Teaching Reading in the 21st Century

by Graves, Michael F.; Juel, Connie; Graves, Bonnie B.

• ISBN13: 9780205386383
• ISBN10: 0205386385
• Edition: 3rd
• Format: Hardcover
• Copyright: 2004-06-01
• Publisher: Prentice Hall

Summary

Maintaining and strengthening its commitment to a rich and balanced reading program, this edition deals with each of the topics emphasized by the National Reading Panel and Reading First but goes well beyond those topics to present a truly comprehensive program of reading instruction. Informed by the latest research on topics ranging from phonemic awareness and phonics to teaching comprehension strategies and reader response, the book provides teachers with the knowledge skills, and assessment strategies to successfully guide elementary students toward literacy for the 21st Centurythe use of reading and writing for thinking, problem solving, and communicating. The text is rich in first-person accounts, classroom vignettes, and hands-on literacy activities. Some principal themes include balancing skills and more holistic approaches; fostering the love of reading; and successfully teaching all studentsmainstream and minority, native speakers of English and English-language learners, and special needs and giftedto become able and eager readers.

Table of Contents

CHAPTER 1 READING AND LEARNING TO READ	1	(39)
The Reading Process	2	(1)
The Cognitive-Constructivist View of Reading	2	(1)
In the Classroom: Using Background Knowledge	3	(15)
Concepts That Elaborate and Complement the Cognitive-Constructivist View	13	(5)
The Reading Corner: Books to Help Build Automaticity and Fluency in Young Readers	18	(1)
The Reading Proficiency of U.S. Students	19	(5)
A Response to Current Criticisms	20	(2)
Literacy for Today's and Tomorrow's World	22	(2)
In the Classroom: Developing Present-Day Literacy in the Sixth Grade	24	(2)
A Literacy Curriculum for Today's and Tomorrow's World	26	(7)
Three Types of Knowledge	26	(1)
Nine Components of the Present-Day Literacy Curriculum	27	(6)
An Overview of This Book	33	(1)
Chapter-by-Chapter Overview	33	(1)
The Components and Organization of the Chapters	33	(1)
Strengths and Challenges of Diversity	34	(2)
Concluding Remarks	36	(1)
Extending Learning	36	(1)
References	37	(2)
Children's Literature	39	(1)
CHAPTER 2 READING INSTRUCTION	40	(44)
Instructional Principles	42	(4)
Motivating and Engaging Students	42	(3)
Teacher Attitudes and Actions That Promote Motivation and Engagement	45	(1)
In the Classroom: Connecting Literature to Life	46	(3)
The Reading Corner: Books About Food and Families in Many Cultures	49	(14)
Grouping Students for Instruction	50	(4)
Traditional Instructional Principles	54	(4)
Constructivist and Sociocultural Perspectives on Instruction	58	(5)
In the Classroom: Cognitive Modeling	63	(4)
A Brief History of Reading Instruction in the United States	67	(7)
The Colonial Period and the 19th Century	67	(2)
The Heyday of Basal Readers	69	(1)
The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches	70	(2)
Massive Federal Intervention in Reading	72	(2)
Reading Instruction at Its Best	74	(2)
Strengths and Challenges of Diversity	76	(2)
Concluding Remarks	78	(1)
Extending Learning	79	(2)
References	81	(2)
Children's Literature	83	(1)
CHAPTER 3 EMERGENT LITERACY	84	(54)
On Being Read To as a Very Young Child	86	(3)
Is Lee's Experience Typical?	87	(2)
Children's Growing Knowledge About Reading	89	(1)
Emerging Knowledge About Text Structures	89	(1)
In the Classroom: Using Wordless Picture Books in a Kindergarten Classroom	90	(4)
Emerging Knowledge About Word Structures	92	(2)
In the Classroom: Kindergartners and the P Words	94	(4)
Phonemic Awareness and Alphabet Recognition	96	(2)
The Reading Corner: Books to Foster Emergent Literacy	98	(1)
