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Purchase Benefits
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What Is a Balanced Approach to Literacy Instruction? | p. 1 |
Becoming an Effective Teacher of Reading | p. 4 |
Vignette: Fourth Graders Participate in a Yearlong Author Study | p. 4 |
Effective Teachers Understand How Children Learn | p. 11 |
Behaviorism | p. 12 |
Constructivism | p. 12 |
Interactive Theory | p. 12 |
Sociolinguistics | p. 14 |
Reader Response | p. 14 |
Critical Literacy | p. 15 |
Effective Teachers Support Children's Use of the Four Cueing Systems | p. 16 |
The Phonological System | p. 16 |
The Syntactic System | p. 18 |
The Semantic System | p. 19 |
The Pragmatic System | p. 20 |
Effective Teachers Create a Community of Learners | p. 21 |
Characteristics of Classroom Communities | p. 21 |
How to Create a Classroom Community | p. 22 |
Effective Teachers Adopt a Balanced Approach to Literacy Instruction | p. 24 |
Effective Teachers Scaffold Children's Reading and Writing Experiences | p. 25 |
Modeled Reading and Writing | p. 26 |
Shared Reading and Writing | p. 27 |
Interactive Reading and Writing | p. 28 |
Guided Reading and Writing | p. 28 |
Independent Reading and Writing | p. 29 |
Effective Teachers Organize Literacy Instruction in Four Ways | p. 30 |
Basal Reading Programs | p. 30 |
Literature Focus Units | p. 30 |
Literature Circles | p. 30 |
Reading and Writing Workshop | p. 30 |
Effective Teachers Connect Instruction and Assessment | p. 31 |
Preassessing | p. 32 |
Monitoring | p. 33 |
Assessing | p. 34 |
Effective Teachers Become Partners With Parents | p. 35 |
Providing Literacy Information to Parents | p. 35 |
Parent Volunteers | p. 36 |
Supporting Literacy at Home | p. 36 |
Family Literacy | p. 37 |
Review: How Effective Teachers Teach Reading and Writing | p. 38 |
Professional References | p. 39 |
Children's Book References | p. 40 |
Teaching the Reading and Writing Processes | p. 42 |
Vignette: Mrs. Goodman's Seventh Graders Read The Giver | p. 42 |
The Reading Process | p. 46 |
Prereading | p. 48 |
Reading | p. 50 |
Responding | p. 55 |
Exploring | p. 56 |
Applying | p. 57 |
The Writing Process | p. 57 |
Prewriting | p. 58 |
Drafting | p. 61 |
Revising | p. 63 |
Editing | p. 64 |
Publishing | p. 67 |
Qualities of Good Writing | p. 69 |
Reading and Writing Are Similar Processes | p. 71 |
Comparing the Two Processes | p. 71 |
Classroom Connections | p. 71 |
Review: How Effective Teachers Teach the Reading and Writing Processes | p. 73 |
Professional References | p. 73 |
Children's Book References | p. 74 |
How Do Children Learn to Read and Write? | p. 75 |
Working With Young Readers and Writers | p. 78 |
Vignette: Ms. McCloskey's Students Become Readers and Writers | p. 78 |
Fostering Young Children's Interest in Literacy | p. 86 |
Concepts About Print | p. 86 |
Concepts About Words | p. 87 |
Concepts About the Alphabet | p. 88 |
How Children Develop as Readers and Writers | p. 89 |
Emergent Reading and Writing | p. 91 |
Beginning Reading and Writing | p. 93 |
Fluent Reading and Writing | p. 94 |
Instructional Practices | p. 96 |
Shared Reading | p. 96 |
Language Experience Approach | p. 101 |
Interactive Writing | p. 102 |
Manuscript Handwriting | p. 103 |
Writing Centers | p. 105 |
Review: How Effective Teachers Support Young Children's Literacy Development | p. 107 |
Professional References | p. 108 |
Children's Book References | p. 109 |
Cracking the Alphabetic Code | p. 110 |
Vignette: Mrs. Firpo Teaches Phonics Using a Basal Reading Program | p. 110 |
Phonemic Awareness | p. 116 |
Components of Phonemic Awareness | p. 117 |
Teaching Phonemic Awareness | p. 117 |
Why Is Phonemic Awareness Important? | p. 124 |
Phonics | p. 124 |
Phonics Concepts | p. 125 |
Teaching Phonics | p. 130 |
What Is the Role of Phonics in a Balanced Literacy Program? | p. 132 |
Spelling | p. 134 |
Stages of Spelling Development | p. 134 |
Teaching Spelling | p. 138 |
Weekly Spelling Tests | p. 145 |
What Is the Controversy About Spelling Instruction? | p. 146 |
Review: How Effective Teachers Assist Students in "Cracking the Code" | p. 147 |
Professional References | p. 147 |
Children's Book References | p. 148 |
