Readers and Writers in the Primary Grades: A Balanced and Integrated Approach

by Combs, Martha

• ISBN13: 9780130931504
• ISBN10: 0130931500
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Pearson College Div

Summary

For reading, writing, and literacy in elementary school courses. Readers and Writers in Primary Grades is organized around strategies that benefit teachers in their efforts to be responsive to the developmental literacy needs of young children. Integrating theory and practice, these strategies offer a balanced look at appropriate literacy activities for K-3 classrooms.

Table of Contents

Part I Literacy Methods for K--3 Classrooms	1	(428)
Reading and Writing in the Primary Grades: A Balanced and Integrated Approach	2	(22)
Looking into Classrooms	3	(1)
Building a Theory Base	4	(16)
Defining Literacy	4	(1)
A Framework for Literacy	5	(3)
Children's Literacy Development	8	(4)
Meaningful Learning Environments	12	(5)
The Teacher's Role in Literacy Development	17	(2)
Assessment: Monitoring Children's Literacy Development	19	(1)
Respecting Diversity among Children	19	(1)
Take a Moment to Reflect	20	(2)
Your Turn	22	(2)
Reading Aloud to Children	24	(44)
Looking into Classrooms	25	(1)
Building A Theory Base	26	(10)
Language at Home	26	(3)
Language at School	29	(1)
Developing an Ear for the Sounds of Language	29	(1)
Developing Expectations for Written Language	30	(1)
Developing Expectations for Different Genre	31	(1)
Thinking Like a Reader	32	(1)
Thinking about Written Language	33	(3)
Take a Moment to Reflect	36	(1)
Putting Theory into Practice	37	(29)
Engaging Children with Books	38	(1)
Reading Aloud Is an Invitation into Books	38	(3)
Tips for Quality Read-Aloud	41	(1)
Teaching through Reading Aloud	42	(1)
Planning a Mediated Read-Aloud in Narrative and Information Texts	42	(1)
Sample Mediated Read-Aloud in Narrative Text---A Chair for My Mother	43	(6)
Vera B. Williams
Sample Mediated Read-Aloud in Information Text---Trains	49	(4)
Gail Gibbons
Rereading and Revisiting Texts	53	(2)
Retelling: Building Confidence and Ownership of Stories	55	(4)
Responding: Developing Personal Perspectives about Literature	59	(5)
Assessment: Monitoring Engagement and Understanding during Read-Aloud	64	(1)
Respecting Diversity during Read-Aloud	64	(2)
Take a Moment to Reflect	66	(1)
Your Turn	67	(1)
Shared Reading	68	(36)
Looking into Classrooms	69	(1)
Building a Theory Base	70	(13)
Developing Concepts about Print	71	(3)
The Potential of Shared Reading Experiences	74	(2)
Types of Text for Shared Reading Experiences	76	(3)
Selecting Texts for Shared Reading Experiences	79	(4)
Take a Moment to Reflect	83	(1)
Putting Theory into Practice	84	(18)
Sample Shared Reading of a Big Book	84	(3)
Planning Shared Reading Experiences	87	(1)
Selecting Skills and Strategies	87	(1)
Clear Purpose(s) for Instruction	87	(1)
Organizing Shared Reading Experiences	88	(3)
Extending Shared Reading Experiences	91	(3)
Developing Word Knowledge through Shared Reading	94	(3)
Integrating Writing with Shared Reading	97	(1)
Assessment: Monitoring Development in Shared Reading	98	(3)
Respecting Diversity through Shared Reading	101	(1)
Take a Moment to Reflect	102	(1)
Your Turn	103	(1)
Shared and Interactive Writing	104	(38)
Looking into Classrooms	105	(1)
Building a Theory Base	106	(10)
What Is Shared Writing?	106	(2)
When Does Shared Writing Become Interactive?	108	(1)
Why Do Shared/Interactive Writing?	109	(1)
Thinking with Written Language	109	(3)
How Is Writing Used in Classrooms?	112	(2)
Principles of Written Language	114	(2)
Take a Moment to Reflect	116	(1)
Putting Theory into Practice	117	(21)
Possibilities for Shared/Interactive Writing	117	(3)
Grouping for the Composing Process	120	(2)
Organizing Shared/Interactive Writing Experiences	122	(3)
Exploring Composition Processes	125	(2)
Possible Forms of Shared/Interactive Writing	127	(2)
Additional Ideas for Shared Compositions	129	(2)
Extending Interactions with the Original Text	131	(2)
Extending Interactions with Duplicated Text	133	(2)
Assessment: Monitoring Children's Development in Shared/Interactive Writing	135	(1)
Respecting Diversity with Shared/Interactive Writing	136	(2)
Take a Moment to Reflect	138	(2)
Your Turn	140	(2)
Guided and Independent Reading	142	(40)
Looking into Classrooms	143	(1)
Building a Theory Base	144	(9)
What Is Guided Reading?	144	(1)
What Is Independent Reading?	145	(1)
Selecting Appropriate Texts	145	(2)
Matching Children and Texts	147	(3)
The Need for Flexible Grouping	150	(1)
Developing Strategic Readers	151	(2)
Moving toward Independence	153	(1)
Take a Moment to Reflect	153	(1)
Putting Theory into Practice	154	(26)
Engaging Children in Guided Reading Experiences	155	(10)
Providing an Environment for Independent Reading	165	(5)
Assessment: Monitoring Growth in Guided and Independent Reading	170	(8)
Respecting Diversity through Guided and Independent Reading	178	(2)
Take a Moment to Reflect	180	(1)
Your Turn	181	(1)
Guided and Independent Writing	182	(50)
Looking into Classrooms	183	(1)
Building a Theory Base	184	(5)
Writing---Guiding Children's Journey in Thinking	184	(4)
