Schools That Work Where All Children Read and Write

by Allington, Richard L.; Cunningham, Patricia M.

• ISBN13: 9780205456352
• ISBN10: 0205456359
• Edition: 3rd
• Format: Paperback
• Copyright: 2006-03-22
• Publisher: Pearson

Summary

Schools That Work provides critical insight into elementary schools and how they are to meet the increased demands of education for the 21st century. "The experience of the authors can be heard on every pagehellip; [they] guide teachers and administrators in initiating change and inspire every educator to begin today to make a difference in his/her own school." -Dr. Helen Hoffner, Holy Family University "Schools That Workdoes an excellent job of covering key issues in school literacy programs. I particularly appreciate the good advice on working with paraprofessionals and volunteers, an issue that is problematic for many teachers." -Mariam Jean Dreher, University of Maryland "This no-quick-fix approachhellip;underscores the importance of strong leadership and support from the segments of the school community to help insure that the literacy needs of all students are appropriately addressed." -Juan Lira, Texas A&M International University New To the Third Edition * New coverage of reading coaches and their roles within the schools * Up-to-date review of reading reform models based on scientific evidence * Revised and increased discussion of recent federal and state initiatives throughout helps teachers address the call to develop high levels of reading and writing proficiency for ALL students About the Authors Richard L. Allington is a Professor of Education at the University of Tennessee at Knoxville. He is past president of the International Reading Association and the National Reading Conference, co-recipient of the Albert J. Harris Award, and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers. Patricia M. Cunningham is a Professor of Education at Wake Forest University. She has over 30 years of experience, taught in various elementary grades and remedial reading, and was a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children and currently engages in staff development across the United States.

Author Biography

Richard L. Allington is a professor of education at the University of Tennessee at Knoxville Patricia M. Cunningham is a professor of education at Wake Forest University

Table of Contents

Preface	viii
The Schools We Have---What We Must Change	1	(23)
Who Are the Struggling Readers and Writers?	3	(4)
What Doesn't Work? Why Not?	7	(7)
Change is Hard	14	(4)
The Current Policy Context and Creating Schools Where All Children Learn to Read and Write	18	(4)
Summary	22	(2)
The Stories of Schools Where All Children Become Readers and Writers	24	(23)
The Story of a School in Trouble	25	(4)
Reforming U.S. Elementary Schools	29	(13)
Change Takes Time as Well as Good Intentions	42	(3)
Summary	45	(2)
What Do We Now Know about Reading and Writing?	47	(27)
Reading and Writing Are Thinking	48	(4)
Prior Knowledge Plays a Large Role in Reading Comprehension and Writing	52	(2)
Children Benefit from Modeling, Demonstration, and Explanation	54	(2)
Fluency with Reading and Spelling Words is Essential to Reading and Writing	56	(3)
Children Begin to Acquire Reading and Writing Processes Very Early	59	(2)
Children Need Enormous Opportunities to Read and Write Real Things	61	(2)
Children Need to Read Lots of Easy Stuff	63	(3)
There is No One Best Way to Teach Children to Read and Write	66	(2)
It Takes Times to Teach and Learn to Read	68	(1)
Expert Teachers Are Important	69	(2)
We Can Help Every Child Become a Reader and Writer	71	(1)
Summary	72	(2)
The What of Reading: The Reading Curriculum	74	(29)
Curriculum Materials and Frameworks	75	(4)
Reading Series	79	(4)
Other Language Arts Textbooks	83	(1)
Trade Books as Curriculum	84	(3)
School and Classroom Libraries	87	(5)
Book Rooms	92	(1)
Book Clubs	93	(3)
Book Fairs	96	(1)
School Bookstores	96	(1)
The Reading is Fundamental Program	97	(1)
Technology as a Source of Curriculum Materials	98	(4)
Summary	102	(1)
Who Does What?	103	(29)
The Critical Nature of Classroom Teachers	104	(3)
Rethinking the ``Second System''	107	(3)
Sharing and Collaborating	110	(3)
Reading Teachers, Reading Specialists, and Reading Coaches	113	(105)
Special Education Teachers	116	(2)
Other Professional Staff in Elementary Schools	118	(5)
Paraprofessionals and Volunteers	123	(6)
Administrators Matter	129	(1)
Summary	130	(2)
Time: Minutes, Hours, Days, Weeks, Years	132	(23)
Time is Important in Teaching and Learning	133	(3)
Some Kids Need More Instruction and That Takes More Time	136	(2)
Creating Time to Teach and Learn	138	(8)
Making Sense of Time	146	(6)
Is Time a Problem in Your School?	152	(2)
Summary	154	(1)
Tests, Assessments, and Report Cards	155	(33)
Large-Group Achievement Testing	156	(10)
Observational Strategies: Alternatives to Large-Group Assessments	166	(13)
Portfolios	179	(3)
Grades and Report Cards	182	(4)
Summary	186	(2)
Professional Development: The Key to Change	188	(32)
Looking at Your School	190	(4)
The Future Does Not Have to Look Like the Past	194	(5)
Where to Go from Here?	199	(9)
Professional Development across the Career	208	(2)
An Action Plan for Professional Development	210	(7)
Finding Time for Professional Development	217	(2)
Summary	219	(1)
Family Involvement	220	(24)
Reaching Out to Families	223	(1)
Involving Families	224	(3)
Taking Inventory of Family Involvement	227	(2)
Supporting Families	229	(2)
School-Linked Services: An Integrated Approach to Children and Families	231	(2)
Planning for Family Involvement	233	(4)
Are You Ready for Authentic Family Involvement?	237	(3)
Families as the Public	240	(1)
Families as Resources	240	(2)
Summary	242	(2)
Schools That Work for All Children	244	(31)
What is Special Education?	245	(6)
Children and Special Education Services	251	(9)
Missing School and Moving Around	260	(4)
Ethnic, Linguistic, and Cultural Diversity	264	(10)
Summary	274	(1)
A Tour through a School: What to Look For	275	(24)
Before School Starts	276	(2)
Visiting in the 4- and 5-Year-Olds' Classrooms	278	(6)
Visiting in the Primary Classrooms	284	(6)
Visiting in the Intermediate Classrooms	290	(7)
After School	297	(1)
Summary	298	(1)
Getting Started	299	(20)
School Culture and Teacher Ownership	300	(3)
Changing School Culture	303	(6)
How to Begin	309	(9)
A Parting Word	318	(1)
References	319	(12)
Name Index	331	(4)
Subject Index	335