Teaching Children to Read : Putting the Pieces Together

by Reutzel, Ray; Cooter, Robert B.

Edition:

4th

ISBN13:

9780131121898

ISBN10:

0131121898

Format:

Hardcover

Pub. Date:

1/1/2004

Publisher(s):

Prentice Hall

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Summary

For Elementary Reading Methods courses.This comprehensive and balanced look at literacy practice has long been one of the most popular reading methods texts available. The text begins by introducing seven principles for comprehensive reading instruction, and then explains the theoretical foundations of teaching reading. Part I builds on those foundations with specific methods in Part II, and then in Part III it describes how to create a variety of learning centers, and how to plan developmentally appropriate reading curriculum for students in both K-3 and 4-8 classrooms, chapters 12 and 13 provide a continuum of knowledge by describing classroon organization and curriculum for grades 4-6 and 6-8.

PART I: PRINCIPLES AND FOUNDATIONS: UNDERSTANDING LITERACY DEVELOPMENT

(94)

Introducing Comprehensive Reading Instruction for All Learners

(20)

Focus Questions

(1)

Key Concepts

(1)

Reading in Today's Society

(1)

The High Price of Reading Failure

(1)

What Is Essential to Reading Instruction: Helping Every Child Succeed

(1)

How Did YOU Learn to Read?

(1)

The Seven Characteristics of Highly Successful Reading Teachers

(3)

Reading Instruction: Looking Back and Looking Forward

(4)

Traditional Approaches to Reading Instruction

(1)

A Whole Language Approach

(1)

Balanced Reading Instruction: An Attempted Compromise

(2)

Comprehensive Reading Instruction: A Research-Based Solution

(1)

Making Transitions Toward Comprehensive Reading Instruction

(4)

Transitions Means Philosophical Movement

(1)

Transitions Takes Time

(1)

Transitions Involves Curriculum Integration

(1)

Transitions Involves Risk Taking

(1)

The Transitions Model: A Modest Proposal for Change

(2)

Challenges Facing Preservice Teachers in Making Transitions

(1)

Disharmony with Past Belief Systems and Practices

(1)

Conflicting Views Among Educators

(1)

Overcoming Tradition in the Schools

(1)

Challenges Facing In-Service Teachers

(1)

Time Commitment

(1)

Comfort Zones

(1)

Administrative Risk Taking

(1)

Concept Applications

(1)

Recommended Readings

(2)

Language Learning and the Stages of Literacy Development

(46)

Focus Questions

(1)

Key Concepts

(1)

On Becoming Literate

(1)

Emergent Literacy

(1)

Cognitive, Social, and Affective Aspects of Language Development

(8)

Contributions of Piaget: Cognitive Development

(4)

Contributions of Vygotsky: Social Interaction

(2)

Affect: Motivation and Engagement

(2)

Understanding Language

(11)

The Semantic Cueing System in Language

(3)

The Syntactic Cueing System in Language

(1)

The Visual-Graphophonic Cueing System in Language

(1)

Pragmatics

(1)

Oral Language Acquisition

(1)

Behaviorist Theory

(1)

Innatist Theory

(1)

Cognitive Theory

(1)

Social Interactionist Theories

(1)

Stages of Oral Language Development

(4)

Development of Reading Behaviors

(5)

The Mystery of Reading: The Magical Stage

(3)

``Look, Mom, I'm Reading'': The Self-Concepting Reading Stage

(1)

Spanning the Gap: The Bridging Stage

(1)

Blast Off!: The Takeoff Stage

(1)

``I Can Do It by Myself!'': The Independent Stage

(1)

Reaching the Summit: The Skilled Reader

(1)

Development of Storybook Reading Behaviors

(2)

Picture-Governed

(1)

Print-Governed

(1)

Development of Writing Behaviors

(10)

Scribbling and Drawing Stage

(2)

Prephonemic Stage

(1)

Early Phonemic Stage

(2)

Letter-Naming Stage

(1)

Transitional Stage

(3)

Developing a Sense of Story

(1)

Story Grammar Elements

(1)

Understanding Print Concepts and the Language of Instruction

(3)

Environmental Print Studies

(1)

Student Perceptions of Reading

(1)

Understanding Concepts About Print

(1)

Summary

(1)

Concept Applications

(1)

Recommended Readings

(1)

Theoretical Roots of Reading Instruction

(27)

Focus Questions

(1)

Key Concepts

(1)

