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Purchase Benefits
What is included with this book?
Phonics: What, Why, and How? | p. 1 |
Defining Phonics and Word Identification | p. 2 |
Phonics in The Middle Grades? | p. 4 |
Intervention When Students Struggle | p. 5 |
The Reading Wars: The Role of Phonics in Reading Instruction | p. 6 |
The 1950s and 1960s: The Great Debate | p. 6 |
The 1970s and 1980s: Phonics Versus Comprehension | p. 7 |
The 1990s: Whole Language Versus Phonics | p. 7 |
The Role of Phonics Instruction: Recent Developments | p. 10 |
The National Reading Panel Report | p. 10 |
No Child Left Behind and State Standards | p. 11 |
Assessing Phonics | p. 12 |
Phonics in a Comprehensive Language Arts Program | p. 12 |
Before You Move On | p. 12 |
What's in This Chapter for Me? | p. 13 |
Making Decisions About Instruction: What Teachers Need to Know | p. 17 |
Approaches to Phonics Instruction | p. 18 |
Traditional Approaches | p. 18 |
Contemporary Approaches | p. 19 |
Teachers must Show Students How to Use Cues to Identify Words | p. 21 |
Graphophonemic Cues | p. 21 |
Using Meaning Cues: The Semantic and Syntactic Systems | p. 22 |
How Readers Combine Cues | p. 22 |
Teachers must Extend the Alphabetic Knowledge and Phonemic Awareness that Children Develop at Home | p. 23 |
Letter and Alphabetic Knowledge | p. 23 |
Phonemic Awareness | p. 24 |
Teaching Word Identification Is Based on an Understanding of Development | p. 26 |
Prealphabetic Stage | p. 27 |
Partial Alphabetic Stage | p. 27 |
Alphabetic Stage | p. 27 |
Consolidated Stage | p. 28 |
Automatic Stage | p. 29 |
Teachers must Know Appropriate Interventions for Students who Struggle | p. 29 |
Intervention When Students Struggle | p. 30 |
Teachers must Guide Their Instruction About Phonics and Word Identification Through Ongoing Assessment | p. 31 |
Assessing Phonemic Awareness | p. 31 |
Before You Move On | p. 31 |
What's in This Chapter for Me? | p. 33 |
Learning and Teaching About Consonants | p. 35 |
Understanding Consonants | p. 36 |
Multiple Sounds | p. 37 |
Silent Consonants | p. 37 |
Learning About Consonants Through Sorting Activities | p. 38 |
Picture Sorting for Primary Students | p. 38 |
Word Sorting for Intermediate and Middle Grade Students | p. 39 |
Consonant Blends and Three-Letter Clusters | p. 40 |
Ending Consonant Blends | p. 40 |
Learning About Blends Through Independent and Guided Activities | p. 41 |
Consonant Digraphs | p. 41 |
Classroom Environments for Teaching Consonants | p. 43 |
Name Word Wall | p. 43 |
Learning Centers | p. 44 |
Alphabet Books | p. 44 |
Take-Home Magnets | p. 45 |
Games to Reinforce Consonant Sounds | p. 45 |
Assessing Consonant Letters and Sounds | p. 47 |
Intervention When Students Struggle | p. 49 |
Before You Move On | p. 49 |
What's in This Chapter for Me? | p. 50 |
Learning and Teaching About Vowels | p. 53 |
Understanding Vowels | p. 54 |
Short Vowel Sounds | p. 54 |
Rimes | p. 56 |
Long Vowel Sounds | p. 56 |
Making Words: A Way to Practice Vowel Patterns | p. 57 |
Other Vowel Sounds | p. 59 |
Whole Class Teaching and Learning Activities | p. 62 |
Word Walls | p. 62 |
Brand Name Phonics | p. 63 |
Word Sorts | p. 63 |
Word Ladders | p. 64 |
Onset and Rime Writing | p. 64 |
Small Group Games | p. 64 |
Onset and Rime Bingo | p. 64 |
Red Light/Green Light | p. 65 |
Roll-a-Vowel | p. 65 |
Make-a-Word | p. 65 |
Spill-a-Word | p. 65 |
Word Rummy | p. 66 |
Rime Scattergories | p. 66 |
Content Area Vowel Rummy | p. 66 |
Interventions When Students Struggle | p. 66 |
Assessing Vowel Sounds | p. 67 |
Before You Move On | p. 68 |
What's in This Chapter for Me? | p. 70 |
Incorporating Phonics and Word Identification into Reading Instruction | p. 71 |