Moving toward Independence as Writers	188	(1)
Take a Moment to Reflect	189	(1)
Putting Theory into Practice	190	(40)
Guiding Writing in a Writer's Workshop?	190	(10)
Functional Writing Experiences	200	(8)
Trying on Different Forms of Writing	208	(9)
Independent Writing in Activity Centers	217	(1)
Extending Writing through Bookmaking	218	(2)
Helping Children Develop Legible Handwriting	220	(2)
Assessment: Monitoring Children's Development as Writers	222	(7)
Respecting Diversity in Writing Development	229	(1)
Take a Moment to Reflect	230	(1)
Your Turn	231	(1)
Literature Study	232	(48)
Looking into Classrooms	233	(1)
Building a Theory Base	234	(6)
Why Study Literature?	234	(1)
Components of Literature Study	235	(1)
Organizing Literature Study	236	(2)
Focusing Literature Study	238	(1)
Learning to Discuss Books	239	(1)
Take a Moment to Reflect	240	(1)
Putting Theory into Practice	240	(37)
Whole-Class Literature Study	241	(2)
Whole-Class Chapter Book Study	243	(4)
Small-Group Literature Study	247	(7)
Independent Literature Study	254	(6)
Supporting Skill and Strategy Development in Literature Study	260	(5)
Extending Children's Engagement with Literature	265	(4)
Integrating Literature Study: One-Week Literature Units	269	(1)
Integrating Literature Study: Extended Units	270	(4)
Assessment: Monitoring Children's Growth during Literature Study	274	(1)
Respecting Diversity during Literature Study	275	(2)
Take a Moment to Reflect	277	(1)
Your Turn	278	(2)
Word Study I: Developing Phonological Awareness	280	(42)
Looking into Classrooms	281	(1)
Building a Theory Base	282	(14)
What Is Word Study?	282	(1)
Guiding Principles for Word Study	283	(1)
Overview of Word Knowledge and Language Cues	283	(2)
Knowledge of Words in the Emergent Stage	285	(3)
Developing Phonological Awareness	288	(4)
Learning about Letters of the Alphabet	292	(4)
Writing Alphabet Letters	296	(1)
Take a Moment to Reflect	296	(1)
Putting Theory into Practice	297	(23)
Instructional Focus during the Emergent Stage	297	(1)
Using Music to Focus on Sounds	298	(3)
Games	301	(1)
Sorting Activities	302	(4)
Using Sound Boxes	306	(3)
Using Environmental Print to Focus on Letters and Sounds	309	(1)
Using Children's Literature to Focus on Sounds and Letters	309	(3)
Word Study in Shared and Guided Reading	312	(1)
Word Study in Shared/Interactive Writing	313	(1)
Encouraging Self-Monitoring Strategies	314	(1)
Assessment: Monitoring Development in the Emergent Stage	315	(2)
Respecting Diversity in Development of Word Knowledge	317	(3)
Take a Moment to Reflect	320	(1)
Your Turn	321	(1)
Word Study II: Developing a Strong Phonics Base	322	(42)
Looking into Classrooms	323	(1)
Building a Theory Base	324	(5)
Children's Knowledge of Words in the Developing Stage	324	(3)
Guiding Principles for Phonics Instruction	327	(2)
Take a Moment to Reflect	329	(1)
Putting Theory into Practice	329	(29)
Instruction in the Developing Stage	329	(1)
Selecting Words for Study	330	(1)
Whole-Class Word Study: Building Words	331	(3)
Small-Group Word Study: Sorting, Building, and Hunting Words	334	(8)
Word Study Notebooks	342	(1)
Possible Sequences for Studying Phonics Patterns	343	(9)
Self-Monitoring Strategies in the Developing Stage	352	(1)
Sinking into Silent Reading	352	(1)
Assessment: Monitoring Growth in Word Knowledge	353	(5)
Take a Moment to Reflect	358	(5)
Your Turn	363	(1)
Word Study III: Integrating Phonics and Structure	364	(65)
Looking into Classrooms	365	(1)
Building a Theory Base	366	(5)
Children's Knowledge of Words in the Transitional Stage	366	(1)
Introducing Structural Units	367	(3)
Refining Concepts about Words in Print	370	(1)
Guiding Principles for Instruction in Structural Patterns	371	(1)
Take a Moment to Reflect	371	(1)
Putting Theory into Practice	372	(24)
Overview of Instruction in the Transitional Stage	372	(1)
Whole-Class Word Study: Building Structural Words	373	(5)
Small-Group Word Study: Sorting, Building, and Hunting for Words	378	(3)
Possible Sequence for Structural Patterns for Developing Readers and Writers	381	(7)
Structural Patterns for Transitional Readers and Writers	388	(4)
Syllabication---Integrating Structure and Phonics across Syllables	392	(3)
Self-Monitoring Strategies in the Transitional Stage	395	(1)
Solidifying Silent Reading to Connect with Text	395	(1)
Assessment: Monitoring Word Knowledge Development with Multisyllable Words	395	(1)
Take a Moment to Reflect	396	(2)
Your Turn	398	(2)
Part II Making Connections: Linking Children's Learning Experiences within a Balanced Literacy Program
An Integrated Unit Study: Learning about Amphibians in Two Second Grade Classrooms	400	(1)
Putting Theory into Practice in Second-Grade Classrooms	400	(29)
Setting the Stage	401	(1)
Meeting the Teachers	401	(1)
Getting Started	402	(1)
Making Instructional Decisions	403	(4)
Putting the Pieces Together	407	(21)
Concluding Thoughts	428	(1)
Appendix A -- Handbook of Children's Literature	429	(21)
Appendix B -- Sample Word Lists and Word Sorts	450	(13)
Appendix C -- Pictures for Sorting Activities	463	(32)
References	495	(6)
Name Index	501	(4)
Subject Index	505