In the Classroom: Phonemic Awareness (Segmenting and Blending Sounds)	99	(6)
Learning to Identify Words	101	(4)
Strategies for the Classroom: Using Letter Puppets to Help Children Understand the Connection Between Phonemes and Letters	105	(5)
The Relationship Between Learning to Read and Learning to Speak	109	(1)
Instruction That Facilitates Children's Growing Literacy	110	(7)
Creating a Literate Environment	111	(1)
Reading Opportunities	111	(6)
The Reading Corner: Big Books	117	(2)
Writing Opportunities	117	(2)
In the Classroom: Reading and Writing Rhymes	119	(11)
Listening and Speaking Opportunities	121	(2)
A Kindergarten Scenario	123	(7)
Strengths and Challenges of Diversity	130	(2)
Concluding Remarks	132	(1)
Extending Learning	133	(1)
References	134	(2)
Children's Literature	136	(2)
CHAPTER 4 WORD RECOGNITION	138	(80)
The Importance of Recognizing Printed Words	140	(3)
Why Listening Is Easier Than Reading	140	(2)
Skilled Readers Automatically Recognize Words	142	(1)
The Structure of Spoken and Printed Words	143	(6)
The Makeup of Spoken and Written English	144	(5)
In the Classroom: Tracking Print During Shared Reading	149	(11)
The Alphabetic Principle	150	(1)
The Structure of Printed Words: The Good News	151	(1)
The Influence of the Structure of Spoken and Written English on Reading Instruction	152	(1)
High-Frequency-Word Approaches	153	(1)
Phonics Approaches	154	(1)
Literature-Based and Whole-Language Approaches	155	(4)
Our Position on Phonics Instruction and Related Matters	159	(1)
Word-Study Instruction	160	(10)
Five General Principles of Word-Study Instruction	161	(2)
Teaching Children to Recognize Words	163	(5)
Teaching Children About Letter-Sound Correspondences	168	(2)
The Reading Corner: Alphabet Books	170	(1)
Strategies for the Classroom: Alphabet Activities	171	(3)
In the Classroom: Beginning Work with Onsets (Initial Consonants)	174	(3)
Strategies for the Classroom: A Procedure for Working with the Rime at and Some Individual Phonemes	177	(1)
Strategies for the Classroom: Steps in Blending	178	(3)
Strategies for the Classroom: Word-Study Instruction on Consonant Blends	181	(2)
Strategies for the Classroom: Consonant Digraphs That First-Graders Should Know	183	(1)
In the Classroom: Practicing Onsets and Rimes with Students Who Know Consonant Blends and Some Digraphs	184	(2)
Strategies for the Classroom: A Procedure for Explicitly Teaching Blending	186	(2)
In the Classroom: Short-Vowel Work in the First Grade	188	(2)
Strategies for the Classroom: Contrasting Short-and Long-Vowel Patterns	190	(2)
The Reading Corner: Books Featuring Short and Long a Vowel Sounds	192	(1)
In the Classroom: Multisyllabic Words	193	(1)
Strategies for the Classroom: A Procedure for Teaching Prefixes and Suffixes	194	(1)
Fluency	195	(4)
Strengths and Challenges of Diversity	199	(1)
Concluding Remarks	200	(1)
Extending Learning	201	(1)
References	202	(2)
Children's Literature	204	(2)
Classroom Portrait: A Day in the Life of Jenna LeBlanc and Her First-Grade Students	206	(12)
CHAPTER 5 VOCABULARY DEVELOPMENT	218	(46)
The Vocabulary-Learning Task	220	(1)
Frequent, Extensive, and Varied Language Experiences	221	(3)
Teaching Individual Words	224	(5)
Word-Learning Tasks	224	(1)
Identifying Vocabulary to Teach	225	(2)
Methods of Teaching Individual Words	227	(2)
Strategies for the Classroom: Teaching Basic Vocabulary Using Text Talk	229	(2)
Strategies for the Classroom: Three Ways to Introduce New Words Representing Known Concepts	231	(2)
Strategies for the Classroom: Introducing New Words That Represent New Concepts	233	(1)
Strategies for the Classroom: Semantic Mapping and Semantic Feature Analysis	234	(4)
Teaching Word-Learning Strategies	238	(11)
Using Context Cues	238	(5)
Using Word Parts	243	(4)
Using the Dictionary	247	(2)
Fostering Word Consciousness	249	(1)