The Need for Understanding How Children Learn to Read

(1)

Theories of the Reading Process

(20)

Bottom-Up Theories of the Reading Process

(1)

The Relationship of Bottom-Up Reading Theories to Phonics-First Reading Instruction

(1)

Top-Down Theories of the Reading Process

(3)

The Relationship of Top-Down Reading Theories to Whole-Word Reading Instruction

(3)

Interactive Theories of the Reading Process: Resolving the Weaknesses and Combining the Strengths of Bottom-Up and Top-Down Reading Theories

(1)

The Relationship of Interactive Theories of the Reading Process to Skills-Based Reading Instruction

(2)

Transactional Theories of the Reading Process

(3)

The Relationship of Transactional Theories of the Reading Process to Comprehensive Literacy Instruction

(5)

Transitions in Reading Instruction Change Model

(1)

Summary

(1)

Concept Applications

(1)

Recommended Readings

(2)

PART II: METHODS AND ASSESSMENT: STRATEGIES THAT SUPPORT LITERACY DEVELOPMENT

(228)

Phonemic Awareness and Phonics Instruction

(24)

Focus Questions

(1)

Key Concepts

(1)

Research on Early Reading

(2)

Report of the National Reading Panel

(1)

Other Scientific Research on Reading Instruction: Common Findings

(1)

Teachers Make the Difference

(1)

An Evidence-Based Sequence of Instruction

100

(1)

Phonemic Awareness

101

(6)

An Anticipation Guide on Phonemic Awareness

101

(1)

Research on Phonemic Awareness

101

(3)

Some Misunderstandings About Phonemic Awareness

104

(1)

The Instructional Sequence for Phonemic Awareness

105

(1)

Some Tips for Planning Instruction in Phonemic Awareness

106

(1)

Alphabetic Principle

107

(1)

Phonics Instruction in Comprehensive Reading Classrooms

108

(7)

A Phonics Prereading Quiz

108

(1)

Phonics: What We Know from Research and Practice

108

(1)

Arguments For and Against Intensive Phonics Instruction

109

(1)

Some Important Phonics Generalizations to Teach

110

(2)

Other Important Phonics Terms and Skills

112

(1)

Onset and Rime

112

(1)

Structural Analysis: An Important Next Step

113

(2)

Putting It All Together: A Sequence of World Identification Skills

115

(1)

Summary

115

(1)

Concept Applications

116

(2)

Classroom Resources for Teachers

118

(1)

Recommended Readings

119

(1)

Increasing Vocabulary and Word Knowledge

120

(34)

Focus Questions

120

(1)

Key Concepts

121

(1)

Where and How Do Students Acquire New Vocabulary?

122

(1)

Research on Vocabulary Learning

122

(2)

Vocabulary Is Built Through Language Interactions

123

(1)

The Four Types of Vocabulary

123

(1)

Levels of Vocabulary Learning

123

(1)

What Research Tells Us About Teaching Vocabulary

124

(1)

Principles of Effective Vocabulary Instruction

125

(2)

Which Words Should We Teach?

127

(4)

Why You Shouldn't Try to Teach ALL Unknown Words

127

(1)

Words You Should Teach

127

(4)

Common Strategies Used in Vocabulary Instruction

131

(10)

Word Banks

131

(1)

Specific Word Instruction

131

(3)

Making Words

134

(1)

Function (Four-Letter) Words

135

(2)

Teaching Word Functions and Changes

137

(4)

Shared Reading Experiences and Vocabulary Learning

141

(1)

Meeting the Needs of English Language Learners (ELL)

141

(5)

Using the Vocabulary Cluster Strategy with ELL Students

142

(1)

Semantic Maps

142

(3)

Linking Multicultural Experiences with Vocabulary Development

145

(1)

Helping Students Acquire New Vocabulary Independently

146

(4)

Word Learning Strategies

146

(1)

Encouraging Wide Reading

147

(2)

Computer-Assisted Vocabulary Learning

149

(1)

Vocabulary Overview

149

(1)

Word Maps

149

(1)

Summary

150

(1)

Concept Applications

151

(1)

Recommended Readings

152

(2)

Improving Reading Comprehension

154

(42)

Focus Questions

154

(1)

Key Concepts

155

(1)

Issues in Teaching Reading Comprehension

156

(2)

Instruction or Assessment?

156

(1)

Teaching Comprehension in the Primary Grades

157

(1)

Teaching Comprehension in the Information Age

157

(1)

Comprehension Strategy Instruction: Single Strategies or Multiple Strategies?