Using Embedded Instruction | p. 73 |
Planning "Spontaneous" Lessons | p. 73 |
Encouraging Students to Use Cueing Systems | p. 74 |
Incorporating Phonics Instruction in Shared Reading | p. 74 |
Using Poetry and Verse | p. 76 |
Teaching and Learning with Decodable Text | p. 78 |
Guided Reading Using Leveled Texts | p. 80 |
Teaching Word Identification in Literature Circles | p. 83 |
A Glimpse into a Grade 5/6 Classroom: Mrs. Lanyi | p. 83 |
Interventions When Students Struggle | p. 84 |
A Glimpse into the Classroom: Mrs. Alberty | p. 85 |
Assessing Word Identification with Meaningful Texts | p. 85 |
Before You Move On | p. 87 |
What's in This Chapter for Me? | p. 87 |
Spelling and Writing Instruction | p. 89 |
Orthography: A Language for Spellers | p. 90 |
High Frequency Words | p. 90 |
Developmental Spelling Stages | p. 91 |
Prephonemic Stage | p. 92 |
Phonemic Stage | p. 92 |
Transitional Stage | p. 94 |
Conventional Stage | p. 94 |
Invented Spelling | p. 96 |
Guiding Principles for Spelling Instruction | p. 96 |
Classroom Strategies for Spelling and Writing | p. 97 |
Shared (or Interactive) Writing | p. 97 |
Writing Journals | p. 97 |
Writing Workshop | p. 98 |
Mini Lessons | p. 99 |
Buddy Study Spelling | p. 99 |
High Frequency Word Walls | p. 102 |
A Glimpse into Mrs. Schlotterer's First-Grade Classroom | p. 103 |
Teacher-Made Spelling Games | p. 104 |
Where's My Stuff? | p. 104 |
I Won One | p. 105 |
Spelling Survivor | p. 105 |
Interventions When Students Struggle | p. 106 |
A Glimpse into an Intervention Classroom | p. 106 |
Assessing Spelling | p. 107 |
Before You Move On | p. 108 |
What's in This Chapter for Me? | p. 108 |
Teaching Word Structure for Sound and Meaning | p. 111 |
Understanding Morphemes | p. 112 |
Structural Analysis | p. 113 |
Compound Words | p. 113 |
Prefixes | p. 113 |
Suffixes | p. 114 |
Teaching and Learning About Affixes | p. 114 |
Greek and Latin Roots | p. 115 |
Teaching Big Words in Meaningful Context | p. 116 |
Inflectional Endings | p. 117 |
Interventions When Students Struggle | p. 119 |
Syllables and Accents | p. 120 |
Assessing Affixes | p. 122 |
Building a Rich Vocabulary Knowledge | p. 122 |
Interesting Words | p. 123 |
New Words and Slang | p. 123 |
Ethnic Heritage | p. 124 |
Words of the Year | p. 126 |
Specialized Words | p. 126 |
Idioms | p. 126 |
Oxymorons | p. 127 |
Palindromes and Portmanteaus | p. 127 |
Before You Move On | p. 127 |
What's in This Chapter for Me? | p. 128 |
Accommodating and Supporting Students with Language Differences | p. 131 |
Understanding the Needs of English Language Learners | p. 132 |
Literacy in the Primary Language | p. 133 |
Developing Conversational English Proficiency | p. 133 |
Developing Academic English Proficiency | p. 134 |
Social and Cultural Transitions | p. 134 |
Phonetic and Graphic Differences Between Languages | p. 134 |
Assessing English Language Learners | p. 135 |
Environments for Supporting English Language Learning | p. 137 |
Surround All Students with Oral and Written Language | p. 137 |
Encourage Social Interaction | p. 138 |
Share and Respect Culture | p. 139 |
Interventions When Students Struggle | p. 141 |
Shared Reading | p. 141 |
Journal Writing | p. 141 |
Shared Writing | p. 141 |
Sheltered Instruction | p. 142 |
Strategy Teaching | p. 142 |
Other Suggestions | p. 142 |
Nonmainstream English Speakers | p. 143 |
Culturally Responsive Instruction | p. 144 |
Regional Dialects | p. 145 |
Before You Move On | p. 146 |
What's in This Chapter for Me? | p. 148 |
Appendix | p. 149 |
Glossary | p. 153 |
References | p. 159 |
Index | p. 167 |
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