Developing Fluent Readers and Writers | p. 150 |
Vignette: Ms. Williams's Students Learn High-Frequency Words | p. 150 |
Teaching Students to Read and Write Words | p. 156 |
Word Recognition | p. 156 |
Word Identification | p. 162 |
What Is Fluency? | p. 173 |
Promoting Reading Fluency | p. 175 |
Developing Writing Fluency | p. 179 |
Assessing Students' Reading and Writing Fluency | p. 181 |
Review: How Effective Teachers Develop Fluent Readers and Writers | p. 182 |
Professional References | p. 182 |
Children's Book References | p. 183 |
Expanding Students' Knowledge of Words | p. 184 |
Vignette: Mrs. Sanom's Word Wizards Club | p. 184 |
How Do Students Learn Vocabulary Words? | p. 191 |
Levels of Word Knowledge | p. 191 |
Incidental Word Learning | p. 192 |
Context Clues | p. 193 |
Word-Learning Strategies | p. 194 |
Why Is Vocabulary Knowledge Important? | p. 195 |
Teaching Students to Unlock Word Meanings | p. 195 |
Characteristics of Effective Instruction | p. 196 |
Components of Word Study | p. 197 |
Choosing Words to Study | p. 208 |
Spotlighting Words on Word Walls | p. 209 |
Activities for Exploring Words | p. 211 |
Review: How Effective Teachers Expand Students' Knowledge of Words | p. 213 |
Professional References | p. 213 |
Children's Book References | p. 214 |
Facilitating Students' Comprehension: Reader Factors | p. 216 |
Vignette: Mrs. Donnelly Teaches Comprehension Strategies | p. 216 |
What Is Comprehension? | p. 223 |
Reader and Text Factors | p. 223 |
Background Knowledge | p. 225 |
Purpose | p. 227 |
Fluency | p. 227 |
Comprehension Strategies | p. 228 |
Making Inferences | p. 232 |
Motivation and Attention | p. 234 |
Comparing Capable and Less Capable Readers and Writers | p. 238 |
Teaching Comprehension | p. 240 |
Explicit Comprehension Instruction | p. 241 |
Developing Comprehension Through Reading | p. 243 |
Developing Comprehension Through Writing | p. 245 |
Review: How Effective Teachers Facilitate Students' Comprehension | p. 247 |
Professional References | p. 247 |
Children's Book References | p. 248 |
Facilitating Students' Comprehension: Text Factors | p. 250 |
Vignette: Mr. Abrams's Fourth Graders Learn About Frogs | p. 250 |
Stories | p. 255 |
Narrative Genres | p. 257 |
Elements of Story Structure | p. 260 |
Literary Devices | p. 270 |
Informational Books | p. 270 |
Nonfiction Genres | p. 273 |
Expository Text Structures | p. 274 |
Text Features | p. 276 |
Poetry | p. 276 |
Types of Poetry Books | p. 277 |
Poetic Forms | p. 278 |
Review: How Effective Teachers Focus on Text Factors | p. 287 |
Professional References | p. 287 |
Children's Book References | p. 288 |
Assessing Students' Literacy Development | p. 292 |
Vignette: Mrs. McNeal Conducts Second-Quarter Assessments | p. 292 |
Literacy Assessment Tools | p. 299 |
Assessing Students' Concepts About Print | p. 300 |
Assessing Students' Phonemic Awareness and Phonics | p. 301 |
Assessing Students' Word Identification and Fluency | p. 302 |
Determining Students' Instructional Reading Level | p. 305 |
Assessing Students' Comprehension | p. 309 |
Assessing Students' Vocabulary | p. 311 |
Assessing Students' Writing | p. 312 |
Assessing Students' Spelling | p. 314 |
Assessing Students' Attitudes and Motivation | p. 316 |
Monitoring Students' Progress | p. 317 |
Implementing Portfolios in the Classroom | p. 319 |
Why Are Portfolio Programs Worthwhile? | p. 320 |
Collecting Work in Portfolios | p. 320 |
Involving Students in Self-Assessment | p. 323 |
Showcasing Students' Portfolios | p. 324 |
Assigning Grades | p. 324 |
Unit Assignment Sheets | p. 325 |
Review: How Effective Teachers Assess Students' Literacy Development | p. 326 |
Professional References | p. 326 |
Children's Book References | p. 328 |
How Do Teachers Organize Literacy Instruction? | p. 329 |
Teaching With Basal Reading Textbooks | p. 332 |
Vignette: Mrs. Ohashi Teaches Reading Using Basal Readers | p. 332 |
Teaching With Basal Reading Textbooks | p. 338 |
Components of Basal Reading Programs | p. 340 |
Materials Included in Basal Reading Programs | p. 343 |
Benefits of Using Basal Reading Programs | p. 344 |
Differentiating Instruction | p. 344 |
Guided Reading | p. 346 |
Literacy Centers | p. 349 |