Modeling and Encouraging Adept Diction	250	(1)
The Reading Corner: Books About Words and Word Games	250	(6)
Providing Intensive and Expressive Instruction	254	(2)
Strengths and Challenges of Diversity	256	(3)
Concluding Remarks	259	(1)
Extending Learning	259	(1)
References	260	(3)
Children's Literature	263	(1)
CHAPTER 6 SCAFFOLDING STUDENTS' COMPREHENSION OF TEXT	264	(58)
Instructional Frameworks and Procedures	266	(1)
The Roles of Purpose, Selection, and Reader in Planning a Successful Reading Experience	266	(7)
Purpose	266	(2)
Selection	268	(3)
Reader	271	(2)
Five Frameworks for Scaffolding Students' Reading	273	(2)
Directed Reading Activity	274	(1)
Directed Reading-Thinking Activity	274	(1)
Strategies for the Classroom: Phase 1 of the DR-TA	275	(5)
Scaffolded Reading Experience	275	(5)
Strategies for the Classroom: Relating-the-Reading-to-Students' Lives Prereading Activity	280	(8)
In the Classroom: Sample Questions for Various Types of Thinking	288	(4)
Strategies for the Classroom: Matching Postreading Writing Activity to Readers, Selection, and Purpose	292	(1)
In the Classroom: Students' Postreading Dramatizations	293	(2)
The Reading Corner: Books That Invite Musical Connections	295	(7)
Guided Reading	299	(1)
Four Blocks	300	(2)
Individual Procedures for Fostering Comprehension of Text	302	(1)
Procedures for Narratives	302	(1)
Strategies for the Classroom: Helping Students Develop Their Schema for Story Grammar	303	(3)
Procedures for Expository Texts	304	(2)
In the Classroom: Using K-W-L	306	(4)
Procedures Appropriate for All Types of Text	310	(1)
Strategies for the Classroom:
Sample Lesson: Discussion Web	310	(5)
Strengths and Challenges of Diversity	315	(2)
Concluding Remarks	317	(1)
Extending Learning	317	(1)
References	318	(2)
Children's Literature	320	(2)
CHAPTER 7 TEACHING COMPREHENSION STRATEGIES	322	(34)
What Are Comprehension Strategies?	324	(1)
Characteristics of Comprehension Strategies	324	(2)
Strategies Are Conscious Efforts	324	(1)
Strategies Are Flexible 325 Strategies Should Be Applied Only When Appropriate	325	(1)
Strategies Are Widely Applicable	325	(1)
Strategies Can Be Overt or Covert	325	(1)
Key Comprehension Strategies	326	(5)
Establishing a Purpose for Reading	327	(1)
Using Prior Knowledge	327	(1)
Asking and Answering Questions	327	(1)
Making Inferences	328	(1)
Determining What Is Important	328	(1)
Summarizing	329	(1)
Dealing with Graphic Information	330	(1)
Imaging and Creating Graphic Representations	330	(1)
Strategies for the Classroom: Practicing Imaging with First-Graders	331	(3)
Monitoring Comprehension	332	(2)
The Reading Corner: Books That Illustrate Strategic Behavior	334	(1)
A Powerful Approach to Teaching Strategies	335	(16)
The First Day's Instruction on Using Prior Knowledge	337	(1)
The Second Day's Instruction on Using Prior Knowledge	338	(1)
The First Day's Instruction on Determining What Is Important	339	(3)
The Second Day's Instruction on Determining What Is Important	342	(2)
Overview of a Unit	344	(2)
The Constructive Nature of Good Strategy Instruction	346	(1)
A Comparison of Teacher-Dominated and Constructivist Instruction	347	(1)
Transfer, Review, and Integration Activities	348	(3)
Strengths and Challenges of Diversity	351	(1)
Concluding Remarks	352	(1)
Extending Learning	353	(1)
References	354	(1)
Children's Literature	355	(1)
CHAPTER 8 ENCOURAGING INDEPENDENT READING AND READER RESPONSE	356	(48)
Independent Reading	358	(2)
Providing Time to Read	358	(1)
Providing a Rich Array of Reading Material, the Incentive to Read, and a Place to Read	359	(1)
In the Classroom: Guidelines for Choosing Books for Your Classroom Library	360	(1)
Assisting Students in Selecting Material	361	(1)
In the Classroom: Guidelines for Helping
Students Select Reading Material	361	(3)
Establishing and Maintaining an Independent Reading Program	362	(1)