157

(1)

Comprehending Text: Schema Theory

158

(1)

Comprehending Text: A Process Overview

159

(2)

Comprehension Difficulties

161

(2)

A Model for Effective Comprehension Instruction

163

(2)

Gradual Release of Responsibility Instruction Model

163

(2)

Comprehension Instruction: Phrases and Sentences

165

(2)

``Clozing'' in on Comprehension: Deriving the Meaning of Words in Text

165

(1)

Phrasing for Comprehension: ``Chunking'' and ``Readers' Theater''

166

(1)

Comprehension Instruction: Connecting Information and Making Inferences

167

(4)

Connecting Ideas Among Sentences

167

(1)

Drawing Inferences: Making Connections Across Sentences in Text

168

(3)

Comprehension Instruction: Teaching Students About Text Structures

171

(12)

Understanding Stories: Narrative Text Structure

171

(6)

Accessing Information: Information Text Structure

177

(3)

Experience-Text-Relationships (E-T-R): Discussing Information Texts

180

(3)

Comprehension Instruction: Interpretation and Elaboration

183

(3)

K-W-L

183

(1)

Imagery: Elaborating the Meaning of Text

184

(1)

Affective Responses: Interpreting and Elaborating Meaning

185

(1)

Strategies for Effective Questioning

186

(3)

Question-Answer Relationship

187

(1)

Questioning the Author

188

(1)

Comprehension Instruction: Monitoring and Self-Regulation

189

(2)

Metacognition and Fix-Up Strategies

189

(2)

Comprehension Instruction: Meeting the Needs of Second Language Learners

191

(1)

Contextual Diagrams: Labeling the Situational Context

191

(1)

Comprehension Instruction: Meeting the Needs of Struggling Readers

191

(2)

Summary

193

(1)

Concept Applications

193

(1)

Recommended Readings

194

(2)

Developing Reading Fluency

196

(24)

Focus Questions

196

(1)

Key Concepts

197

(3)

What Is Reading Fluency?

198

(1)

What Skills Do Fluent Readers Possess?

198

(2)

Fluency Is Sometimes Ignored in Basal Reading Programs

200

(1)

Developing Reading Fluency

200

(1)

How Readers Develop Fluency

200

(1)

Organizing for Instruction: The Fluency Formula

201

(17)

Planning for Instruction

201

(5)

Step I: Passage Introduction and Modeling

206

(1)

Step II: Guided Oral Reading Practice

206

(7)

Step III: Independent Practice

213

(2)

Step IV: Performance Reading for Fluency Assessment

215

(3)

Summary

218

(1)

Concept Applications

218

(1)

Recommended Readings

219

(1)

Materials and Programs for Literacy Instruction: Basals and Beyond

220

(42)

Focus Questions

220

(1)

Key Concepts

221

(1)

Understanding the Basal Reader

222

(3)

Anatomy of the Basal Reading Approach

225

(14)

The Basal Teacher's Edition

226

(3)

The Student's Basal Text

229

(1)

Beginning Reading Texts

230

(2)

The Workbook

232

(5)

Assessment

237

(1)

Record Keeping

238

(1)

Production and Organization of Basal Readers

239

(7)

Strengths and Weaknesses of Basal Readers

239

(4)

Organization of the Basal Reader

243

(1)

A Closer Look at the Anatomy of a Basal Reading Lesson

244

(2)

Instructional Plans for More Effectively Using the Basal Teacher's Edition

246

(2)

Reconciled Reading Lesson

246

(2)

Reciprocal Questioning

248

(1)

Contrasting Differing Philosophical Emphases in Published Basal Reading Series

248

(2)

Decoding Emphasis Basal Reading Series

250

(1)

Literature-Based Basal Reading Series

250

(1)

Adopting and Evaluating Basal Readers

250

(8)

Adopting a Basal Reader Program

251

(1)

Evaluating Basal Readers

252

(2)

Selected Effective Reading Programs of National Significance

254

(4)

Helping Students with Special Needs Succeed with Basal Reader Instruction

258

(1)

Helping Students with Diverse Cultural or Language Needs Succeed with Basal Readers

259

(1)

Summary

259

(1)

Concept Applications

260

(1)

Recommended Readings

261

(1)

Assessing Literacy Learning

262

(61)

Focus Questions

262

(1)

Key Concepts

263

(1)

