Readers and Writers in Primary Grades: A Balanced and Integrated Approach, K-3

by Combs, Martha

• ISBN13: 9780131184862
• ISBN10: 0131184865
• Edition: 3rd
• Format: Paperback
• Copyright: 2010-01-01
• Publisher: Pearson College Div

Summary

Readers and Writers in Primary Grades is organized around strategies that benefit elementary school 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. Chapter topics include reading aloud to children, shared reading, shared and interactive writing, guided and independent reading, guided and independent writing, literature study, developing phonological awareness and a strong phonics base, integrating phonics and structure, and linking children's learning experiences with a balanced literacy program.

Table of Contents

Part I Literacy Methods for K--4 Classrooms	1	(394)
Foundations of Language and Literacy	2	(22)
Looking into Classrooms. . .	3	(1)
Building a Theory Base . . .	4	(1)
Literacy Issues in the 21st Century	4	(3)
Defining Literacy	4	(1)
Current Achievement Levels in Reading and Writing	5	(1)
Concerns about Literacy Instruction	5	(2)
Who Are Today's Students?	7	(1)
Principles to Guide Teaching and Learning	8	(1)
Principle 1: Language and Literacy Development	9	(5)
Language and Literacy in Preschool Years	10	(3)
Language and Literacy in the Primary Grades, K--4	13	(1)
Principle 1: Learning English as a New Language	14	(1)
Preproduction Stage	14	(1)
Early Production Stage	14	(1)
Speech Emergence Stage	14	(1)
Intermediate Fluency	15	(1)
Advanced Fluency	15	(1)
Principle 2: Teaching-Learning Relationships	15	(2)
Learning in the Zone of Proximal Development	16	(1)
Scaffolding Children's Learning	16	(1)
Guidance toward Self-Regulated Behaviors	16	(1)
Principle 3: Meaningful Learning Environments	17	(1)
Encouraging Independence	17	(1)
Respecting and Valuing Individuals	17	(1)
A Framework for Literacy Teaching and Learning	18	(6)
Components of the Framework	18	(1)
Instructional Strategies in the Framework	19	(5)
Learning about Words I: Making the Transition to Print	24	(50)
Looking into Classrooms...	25	(1)
Building a Theory Base...	26	(1)
An Overview of the Emergent Stage	26	(2)
Developing a Schema for Words and Print	28	(1)
Concepts about Print	29	(3)
Permanence of Print	30	(1)
Directionality of Print	30	(1)
Language to Talk about Print	31	(1)
Principles of Written Language	32	(2)
Recurring Principle	32	(1)
Generative Principle	33	(1)
Sign Concept	33	(1)
Flexibility Principle	33	(1)
Directionality	34	(1)
Foundations for Decoding Print	34	(4)
High-Frequency Sight Words	34	(2)
Context	36	(1)
Phonics and Morphemic Analysis	37	(1)
Decoding in the Emergent Stage	38	(5)
Rhyming	39	(1)
Syllable Units	40	(1)
Onset and Rime	41	(1)
Phonemes	42	(1)
Recognizing Letters of the Alphabet	43	(2)
Letter Names	43	(1)
Letter Shapes	44	(1)
Connecting Letters to Sounds	45	(2)
Writing Alphabet Letters	47	(1)
Putting Theory into Practice...	48	(1)
Using Music to Focus on Sounds	49	(4)
Rhyming	49	(1)
Blending Syllables	50	(1)
Blending Phonemes	50	(1)
Splitting Syllables	51	(1)
Onset and Rime	51	(1)
Matching Phonemes	52	(1)
Changing Phonemes	52	(1)
Games	53	(1)
Sorting Activities	53	(5)
Sorting Phonemes	53	(3)
Sorting by Letters	56	(2)
Using Sound Boxes	58	(2)