Review: How Effective Teachers Use Basal Reading Textbooks | p. 352 |
Professional References | p. 352 |
Children's Book References | p. 352 |
Teaching Literature Focus Units | p. 354 |
Vignette: Mrs. Dillon's Students Read "The Three Little Pigs" | p. 354 |
Choosing Literature for Units | p. 360 |
The Best of the Best | p. 361 |
Multicultural Literature | p. 361 |
Framework for a Literature Focus Unit | p. 364 |
Steps in Developing a Unit | p. 364 |
Units Featuring a Picture Book | p. 372 |
Units Featuring a Chapter Book | p. 373 |
Units Featuring a Genre | p. 376 |
Units Featuring an Author or Illustrator | p. 376 |
Benefits of Literature Focus Units | p. 378 |
Review: How Effective Teachers Use Literature Focus Units | p. 378 |
Professional References | p. 379 |
Children's Book References | p. 379 |
Orchestrating Literature Circles | p. 380 |
Vignette: Mrs. Donnelly's Students Read in Book Clubs | p. 380 |
Key Features of Literature Circles | p. 385 |
Choice | p. 385 |
Literature | p. 386 |
Response | p. 387 |
Implementing Literature Circles | p. 392 |
Using Literature Circles With Young Children | p. 394 |
Monitoring and Assessing Students' Learning | p. 395 |
Benefits of Using Literature Circles | p. 395 |
Review: How Effective Teachers Orchestrate Literature Circles | p. 397 |
Professional References | p. 397 |
Children's Book References | p. 398 |
Implementing Reading and Writing Workshop | p. 400 |
Vignette: First Graders Participate in Writing Workshop | p. 400 |
Reading Workshop | p. 406 |
Reading | p. 406 |
Responding | p. 410 |
Sharing | p. 413 |
Teaching Minilessons | p. 413 |
Reading Aloud to Students | p. 413 |
Is Sustained Silent Reading the Same as Reading Workshop? | p. 414 |
Writing Workshop | p. 416 |
Writing | p. 416 |
Sharing | p. 420 |
Teaching Minilessons | p. 420 |
Managing a Workshop Classroom | p. 422 |
Benefits of Reading and Writing Workshop | p. 424 |
Review: How Effective Teachers Conduct Reading and Writing Workshop | p. 424 |
Professional References | p. 425 |
Children's Book References | p. 425 |
Reading and Writing in the Content Areas | p. 426 |
Vignette: Mrs. Zumwalt's Third Graders Create Multigenre Projects | p. 426 |
Connecting Reading and Writing | p. 431 |
Writing as a Learning Tool | p. 431 |
Writing to Demonstrate Learning | p. 436 |
Content-Area Textbooks | p. 444 |
Unique Conventions of Content-Area Textbooks | p. 444 |
Making Content-Area Textbooks More Comprehensible | p. 446 |
Learning How to Study | p. 451 |
Why Aren't Content-Area Textbooks Enough? | p. 452 |
Thematic Units | p. 453 |
How to Develop a Thematic Unit | p. 453 |
A First-Grade Unit on Trees | p. 456 |
A Fourth-Grade Unit on Desert Ecosystems | p. 457 |
A Sixth-Grade Unit on Ancient Egypt | p. 457 |
Review: How Effective Teachers Use Reading and Writing in the Content Areas | p. 464 |
Professional References | p. 464 |
Children's Book References | p. 465 |
Compendium of Instructional Procedures | p. 467 |
Anticipation Guides | p. 468 |
Book Talks | p. 469 |
Choral Reading | p. 469 |
Class Collaborations | p. 470 |
Cubing | p. 471 |
Data Charts | p. 472 |
Directed Reading-Thinking Activity (DRTA) | p. 472 |
Double-Entry Journals | p. 473 |
Exclusion Brainstorming | p. 475 |
GIST Procedure | p. 476 |
Grand Conversations | p. 477 |
Graphic Organizers | p. 478 |
Guided Reading | p. 479 |
Instructional Conversations | p. 479 |
Interactive Writing | p. 481 |
K-W-L Charts | p. 482 |
Language Experience Approach (LEA) | p. 484 |
Learning Logs | p. 486 |
Making Words | p. 486 |
Minilessons | p. 488 |
Open-Mind Portraits | p. 489 |
Prereading Plan | p. 490 |
Question-Answer Relationships (QARs) | p. 490 |
Quickwriting | p. 491 |
Quilts | p. 493 |
Read-Arounds | p. 493 |
Readers Theatre | p. 494 |
Reading Logs | p. 494 |
Reciprocal Teaching | p. 495 |
Repeated Readings | p. 496 |
Running Records | p. 497 |
Semantic Feature Analysis | p. 498 |
Shared Reading | p. 499 |
SQ3R Study Strategy | p. 500 |
Story Boards | p. 500 |
Sustained Silent Reading (SSR) | p. 502 |
Word Sorts | p. 503 |
Word Walls | p. 504 |
Writing Groups | p. 504 |
Professional References | p. 507 |
Glossary | p. 509 |
Author and Title Index | p. 513 |
Subject Index | p. 524 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.