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Purchase Benefits
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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 |
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.