Say-It-and-Move-It	58	(1)
Say-It-and-Write-It	59	(1)
Using Environmental Print to Focus on Letters and Sounds	60	(1)
Environmental Print Books	60	(1)
Environmental Word Wall	60	(1)
Using Children's Literature to Focus on Sounds and Letters	61	(3)
Alphabet Books	61	(1)
Feed the Hungry Thing	62	(2)
Assessment: Monitoring Early Concepts of Sounds and Letters	64	(6)
Phonological Skills	64	(1)
Alphabet Recognition	65	(1)
Letter-Sound Relationships	66	(1)
Concepts about Print (CAP)	67	(3)
Keeping Records of Children's Development	70	(1)
Respecting Diversity in Development of Word Knowledge	70	(4)
Experience Sets Children Apart	73	(1)
Language of Instruction	73	(1)
Learning about Words II: Phonics and Morphemic Analysis	74	(54)
Looking into Classrooms...	75	(1)
Building a Theory Base...	76	(1)
Who Are the Developing Readers and Writers?	76	(1)
Who Are the Transitional Readers and Writers?	77	(1)
The Importance of Learning about Words	77	(1)
How Do Children Learn about Words?	78	(1)
Phonics in the Developing and Transitional Stages	79	(3)
Consonants	79	(1)
Vowels	80	(2)
What Do Children Need to Learn about Phonics?	82	(1)
What Are Morphemes?	83	(4)
Free and Bound Morphemes	85	(1)
Base Words and Roots	85	(1)
Affixes	86	(1)
What Do Children Need to Learn about Morphemes?	87	(1)
Instruction in the Developing and Transitional Stages	88	(3)
Instruction in the Developing Stage (Early/Mid-First-Grade to Early-Third-Grade Reading Level)	89	(1)
Instruction in the Transitional Stage (Third-through Sixth-Grade Reading Level)	89	(2)
Guiding Principles for Instruction	91	(3)
Systematic Instruction	92	(1)
Explicit Instruction	92	(1)
Embedded Instruction	93	(1)
Putting Theory into Practice...	94	(1)
Building Words---A Whole-Class Approach to Word Study	94	(7)
Selecting a Focus for Building Words	95	(1)
Preparing Materials	95	(1)
Basic Procedures for Building Words	96	(1)
Building Phonetic Words	97	(1)
Building Morphemic Words	98	(3)
Sorting Words---A Small-Group Approach to Word Study	101	(4)
Guiding Small-Group Word Study	103	(1)
Forming Developmental Groups for Word Study	104	(1)
Selecting Words for Study	105	(1)
Words Have Multiple Possibilities	105	(1)
Patterns Have Levels of Complexity	106	(1)
Types of Sorts	106	(2)
Using a Word Study Notebook	108	(4)
Assessment: Monitoring Growth in Word Knowledge	112	(3)
Assessing Word Knowledge in Reading	115	(1)
Miscues in Oral Reading	115	(1)
High-Frequency Sight Words	115	(1)
Phoneme and Word Recognition	116	(1)
Assessing Word Knowledge in Writing	116	(6)
Unfocused Writing Sample	116	(2)
Focused Writing Sample	118	(4)
Keeping Records of Word Knowledge Development	122	(1)
Respecting Diversity in Learning Words	122	(6)
Reading Aloud to Children: Foundations for Comprehension of Text	128	(48)
Looking into Classrooms...	129	(1)
Building a Theory Base...	130	(1)
Why Read and Study Quality Literature?	131	(1)
Literature Comes in a Variety of Genres	131	(2)
Multicultural Literature	132	(1)
Comprehension of Text---Learning to Think Like a Reader	133	(1)
A Reader's Intentions	133	(1)
An Author's Intentions	134	(1)
Comprehension of Text---Ways of Thinking about Written Language	134	(3)
Literal Comprehension---Text-Explicit Thinking	134	(1)
