Teaching All the Children Strategies for Developing Literacy in an Urban Setting

by Lapp, Diane; Block, Cathy Collins; Cooper, Eric J.; Flood, James; Roser, Nancy L.; Tinajero, Josefina Villamil; Long, Richard; Walker-Dalhouse, Doris

• ISBN13: 9781593850074
• ISBN10: 1593850077
• Format: Paperback
• Copyright: 2004-04-28
• Publisher: The Guilford Press

Summary

This practical, empowering book addresses the challenges facing educators, school administrators, and families in low socioeconomic status urban settings and presents field-tested strategies for promoting reading, writing, and oral language success. Featuring thorough research reviews, instructional models, resources, and portraits of exemplary urban classrooms, the book provides a wealth of ideas that can readily be put into practice. Coverage includes: What highly effective literacy instruction looks like in today's urban classroom Understanding--and counteracting--the factors that put poor children at risk When diversity is the norm: making instruction welcoming to all Lesson plans and lists of children's literature that meet urban students' specific needs Keys to building strong family and community partnerships

Author Biography

Diane Lapp, EdD, is Professor of Reading and Language in the Department of Teacher Education at San Diego State University.

Cathy Collins Block, PhD, has served on the graduate faculty at Texas Christian University since 1977.

Eric J. Cooper, EdD, is President of the National Urban Alliance for Effective Education at the Council of Great City Schools, Washington, DC, and the University of Georgia, Athens.

James Flood, PhD, is Professor of Reading and Language Development at San Diego State University.

Nancy Roser, EdD, is Professor of Language and Literacy Studies, Flawn Professor of Early Childhood Education, and Distinguished Teaching Professor at the University of Texas at Austin.

Josefina Villamil Tinajero, PhD, is Interim Dean of the College of Education and Professor of Bilingual Education at the University of Texas at El Paso, where she also directs the nationally acclaimed Mother/n-/Daughter/Father/n-/Son Programs.

Table of Contents

PART I. OUT-OF-SCHOOL FACTORS AFFECTING STUDENTS IN URBAN SCHOOLS
The Changing Demography of Urban America: Facts and Implications for Education	3	(9)
Jane Hannaway
Michael Fix
Jeffrey Passel
The Pursuit of Equity and Excellence in Educational Opportunity	12	(19)
Eric J. Cooper
Context Specificity of Family Activities That Foster Early Literacy: Evidence from the National Household Education Survey 1999	31	(11)
Guillermo Montes
Ray Giamartino, Jr.
Exploring (Missed) Perceptions of African Americans: Implications for Literacy Instruction and Learning	42	(11)
Fenice B. Boyd
Elavie Ndura
Cynthia H. Brock
Juel Moore
Black English: Two Speakers Separated by 40 Years Have the Same Language Experience	53	(10)
Juel Moore
Precious Jackson
No Parent Left Behind	63	(10)
Diane Lapp
James Flood
The Role of Native Language and Parental Involvement: Developing Literacy Skills for All Children	73	(20)
Josefina Villamil Tinajero
Judith Hope Munter
PART II. IN-SCHOOL FACTORS AFFECTING STUDENTS IN URBAN SCHOOLS
``Proven Programs'' and Other Unscientific Ideas	93	(10)
Richard L. Allington
Rhonda Nowak
Putting Literacy Learning in Context: What Practicing Teachers Say about the Realities of Teaching in Urban Schools	103	(19)
Jane Fleming
Victoria Chou
Sharon Ransom
Marlynne Nishimura
Kathleen Burke
What Are the Implications of Recent Policy Initiatives for the Classroom?: Innovations for Instruction in Urban Settings	122	(15)
Cathy Collins Block
John N. Mangieri
PART III. BEST SCHOOLWIDE PRACTICES THAT INCREASE LITERACY LEARNING FOR STUDENTS IN URBAN CLASSROOMS
Improving Literacy Achievement and Professional Development through a K--12 Urban Partnership	137	(16)
Douglas Fisher
Nancy Frey
Diane Lapp
James Flood
Literacy Learning for Every Child in an Urban Classroom: Can We Raise Scores and Scholars?	153	(8)
Sharon O'Neal
Sarah Nelson
LaShun Gaines
Ann Valentino
Providing Educational Opportunities for Underrepresented Students: The Role of Academic Scaffolds and Lesson Study at The Preuss School, UCSD	161	(18)
Doris Alvarez
Hugh Mehan
Flood Ensurance: When Children Have Books They Can and Want to Read	179	(14)
Jo Worthy
Nancy Roser
Literacy Motivation: Implications for Urban Classrooms	193	(9)
Linda B. Gambrell
Preventing Urban Learners from Becoming Struggling Readers: Can Brain Research Be a Foundation for Good Literacy Teaching?	202	(18)
Andrea F. Rosenblatt
What Types of Assessment Really Inform Instruction in an Urban School?	220	(11)
Diane Lapp
James Flood
Cathy Collins Block
The Role of the Literacy Professional in Addressing the Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education	231	(24)
Nancy Frey
Douglas Fisher
PART IV. NEXT STEPS: CLASSROOM PRACTICES THAT INCREASE LITERACY ACHIEVEMENT FOR EVERY STUDENT IN AN URBAN SCHOOL
Honoring Children's Reading Rights: Accounting for Success in One Urban First-Grade Classroom	255	(14)
Jeanne R. Paratore
Rachel L. McCormack
Grouping for Child-Centered Reading Instruction in First Grade	269	(6)
Kelly Moore
Diane Lapp
Maureen Begley
Scaffolding Vocabulary Learning: Ideas for Equity in Urban Settings	275	(19)
Judith A. Scott
Metacognition through Writing and Sharing Connections	294	(12)
Deborah A. Wooten
Bernice E. Cullinan
Building Background Knowledge for Literacy Learning through Informational Books	306	(10)
Barbara Moss
Content Counts with Struggling Urban Readers	316	(11)
Gay Ivey
Meeting the Challenges for All Students in Urban Schools	327	(10)
Donna Ogle
Epilogue: Building on the Dream; Becoming a Reality	337	(4)
Richard Long
Index	341