Professor of Education at the University of Tennessee at Knoxville. He is past president of the International Reading Association and the National Reading Conference, co-recipient of the Albert J. Harris Award, and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers. Patricia M. Cunningham is a Professor of Education at Wake Forest University. She has over 30 years of experience, taught in various elementary grades and remedial reading, and was a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children and currently engages in staff development across the United States.

Author Biography

Richard L. Allington is a professor of education at the University of Tennessee at Knoxville Patricia M. Cunningham is a professor of education at Wake Forest University

Table of Contents

Preface viii
The Schools We Have---What We Must Change
1(23)
Who Are the Struggling Readers and Writers?
3(4)
What Doesn't Work? Why Not?
7(7)
Change is Hard
14(4)
The Current Policy Context and Creating Schools Where All Children Learn to Read and Write
18(4)
Summary
22(2)
The Stories of Schools Where All Children Become Readers and Writers
24(23)
The Story of a School in Trouble
25(4)
Reforming U.S. Elementary Schools
29(13)
Change Takes Time as Well as Good Intentions
42(3)
Summary
45(2)
What Do We Now Know about Reading and Writing?
47(27)
Reading and Writing Are Thinking
48(4)
Prior Knowledge Plays a Large Role in Reading Comprehension and Writing
52(2)
Children Benefit from Modeling, Demonstration, and Explanation
54(2)
Fluency with Reading and Spelling Words is Essential to Reading and Writing
56(3)
Children Begin to Acquire Reading and Writing Processes Very Early
59(2)
Children Need Enormous Opportunities to Read and Write Real Things
61(2)
Children Need to Read Lots of Easy Stuff
63(3)
There is No One Best Way to Teach Children to Read and Write
66(2)
It Takes Times to Teach and Learn to Read
68(1)
Expert Teachers Are Important
69(2)
We Can Help Every Child Become a Reader and Writer
71(1)
Summary
72(2)
The What of Reading: The Reading Curriculum
74(29)
Curriculum Materials and Frameworks
75(4)
Reading Series
79(4)
Other Language Arts Textbooks
83(1)
Trade Books as Curriculum
84(3)
School and Classroom Libraries
87(5)
Book Rooms
92(1)
Book Clubs
93(3)
Book Fairs
96(1)
School Bookstores
96(1)
The Reading is Fundamental Program
97(1)
Technology as a Source of Curriculum Materials
98(4)
Summary
102(1)
Who Does What?
103(29)
The Critical Nature of Classroom Teachers
104(3)
Rethinking the ``Second System''
107(3)
Sharing and Collaborating
110(3)
Reading Teachers, Reading Specialists, and Reading Coaches
113(105)
Special Education Teachers
116(2)
Other Professional Staff in Elementary Schools
118(5)
Paraprofessionals and Volunteers
123(6)
Administrators Matter
129(1)
Summary
130(2)
Time: Minutes, Hours, Days, Weeks, Years
132(23)
Time is Important in Teaching and Learning
133(3)
Some Kids Need More Instruction and That Takes More Time
136(2)
Creating Time to Teach and Learn
138(8)
Making Sense of Time
146(6)
Is Time a Problem in Your School?
152(2)
Summary
154(1)
Tests, Assessments, and Report Cards
155(33)
Large-Group Achievement Testing
156(10)
Observational Strategies: Alternatives to Large-Group Assessments
166(13)
Portfolios
179(3)
Grades and Report Cards
182(4)
Summary
186(2)
Professional Development: The Key to Change
188(32)
Looking at Your School
190(4)
The Future Does Not Have to Look Like the Past
194(5)
Where to Go from Here?
199(9)
Professional Development across the Career
208(2)
An Action Plan for Professional Development
210(7)
Finding Time for Professional Development
217(2)
Summary
219(1)
Family Involvement
220(24)
Reaching Out to Families
223(1)
Involving Families
224(3)
Taking Inventory of Family Involvement
227(2)
Supporting Families
229(2)
School-Linked Services: An Integrated Approach to Children and Families
231(2)
Planning for Family Involvement
233(4)
Are You Ready for Authentic Family Involvement?
237(3)
Families as the Public
240(1)
Families as Resources
240(2)
Summary
242(2)
Schools That Work for All Children
244(31)
What is Special Education?
245(6)
Children and Special Education Services
251(9)
Missing School and Moving Around
260(4)
Ethnic, Linguistic, and Cultural Diversity
264(10)
Summary
274(1)
A Tour through a School: What to Look For
275(24)
Before School Starts
276(2)
Visiting in the 4- and 5-Year-Olds' Classrooms
278(6)
Visiting in the Primary Classrooms
284(6)
Visiting in the Intermediate Classrooms
290(7)
After School
297(1)
Summary
298(1)
Getting Started
299(20)
School Culture and Teacher Ownership
300(3)
Changing School Culture
303(6)
How to Begin
309(9)
A Parting Word
318(1)
References 319(12)
Name Index 331(4)
Subject Index 335

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