Inferential Comprehension---Text-Implicit Thinking	134	(1)
Personal and/or Critical Comprehension---Scriptal Thinking about Text	135	(1)
Assessing Children's Comprehension of Text	136	(1)
Putting Theory into Practice...	137	(1)
Reading to/with Children---An Invitation into Literature	138	(2)
Create a Comfortable Environment	138	(1)
Expose Children to New Literature	138	(1)
Provide Time to Revisit Old Favorites	139	(1)
Encourage Responses to Literature	139	(1)
Help Children Interpret and Appreciate Literature	140	(1)
Guiding Children's Comprehension of Text	140	(2)
Comprehension of Narrative and Expository Texts	142	(2)
Guiding Comprehension of Narrative Text---A Chair for My Mother by Vera B. Williams	144	(4)
Guiding Comprehension of Expository Text---Trains by Gail Gibbons	148	(5)
Sample Mediated Read-Aloud with Expository Text---Trains by Gail Gibbons	149	(4)
Extending Comprehension of Text---Rereading and Revisiting Texts	153	(2)
Developing Vocabulary and Book Language	154	(1)
Enhancing Understanding and Appreciation of Text	154	(1)
Building Comprehension through Retelling	155	(3)
Retelling with Text Illustrations	155	(1)
Retelling with a Story Map	156	(1)
Retelling with Drawings	156	(1)
Retelling with a Flannel Board	157	(1)
Retelling through Writing	157	(1)
Retelling through Drama	158	(1)
Building Comprehension through Response	158	(4)
Response in Journals	159	(1)
Response with Chants and Rhythms	160	(1)
Response with Creative Movement	161	(1)
Response with Art	161	(1)
Read-Aloud Literature Study	162	(2)
Focusing Literature Study	163	(1)
Read-Aloud Literature Study---Picture Books	164	(2)
Read-Aloud Literature Study---Chapter Book	166	(5)
Chocolate Fever by Robert Kimmel Smith	166	(3)
Developing Discussion Skills	169	(2)
Assessment: Monitoring Comprehension during Read-Aloud	171	(1)
Respecting Diversity during Read-Aloud	171	(5)
Shared Reading: Participating in a Community of Readers	176	(40)
Looking into Classrooms...	177	(1)
Building a Theory Base...	178	(1)
Texts for Shared Reading	179	(6)
Big Books	179	(1)
Enlarge a Book Using an Overhead Projector	179	(1)
Charts: Songs, Poems, Chants, Letters, and Recipes	180	(2)
Shared Writing or Language Experience Charts	182	(1)
Using a Pocket Chart	183	(1)
Scripts for Reader's Theater	183	(1)
Multiple Copies of a Text	184	(1)
Criteria for Selecting Quality Texts	185	(4)
Quality of Illustrations	185	(1)
Size and Amount of Print	185	(1)
Structure or Predictability of Text	186	(1)
Shared Rereading	187	(2)
Why Do Shared Reading?	189	(2)
Confidence and a Sense of Control	189	(1)
Concepts about Print	189	(1)
Decoding Skills	190	(1)
Developing Vocabulary	190	(1)
Comprehension of Text	190	(1)
Fluency	190	(1)
Putting Theory into Practice...	191	(1)
Planning Shared Reading Experiences	191	(2)
Clear Goals/Purpose(s) for Instruction	191	(1)
Analyzing the Demands of Text	192	(1)
Observing What Children Know	192	(1)
Organizing Shared Reading Experiences	193	(1)
First Shared Reading	193	(1)
Shared Rereadings	194	(1)
Sample Shared Reading: Big Book	194	(3)
Sample Shared Reading: Experience Chart	197	(4)
Extending Shared Reading Experiences	201	(3)
Retelling and Responding to a Shared Reading	202	(1)
Using Enlarged Text to Create Wall Stories	202	(1)
