Helping Children Learn to Read Creating a Classroom Literacy Environment

by Searfoss, Lyndon W.; Readence, John E.; Mallette, Marla H.

• ISBN13: 9780205270194
• ISBN10: 0205270190
• Edition: 4th
• Format: Paperback
• Copyright: 2000-07-20
• Publisher: Pearson

Summary

This K-8 methods book shows how to implement a balanced classroom literacy program that is child-centered and print rich with reading at the core.Helping Children Learn to Read presents, in a clear, readable style, the current theories and techniques for creating a literacy program in elementary grades. There is strong coverage of the role of the basal reader and how to modify its use; the whole language perspective and an integrated language arts curriculum; a teaching-strategies orientation to decoding, vocabulary, comprehension, studying, and writing; plus extensive discussion of emergent literacy, multicultural literature, metacognition, and holistic assessment.For anyone interested in elementary reading methods.

Table of Contents

Preface	ix
Setting the Stage for Literacy Instruction	1	(22)
Literacy and Reading	2	(3)
Defining Literacy	3	(1)
Defining Reading	4	(1)
Language Principles	5	(14)
Principle 1: The Function of Language Is to Communicate	6	(1)
Principle 2: Reading Is a Constructive and Meaning-Making Process	7	(1)
Principle 3: The Vast Amount of Language Children Bring to School Should Be Recognized and Used in Helping Them Learn to Read and Write	8	(2)
Principle 4: The Whole of Language Is Not the Sum of Its Parts	10	(2)
Principle 5: The Interaction of Thought and Language Is Essential for Both Cognitive Development and Language Development	12	(1)
Principle 6: The Language of Classroom Instruction Differs from Other Language Found Outside of School	13	(2)
Principle 7: Reading Is One of the Communication Tools	15	(3)
Principle 8: Assessment Guides and Directs Literacy Instruction	18	(1)
Summary	19	(4)
Creating a Community of Literacy Learners	23	(28)
Creating a Print-Rich Classroom Environment	24	(2)
Trade Books	26	(11)
Multicultural Literature for Children	27	(1)
Sources of Trade Books	28	(1)
Organizing and Arranging Trade Books	29	(2)
Using Trade Books	31	(6)
Reference and Information Materials	37	(1)
Magazines	38	(2)
Print Production Area	40	(1)
Computer Area	41	(2)
Software	41	(1)
Word Processing	42	(1)
Internet	42	(1)
Day-to-Day Print Area	43	(4)
Newspapers	43	(3)
Other Day-to-Day Materials	46	(1)
Summary	47	(4)
Early Literacy	51	(35)
Young Children and Reading---An Historical View	52	(2)
Young Children and Reading---A Current View	54	(2)
Assessing Early Literacy	56	(1)
Print Awareness	57	(4)
Assessing Print Awareness	58	(1)
Activities for Developing Print Awareness	59	(2)
Concepts of Print	61	(3)
Assessing Concepts of Print	61	(2)
Activities for Developing Concepts of Print	63	(1)
Story Sense	64	(3)
Assessing Story Sense	65	(1)
Activities for Developing Story Sense	66	(1)
Oral Language	67	(9)
Assessing Oral Language	68	(2)
Activities for Developing Oral Language	70	(6)
Emerging Writing	76	(5)
Assessing Emerging Writing	78	(1)
Activites for Developing Emerging Writing	79	(2)
Summary	81	(5)
Instruction Using Commercial Materials	86	(17)
Basal Reader Approach	87	(1)
Adjusting Basal Reader Instruction	88	(1)
The Basal Reader in the Classroom Print Environment	89	(10)
Know the Basal Reader You Are Going to Be Using	90	(1)
Organize Your Classroom as a Print-Rich Environment	90	(1)
Take Control of the Teacher's Manual	90	(6)
Teach Only High-Utility Decoding Skills	96	(1)
Integrate Reading Instruction with Oral Language and Writing	96	(1)
Use Workbook-Type Materials for Meaningful Reinforcement	97	(1)
Use Flexible Grouping	98	(1)
Summary	99	(4)
Balanced Literacy Instruction	103	(39)
Defining Balanced Literacy Instruction	105	(1)
Rationale for an Integrated Language Arts Curriculum	105	(1)
Starting a Journey of Change	106	(2)
Consider Yourself in Good Company	106	(1)
Be Prepared for the Tension That Comes with Change	106	(1)
Learn to Find Your Own Literate Voice	107	(1)
Look for Allies	107	(1)
Write, Write, Write about Change	107	(1)
Find a Focus	108	(1)
Get Out of the Building and Out of Town Whenever Possible	108	(1)
Implementing an Integrated Language Arts Curriculum	108	(2)
Strategies for Transitional Readers	110	(5)
Language Experience Approach	110	(4)
Shared Book Reading	114	(1)
Frameworks for Organizing Balanced Literacy	115	(9)
Reading/Writing Workshop	115	(4)
Book Club	119	(2)
Thematic Units	121	(3)
Informal Assessment	124	(11)
Informal Reading Inventories	124	(8)
Observation	132	(2)