Excerpts

Every child has the right to know firsthand the power and possibility that come from being a literate individual! For over thirty years, I have been a teacher of children and adults, and during that time I have learned that effective teachers have at least two things in common--a commitment that all children can learn and a commitment to providing the assistance necessary for every child to become literate. There is much that we must know about children, language, and literacy if we are to support all children as learners. This book is a beginning! Imagine that we are helping a young child learn to ride a bike. At first we provide a great deal of support, patiently demonstrating the parts of bike riding that the child needs to know and seems ready to learn. Teaching this child to ride requires repetition, redirection, and careful observation of his or her responses. Slowly, as the child demonstrates new levels of skill, we adjust the amount and types of support we provide, until the child is riding without our support. There may be spills along the way, even regressions, but we intervene only as the child demonstrates need because we want the child to become independent. The story about riding a bike could just as easily be a story about helping a child learn to read and write. Young children who learn to read and write early usually do so with the support of a responsive adult--an adult who listens to them, talks with them, reads with them, and writes with them. This is what we want for every child, to be that responsive adult who supports their acquisition of literacy skills and strategies, because our goal for children is independence! To this end, this book is organized around teaching strategies that can help each of us be responsive to the literacy needs of young children. LITERACY FRAMEWORK This second edition ofReaders and Writers in Primary Gradesfocuses on a balanced and integrated approach to literacy, meshing theory and practice in every chapter. The illustration on page vi clearly identifies the components of our literacy framework. Each chapter focuses on one or more components, providing the theory base for the component and illustrations of effective classroom practices with the component. PART I: LITERACY METHODS FOR K-3 CLASSROOMS Chapter 1provides an overview of a balanced and integrated approach to literacy, children's growth as readers and writers in the primary grades, and an examination of our role as responsive adults in the literacy process. Chapter 2introduces the foundation of a balanced literacy framework--reading aloud to children. This component is a powerful tool that is often overlooked for its instructional value. In this chapter we explore ways of engaging children in read-aloud to enhance language development and knowledge of what print has to offer. Chapters 3and4provide an in-depth examination of shared reading and writing experiences. Shared experiences provide excellent opportunities to model reading and writing processes for and with children. When we share the pen, and children write with our support, we provide a truly interactive writing experience in which children model and demonstrate their understandings of print. Chapters 5and6provide an in-depth examination of guided and independent reading and writing. It is through these components that we are able to assess the effectiveness of our instruction. Guided reading and writing provide an intermediate step on the way to independence, with assistance as needed to extend children's learning that began in read-aloud and shared reading and writing. Chapter 7provides background needed to organize activities that extend children's interactions with quality literature through wholeclass, smallgroup, and independent study of books. Literature study is a complement to other forms of r