Creating Floor Puzzles	203	(1)
Preparing for Reader's Theater	203	(1)
Shared Reading of Challenging Text	204	(2)
Developing Word Knowledge through Shared Reading	206	(3)
Concepts about Print	206	(1)
High-Frequency Sight Words	207	(1)
Using Context Clues	207	(2)
Decoding Words	209	(1)
Integrating Writing with Shared Reading	209	(2)
Assessment: Monitoring Development in Shared Reading	211	(2)
Concept of Word (COW)	211	(2)
Respecting Diversity through Shared Reading	213	(3)
Safety and Support of a Group	214	(1)
Support through Modeling and Guided Participation	214	(1)
Language Support through Predictability	214	(1)
Extending Learning through Sheltered Text	214	(2)
Guided Reading: Scaffolding Children's Reading	216	(50)
Looking into Classrooms...	217	(1)
Building a Theory Base...	218	(1)
What Is Guided Reading?	218	(1)
Matching Children and Texts	219	(3)
Reading Potential	220	(1)
Frustration Level	220	(1)
Instructional Level	220	(1)
Independent Level	221	(1)
Comparing Levels of Text	221	(1)
Stages of Development and Levels of Difficulty	221	(1)
Selecting Appropriate Texts	222	(3)
Length of the Text	223	(1)
Size of the Print and Layout on the Page	223	(1)
Illustration Support	223	(1)
Genre and Text Structure	223	(1)
Language Structures and Concepts	224	(1)
Predictability and Pattern	224	(1)
Linking Learning Experiences	224	(1)
The Need for Flexible Grouping	225	(1)
Developing Strategies for Self-Monitoring	226	(2)
Meaning Cues	226	(1)
Language Cues	226	(1)
Visual Cues	226	(1)
Becoming a Strategic Reader	227	(1)
Putting Theory into Practice...	228	(1)
Planning for Guided Reading	228	(3)
Setting Up Flexible Groups	228	(1)
Selecting Texts for Guided Reading	229	(1)
Guiding the Reading of a Text	230	(1)
Engaging Children in Guided Reading Experiences	231	(8)
Guided Reading of More Challenging Text	235	(4)
Selecting Teaching Points for Guided Reading	239	(1)
Guided Literature Study in Small Groups	240	(9)
Guided Literature Study: Picture Books	241	(2)
Guided Literature Study: Chapter Books	243	(3)
Organizing for Guided Chapter Book Study	246	(3)
Teaching Skills/Strategies through Mini-Lessons	249	(1)
Assessment: Monitoring Growth in Guided Reading	250	(13)
Scripted Reading Record	253	(4)
Unscripted Reading Record	257	(4)
Assessing Fluency	261	(2)
Keeping Accurate Records	263	(1)
Respecting Diversity through Guided Reading	263	(3)
Children Vary in Their Reading Interests	263	(1)
Children Vary in Reading Ability	263	(1)
Text Can Influence Comprehension	263	(3)
Independent Reading and Reader's Workshop: Encouraging Independence	266	(26)
Looking into Classrooms...	267	(1)
Building a Theory Base...	268	(1)
What Is Independent Reading?	268	(1)
What Is Reader's Workshop?	269	(2)
Time	270	(1)
Choice	270	(1)
Response	270	(1)
Community	270	(1)
Structure	271	(1)
Moving toward Independence	271	(1)
Putting Theory into Practice...	272	(1)
Promote a Reading Atmosphere	272	(4)
Book Boxes or Tubs	273	(1)
Teach Children How to Select Books	273	(1)
Ensure Adequate Reading Time	274	(2)
Plan for Independent Reading	276	(2)
Make a Predictable Time to Read	276	(1)
Meet the Range of Reading Levels and Interests	276	(1)
Build an Inviting Classroom Library	276	(1)
Observe Children's Progress	277	(1)