Principles of Classroom Assessment

264

(3)

Principle 1: Assessment Should Inform and Improve Teaching

264

(1)

Principle 2: Assessment Procedures Should Help Teachers Discover What Children Can Do, Not Only What They Cannot Do

264

(1)

Principle 3: Every Assessment Procedure Should Have a Specific Purpose

265

(1)

Principle 4: Classroom Assessment Should Be Linked to Accountability Standards and Provide Insights Into the Process of Reading

265

(1)

Principle 5: Assessment Procedures Should Help Identify Zones of Proximal Development

266

(1)

Principle 6: Assessment Strategies Should Not Supplant Instruction

266

(1)

Principle 7: The Most Valid Assessment Is Individual Assessment

266

(1)

Traditional Reading Assessment

267

(4)

Informal Reading Inventories

267

(1)

Group Reading Tests

268

(1)

Individual Diagnostic Reading Tests

268

(1)

Recommended Readings

321

(2)

PART III: CLASSROOM PRACTICE: ORGANIZING AND PLANNING FOR LITERACY INSTRUCTION

323

(209)

Organizing for Reading Instruction: Starting Out Right in Grades K--3

324

(54)

Focus Questions

324

(1)

Key Concepts

325

(1)

Welcome to Ms. Miskle's First Grade!

326

(1)

First Steps: Preparing the Environment for Effective Literacy Instruction

326

(1)

Designing a Classroom Floor Plan

327

(1)

Planning Whole-Class Learning and Sharing Areas

327

(2)

Planning the Teacher's Professional Space

329

(3)

Planning Small-Group Instruction and Learning Centers

332

(12)

Critical-Standing Learning Centers

334

(7)

Highly Recommended Standing Learning Centers

341

(1)

Elective-Temporary Learning Centers

342

(2)

Organizing Classroom Literary Tools and Materials

344

(3)

Organizing Instructional Tools and Materials for Effective Literacy Instruction

347

(4)

Trade Books

347

(1)

Basal Readers

348

(1)

Workbooks, Worksheets, and Blackline Masters

348

(1)

Leveled Books

349

(1)

Decodable Books

349

(1)

Computers and Other Information Technology

350

(1)

Making the Most of Classroom Display Areas

351

(2)

Planning and Organizing Necessary Storage Space

353

(1)

Making the Most of Human Resources: Organizing for Effective Use of Parents, Volunteers, Aides, and Tutors

354

(4)

Grouping Students for Effective Literacy Instruction

358

(3)

Ability Grouping

358

(1)

Flexible Learning Groups

359

(1)

Cooperative Learning Groups

360

(1)

Instructional Needs Grouping

361

(1)

Getting Off to a Good Start: Planning the First Day of School

361

(11)

Preparing Parents and Students for Success: Making the Initial Contact with a Letter

364

(2)

First Impressions

366

(1)

Establishing a Plan for Beginning Each School Day

367

(2)

Establishing a Morning Routine

369

(1)

Making the Classroom Work: Rules and Consequences

370

(1)

Reading from the Start: Getting Attention and Giving Directions

370

(1)

Literacy Activities on the First Day

371

(1)

Planning the First Week

372

(3)

Summary

375

(1)

Concept Applications

376

(1)

Recommended Readings

377

(1)

Providing Effective K--3 Literacy Instruction: Every Child a Reader

378

(42)

Focus Questions

378

(1)

Key Concepts

379

(1)

Ms. Rivera, Second Grade Teacher: Observing a Master at Work

380

(1)

Characteristics of Exemplary Primary Grade Literacy Teachers

381

(4)

Designing a Yearlong Curriculum Plan

381

(4)

Creating an Annual Assessment Plan

385

(6)

The Political Roots of the Current Literacy Emphasis

385

(2)

Using Assessment Data to Improve Instruction

387

(4)

Planning Daily Instructional Routines: Reading-Writing Workshop

391

(18)

Reading and Writing Together

392

(7)

Working with Words and Strategies

399

(1)

Reading/Writing Learning Centers

400

(8)

Fluency Workshop and Assessment

408

(1)

Student Sharing Time

409

(1)

School-Family--Community Partnerships

409

(3)

Supported Reading: Read-Along Cassettes and Take-Home Books

411

(1)

Supported Writing: Traveling Tales Backpack

412

(1)

Adapting Reading Instruction for Struggling Readers

412

(4)

Reading Recovery: A Program for Assisting Struggling First Graders

414

(1)

Adapting Instruction to Meet the Needs of Limited English Proficient Learners

415

(1)

Summary

416

(1)

Concept Applications

416

(1)

Recommended Readings

417

(3)

The Transition Years: Grades 4--6

420

(70)

Focus Questions

420

(1)

Key Concepts

421

(1)

Ms. Tahan Gets Things Popping!