Running Records	134	(1)
Creating Balance	135	(1)
Summary	136	(6)
Decoding	142	(32)
The Decoding Process	143	(1)
Decoding Strategies	144	(3)
Decoding Skills as a Foundation for Decoding Strategies	147	(1)
Initial Decoding Skills	147	(3)
Function Words	148	(1)
Phonemic Awareness	148	(2)
Permanent Decoding Skills	150	(18)
Teaching the Use of Context Clues	152	(3)
Phonics and Structural Analysis: An Overview	155	(4)
Should Phonic Generalizations Be Taught?	159	(2)
What Phonic Generalizations Should Be Taught?	161	(1)
Is There a Sequence to Phonics Instruction?	161	(1)
What Is the Role of Letter-Name Knowledge in Phonics Instruction?	162	(1)
Teaching Phonic Generalizations	162	(4)
Phonics Beyond Beginning Reading Instruction	166	(1)
Teaching Structural Analysis Generalizations	167	(1)
Assessing Decoding Strategies and Skills	168	(1)
Summary	169	(5)
Vocabulary	174	(39)
Guidelines for Developing Word Meaning	176	(3)
Getting Ready to Teach Vocabulary	179	(2)
Strategies Emphasizing Context	181	(6)
Contextual Redefinition	181	(3)
Vocabulary Self-Collection Strategy	184	(1)
Possible Sentences	185	(2)
Categorization Strategies	187	(8)
Word Fluency	187	(2)
List-Group-Label	189	(4)
Feature Analysis	193	(2)
Strategies for Visually Representing Information	195	(6)
Graphic Organizer	195	(3)
Word Map	198	(3)
Extension Activities	201	(7)
Reinforcing Definitions	202	(1)
Reinforcing Meanings	203	(5)
Summary	208	(5)
Comprehension	213	(35)
Making Comprehension Strategies Work Across the Curriculum	215	(1)
Using Questioning to Develop Comprehension	216	(4)
Levels of Comprehension	217	(1)
Some Considerations about Questions	218	(2)
Promoting Active Comprehension	220	(6)
Modeling of Questioning by Teachers	221	(1)
Reciprocal Questioning	222	(2)
Questioning by Children	224	(2)
Guiding Comprehension Before, During, and After Reading	226	(9)
Anticipation Guides	227	(3)
Reading Guides	230	(3)
Guided Reading Procedure	233	(2)
Using Retelling to Develop Comprehension	235	(2)
Critical Reading	237	(2)
Assessing Comprehension	239	(5)
Word Association	239	(2)
Retelling	241	(3)
Summary	244	(4)
Promoting Independent Learning	248	(29)
Metacognition	250	(2)
Transfer to Content Areas	252	(2)
Strategies for Independent Learning	254	(1)
Time Management	254	(5)
Organizing and Retaining Information	259	(6)
PREP System	259	(3)
KWL	262	(1)
Guided Lecture Procedure	263	(2)
Locating Information	265	(1)
Test-Taking	266	(2)
Preparing for the Test	266	(1)
Taking the Test	266	(2)
Writing	268	(1)
Assessing Independent Learning Strategies	269	(4)
Summary	273	(4)
Writing and Reading	277	(33)
The Integrated Reading and Writing Process	279	(2)
Journal Writing	281	(2)
Writing to Learn	283	(12)
Semantic Mapping	283	(2)
Probable Passages	285	(2)
Cubing	287	(1)
Writing Roulette	288	(3)
Guided Writing Procedure	291	(4)
Imaginative Writing to Learn and Inform	295	(7)
Poetry	295	(2)
Music	297	(3)
Who Am I?	300	(1)
Student-Authored Math Problems	301	(1)
``Choose Your Own Adventure'' Stories	302	(1)
Assessing Writing	302	(3)
Individual Conferences	303	(1)
Self Evaluation	304	(1)
Peer Evaluation	304	(1)
Summary	305	(5)
Assessing Reading Abilities	310	(20)
Guidelines for Reading Assessment	312	(1)
Purposes of Reading Assessment	312	(1)
Principle of Reading Assessment	312	(1)
How Test Types Differ	313	(3)
Standardized Tests	316	(4)
Portfolios	320	(5)
Some Cautions and Comments	325	(1)
Summary	326	(4)
Adapting Instruction for Children with Disabilities	330	(36)
Legislation and the Least Restrictive Environment	332	(2)
Current Trends in Special Education	334	(1)
The Debate about Inclusion	335	(3)
Benefits for Students with Disabilities	335	(1)
Benefits for Students without Disabilities	336	(2)
Characteristics of Children with Disabilities	338	(1)
Collaboration among Educators	339	(10)
Collaborative Consultative Model	342	(4)
Working with Educational Assistants	346	(3)
Instructional Adaptations	349	(5)
General Management of a Reading Program	349	(1)
General Adaptations to a Reading Program	350	(1)
Assessment	351	(3)
Teaching Reading to Students with Disabilities	354	(3)
Summary	357	(9)
Second Language Learners	366	(28)
Language and Reading Instruction	368	(4)
Making the Most of the Environment	372	(3)
A Literate and Collaborative Classroom Environment	372	(1)
Environmental Print	373	(2)
Making Use of Language Experiences	375	(2)
Using Oral and Written Personal Narratives	377	(3)
Working with Varied Literary Forms	380	(5)
Predictable Books	381	(2)
Alphabet Books	383	(1)
Reading Aloud	384	(1)
Literature Response	385	(1)
Summary	386	(8)
Photo Credits	394	(1)
Index	395