Reader's Workshop: Independent Reading as the Centerpiece	278	(6)
Help Children Select Literature	278	(1)
Promote Silent Reading	279	(1)
Conference with Children	280	(1)
What Happens in a Conference?	280	(4)
Instruction In Reader's Workshop	284	(2)
Mini-Lessons	284	(1)
Flexible Groups	285	(1)
Extending Engagement with Books in Reader's Workshop	286	(2)
Using Literature Response Logs	286	(2)
Independent Book Extensions	288	(1)
Assessment: Monitoring Children's Growth in Independent Reading	288	(2)
Reading Records	288	(1)
Focus Students	289	(1)
Conferences	289	(1)
Samples of Student Work	289	(1)
Respecting Diversity during Independent Reading and Reader's Workshop	290	(2)
Pursuing Personal Reading Interests	290	(1)
Learning about Oneself as a Reader	290	(1)
The Continuing Need for Self-Monitoring	290	(1)
The Need to Be a Kid-Watcher	290	(2)
Shared and Interactive Writing: Participating in a Community of Writers	292	(42)
Looking into Classrooms...	293	(1)
Building a Theory Base...	294	(1)
What Is Shared Writing?	295	(2)
When Does Shared Writing Become Interactive Writing?	297	(2)
Why Use Shared/Interactive Writing?	299	(1)
Thinking about Written Language	300	(2)
Retaining Experience	300	(1)
Re-Collecting Experience	300	(1)
Re-Creating Experience	301	(1)
Re-Constructing Experience	301	(1)
Re-Presenting Experience	302	(1)
How Is Writing Used in Classrooms?	302	(2)
Writing as a Code	303	(1)
Writing as a Medium	303	(1)
Writing as a Product	303	(1)
Writing as an Active Process	303	(1)
The Value of Functional Writing	304	(4)
Lists	305	(1)
Ordered Lists	305	(1)
Descriptions	305	(1)
Clusters	306	(1)
Annotated Drawings	307	(1)
Charts	307	(1)
Graphs	308	(1)
Explanations	308	(1)
Putting Theory into Practice...	308	(1)
Possibilities for Shared and Interactive Writing	309	(4)
Composing as Expressions of Learning	309	(1)
Composing as Organization of Thinking	310	(3)
Grouping for Shared and Interactive Writing	313	(1)
Procedures for Shared/Interactive Writing	314	(3)
Meaningful Shared Experiences	315	(1)
Talking about Experiences and Ideas	315	(1)
Shared Composition and Modeled/Interactive Writing	315	(1)
Shared Reading, Discussion, and Rereading of Text	316	(1)
Extending Interaction with Text	316	(1)
Exploring Composition Processes	317	(2)
Exploring Various Forms of Writing	319	(1)
Extending Interaction with Shared/Interactive Compositions	320	(4)
Building Background before Reading	321	(1)
Making Predictions before Reading	321	(1)
Responding to the Text	321	(1)
Retelling the Text	321	(1)
Innovating with the Text	321	(1)
Group Literature Log	322	(1)
Mini-Lessons	322	(1)
Making Strategy Use Explicit	322	(1)
K-W-L Charts	322	(1)
Adapting Difficult Informational Texts	323	(1)
Developing Labeled Drawings	323	(1)
Extending Interactions with the Original Text	324	(2)
Editing Text	324	(1)
Concept of Word in Print	324	(1)
Guided Rereading	324	(1)
Use Context, Written Cloze	325	(1)
Reinforcing Sight Words	325	(1)
Reinforcing Alphabet Recognition	325	(1)
Reinforcing Phonics Patterns	326	(1)
Reinforcing Morphemic Patterns	326	(1)
Extending Interactions with Duplicated Text	326	(4)
Rereading Text	327	(1)
Reconstructing Text	327	(1)
Class-made Big Book	327	(1)
Individual Books	327	(1)
Sentence Building	327	(1)
Word Building	328	(1)