422

(2)

Changing Realities: Reading Instruction in the Transition Years

424

(1)

Keeping Our ``Balance''

424

(1)

A Turning Point for Struggling Readers

424

(1)

Skills to Be Learned: Reading Standards for Grades 4--6

425

(1)

The First Days and Weeks of School

425

(10)

The First Day

425

(7)

The First Weeks: Reading and Writing Instruction

432

(3)

Organizing for Reading Instruction

435

(31)

Developing Integrated Curriculums

435

(1)

The Role of Literature and Expository Texts

435

(1)

How to Choose the Best Books for Instruction

436

(1)

Using Basal Readers

436

(1)

The Reading Workshop

436

(12)

Core Book Units

448

(2)

Themed Literature Units

450

(4)

Teaching Themed Literature Units: The Nuts and Bolts

454

(12)

Evaluating Themed Literature Units

466

(1)

Comprehension: Focus on Expository Texts

466

(1)

The Writing Process: Making Authors of Readers

467

(14)

Understanding the Writing Process

467

(1)

Skills to be Learned: Writing Standards for Grades 4--6

467

(1)

Prewriting Stage

467

(7)

Drafting Stage

474

(1)

Revising and Editing

475

(1)

Publishing

476

(1)

The Writing Workshop

477

(3)

Classroom Computers and Writing Development

480

(1)

Learners with Special Needs

481

(3)

Focus on English Language Learners

481

(3)

Involving Families

484

(3)

Refrigerator Reading

485

(1)

Family Projects

485

(1)

Voice Mail

485

(2)

Buddy Journals

487

(1)

Summary

487

(1)

Concept Applications

487

(1)

Recommended Readings

488

(2)

Reading in the Middle School

490

(42)

Focus Questions

490

(1)

Key Concepts

491

(1)

Can You Always Believe What You Read?

492

(1)

Helping Students Succeed with Content Reading Materials

493

(1)

Why Content Reading Is So Challenging for Some Students: The Nature of Expository Texts

493

(7)

Specialized Vocabulary and Concepts

494

(1)

Increased Concept Load

495

(2)

Readability Considerations

497

(1)

Unique Writing Patterns

497

(3)

Preparing to Teach: Analyzing Readings and Creating Study Aids

500

(2)

Performing a Content Analysis

500

(2)

Constructing Learning Tools

502

(11)

Using Graphic Organizers or Go! Charts

502

(3)

Study Guides

505

(2)

Vocabulary Development Activities

507

(3)

Choosing High-Interest Reading Materials

510

(1)

Using Trade Books as Supplements to Textbooks

511

(2)

Proven Study Strategies: Helping Students Help Themselves

513

(4)

Efficient (Speed Reading) Study Strategies

513

(2)

SQ3R

515

(1)

SQRQCQ

515

(1)

Comprehension Monitoring (Metacognition)

516

(1)

Writing to Deepen Learning: Having Students Create Their Own Expository Texts

517

(2)

Paraphrase Writing

517

(1)

Using Text Structures

517

(1)

Cubes

518

(1)

Reading Across the Curriculum: Themed Studies

519

(5)

Guidelines for Conducting Themed Studies

519

(4)

Thematic Unit Materials

523

(1)

Unit Scaffolding

523

(1)

Programs for Struggling Readers

524

(3)

Commercial Programs for Low-Performing Readers

525

(1)

Comprehension ``Strategy Families''

526

(1)

Improving Fluency

527

(1)

Helping English Language Learners with Content Area Texts

527

(2)

Modifying Linguistic Variables

528

(1)

Modifying Knowledge Variables

528

(1)

Literacy Variables

528

(1)

Summary

529

(1)

Concept Applications

530

(1)

Recommended Readings

530

(2)

Appendix A: Comprehensive Literacy Resources for Teachers

532

(14)

Appendix B: Selected Resources for Teachers

546

(6)

Appendix C: Blank Miscue Grid

552

(3)

References

555

(39)

Name Index

594

(6)

Subject Index

600

(13)

About the Authors

613

Teaching Children to Read : Putting the Pieces Together

9780131121898

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