Word Sorts	328	(1)
Word Bank Books	328	(1)
Magic Window Words	329	(1)
Word Hunts	329	(1)
Word Posters	329	(1)
Picture Dictionary	329	(1)
Word Wall	329	(1)
Games	329	(1)
Art	330	(1)
Assessment: Monitoring Children's Development in Shared/Interactive Writing	330	(1)
Respecting Diversity with Shared/Interactive Writing	331	(3)
Respecting the Language of the Learner	331	(2)
Respecting Special Learning Needs	333	(1)
Respecting the Thinking of the Learner	333	(1)
Respecting Experiential Background	333	(1)
Guided and Independent Writing	334	(61)
Looking into Classrooms...	335	(2)
Building a Theory Base...	337	(1)
Writing---Guiding Children's Journey in Thinking	337	(4)
Getting Started	338	(1)
Finding a Focus	338	(1)
Composing	338	(1)
Editing for Meaning and Correctness	339	(2)
Re-Presenting the Writing	341	(1)
Moving toward Independence as Writers	341	(2)
Putting Theory into Practice...	343	(7)
Getting Started in Writer's Workshop---A Visit to Peggy's Classroom	343	(7)
Organizing a Writer's Workshop	350	(1)
Whole-Class Opening Meeting	351	(5)
Demonstrations of Writing: Mini-Lessons	351	(3)
Demonstrations of Writing: Shared/Interactive Writing	354	(1)
Making Plans for the Day	355	(1)
Writing Time	356	(3)
Individual Writing	356	(1)
Writing Conferences	356	(2)
Response Partners/Groups	358	(1)
Editing Partners/Groups	359	(1)
Whole-Class Closing Meeting	359	(2)
The Author's Chair	360	(1)
Closure for the Day	360	(1)
Moving toward Independence as Writers	361	(5)
Trying out a Variety of Journals	361	(4)
Learning Logs	365	(1)
Trying on Different Forms of Writing	366	(14)
Extending Personal Narratives	366	(2)
Experimenting with Fiction	368	(3)
Exploring Poetry	371	(4)
Exploring Informational Writing	375	(5)
Independent Writing in Activity Centers	380	(1)
Extending Writing through Bookmaking	381	(2)
Accordion Books	381	(1)
Fan-Page Books	381	(2)
Pocket Books	383	(1)
Pop-up Books	383	(1)
Sequence Books	383	(1)
Shape Books	383	(1)
Helping Children Develop Legible Handwriting	383	(2)
Assessment: Monitoring Children's Development as Writers	385	(7)
Observing Writers at Work	385	(1)
Evaluating Writing Traits	386	(2)
Conferencing with Writers	388	(1)
Collecting Samples of Writing	389	(3)
Respecting Diversity in Writing Development	392	(3)
Honoring Children's Thinking	393	(1)
Supporting Independence	393	(2)
Part II Making Connections: Linking Children's Learning Experiences within a Balanced Literacy Program	395	(90)
Teaching a Basal Reading/Language Arts Series: Integrating Instruction to Maximize Children's Learning	396	(32)
Looking into Classrooms...	397	(1)
Building a Theory Base...	398	(1)
What Is a Basal Reading/Language Arts Series?	398	(3)
A Little History	398	(2)
A Call for Change	400	(1)
Teacher Decision Making and the Basal Series	401	(1)
Putting Theory into Practice...	401	(1)
What Is in a Basal Reading/Language Arts Series?	402	(1)
How Is a Theme Organized in a Basal Series?	403	(1)
What Is Included with Each Literature Selection?	404	(4)
Practice and Resource Materials	405	(1)
Lesson Planner	405	(1)
Cross-Curricular Centers	406	(2)
Teaching a Basal Literature Selection	408	(1)
Whole Group: Oral Language and Word Work (40 to 60 Minutes)	409	(2)
Small-Group/Independent Work: Reading (60 to 90 Minutes)	411	(5)
Whole Group: Language Arts (30 to 45 Minutes)	416	(6)
Assessment: Monitoring Children's Progress in a Basal Series	422	(2)
Respecting Diversity in Basal Instruction	424	(4)
Integrating Elements in a Literacy Framework: Teaching about Amphibians in Second Grade	428	(57)
Looking into Classrooms...	429	(1)
Putting Theory into Practice...	430	(1)
Setting the Stage	430	(1)
Meet the Teachers	430	(1)
Getting Started with Planning	431	(1)
Academic Standards in Language Arts	431	(1)
Academic Standards in Science	432	(1)
Making Instructional Decisions	432	(6)
Shared Reading---Poem of the Week (15--20 Minutes)	433	(1)
Mediated Read-Aloud (20 Minutes, Twice Each Day)	434	(1)
Guided Literature Study (20 Minutes)	434	(1)
Shared/Interactive Writing (15-20 Minutes)	434	(1)
Guided Writing (30-40 Minutes)	435	(1)
Word Study (15--20 Minutes)	435	(1)
Guided Reading Block (60--90 Minutes)	435	(1)
Independent Reading (15--20 Minutes)	436	(2)
Independent Writing (Time Varies)	438	(1)
Planning Key Features of the Unit	438	(1)
Putting the Pieces Together	438	(4)
Lesson Plans for Week 1---Introduction to Amphibians	442	(9)
Poem of the Week---``Frogs and Toads''	442	(1)
Morning Mediated Read-Aloud (Informational Text)	443	(1)
Interactive Writing---T-Chart of Facts	443	(1)
Shared Writing---Narrated Drawing	443	(2)
Shared Writing---Compare/Contrast Chart	445	(1)
Interactive Writing---Summarize Differences	445	(1)
Guided Writing---Learning Logs	446	(1)
Word Study	446	(3)
Guided Reading Block	449	(2)
Afternoon Mediated Read-Aloud (Fiction)	451	(1)
Lesson Plans for Week 2---Salamanders and Amphibian Life Cycles	451	(13)
Poem of the Week---``Salamanders, Salamanders''	451	(1)
Morning Mediated Read-Aloud (Informational Text)	451	(3)
Interactive Writing---Salamander Characteristics and Life Cycle	454	(2)
Interactive Writing---Summarize Amphibian Characteristics and Life Cycles	456	(1)
Guided Writing---Learning Logs	456	(3)
Word Study	459	(2)
Guided Reading Block	461	(1)
Afternoon Mediated Read-Aloud (Fiction)	461	(3)
Lesson Plans for Week 3---Frog and Toad Are Friends and Group Reports	464	(9)
Poem of the Week---``Tadpoles, Tadpoles''	464	(1)
Guided Literature Study---Frog and Toad Are Friends	464	(1)
Interactive Writing---Character T-Chart	465	(1)
Shared Writing---Response to Frog and Toad's Friendship	466	(1)
Guided Writing---Group Reports	466	(1)
Word Study	467	(5)
Afternoon Mediated Read-Aloud (Informational Text)	472	(1)
Lesson Plans for Week 4---Versions of The Frog Prince	473	(7)
Poem of the Week---``Five Little Bumpy Toads''	473	(1)
Guided Literature Study---Versions of The Frog Prince	474	(1)
Shared Writing---Story Elements Chart	474	(1)
Shared Writing---Venn Diagram	475	(1)
Shared Writing---Summarize Comparison	475	(1)
Guided Writing---Literature Logs	475	(3)
Word Study	478	(1)
Guided Reading Block	479	(1)
Afternoon Mediated Read-Aloud (Fiction)	479	(1)
Assessment: Monitoring Children's Learning in a Thematic Unit	480	(5)
Documenting Student Learning	480	(5)
Appendix A Handbook of Children's Literature	485	(21)
Appendix B Sample Word Lists and Word Sorts	506	(14)
Appendix C Pictures for Sorting Activities	520	(31)
References	551	(8)
Name Index	559	(4)
Subject Index	563