Encouraging Out-of-School Reading	362	(2)
Responding to Literature	364	(1)
Reader Response	365	(1)
Strategies for the Classroom: Students' Artistic Responses After Reading About Animals	365	(2)
Literature Circles	366	(1)
Strategies for the Classroom: Establishing
Literature Circles in a Fourth-Grade Classroom	367	(3)
Three Frameworks That Promote Literature and Reader Response	370	(5)
Book Club and Book Club Plus	370	(2)
Reading Workshop	372	(3)
In the Classroom: A Glimpse into a Reading Workshop in Action	375	(1)
Strengths and Challenges of Diversity	376	(1)
In the Classroom: Encouraging Reluctant Readers	377	(2)
Concluding Remarks	379	(1)
Extending Learning	379	(1)
References	380	(2)
Children's Literature	382	(2)
Classroom Portrait: A Day in the Life of Dolores Puente and Her Third- and Fourth Grade Students	384	(20)
CHAPTER 9 FOSTERING HIGHER ORDER THINKING AND DEEP UNDERSTANDING IN CONTENT AREAS	404	(40)
Two Roads to Competent Thinking and Learning	406	(7)
Fostering Higher-Order Thinking	406	(3)
Teaching for Understanding	409	(4)
Practical Approaches to Higher-Order Thinking and Deep Understanding	413	(11)
Teaching for Understanding Units	413	(6)
Text Talk	419	(2)
Reciprocal Teaching	421	(3)
In the Classroom: Increasing the Questioning Ability of a Seventh-Grade Student	424	(5)
Questioning the Author	427	(2)
In the Classroom: QtA in the Fifth Grade	429	(7)
Jigsaw	434	(2)
Strengths and Challenges of Diversity	436	(3)
Concluding Remarks	439	(1)
Extending Learning	439	(1)
References	440	(2)
Children's Literature	442	(2)
CHAPTER 10 WRITING AND READING	444	(52)
Writing and Reading	446	(3)
The Reading-Writing Connection	446	(1)
A Positive Reading-Writing Environment	446	(3)
In the Classroom: Guidelines for Creating a Positive Writing Environment	449	(7)
The Process Approach and Informal Writing	450	(6)
Some Forms and Purposes of Writing	456	(1)
Writing to Learn and to Understand	456	(1)
Strategies for the Classroom: Sample Lesson on Note Taking	457	(7)
Strategies for the Classroom: Introducing the Response Journal to Primary-Grade Students	464	(8)
Writing to Communicate	468	(4)
The Reading Corner: Books by Exemplary Nonfiction Children's Book Authors	472	(1)
In the Classroom: Four Fifth-Graders' Research Report on Water Purification	473	(3)
Imaginative Writing	476	(1)
Strategies for the Classroom: Writing ImaginativE Mathematics Scenarios and Questions	476	(3)
Teacher and Student Writing Opportunities and Responsibilities	479	(8)
The Writing Workshop	479	(3)
Publishing and Celebrating Writing	482	(1)
Responding to Students' Writing	483	(4)
Strengths and Challenges of Diversity	487	(2)
In the Classroom: Activities to Challenge Skillful Writers	489	(1)
Concluding Remarks	490	(1)
Extending Learning	490	(1)
References	491	(2)
Children's Literature	493	(3)
CHAPTER 11 READING INSTRUCTION FOR ENGLISH-LANGUAGE LEARNERS	496	(46)
by Michael L. Kamil and Elizabeth B. Bernhardt
Learning to Read English as a Second Language in the United States	498	(2)
Perspectives on Second-Language Reading Instruction	498	(1)
The American Landscape	499	(1)
Some Challenges of Learning to Read in a Second Language	500	(13)
Challenges Faced by English-Language Learners	501	(2)
Challenges Faced by Teachers	503	(2)
What Light Does Research Shed on These Challenges?	505	(3)
Some Samples of Language Differences	508	(5)
Instructional Principles	513	(2)
Delpit's Principles for Working with Poor Urban Children	513	(2)
Strategies for the Classroom: Using the Shared Reading Experience in a Sixth-Grade ESL Class	515	(6)
The Reading Corner: Books That Present Hispanic Children and Family Life	521	(4)
More Techniques for Working with English-Language Learners in Typical Classrooms	523	(2)
Strategies for the Classroom: Summarizing Part of a Selection	525	(7)
The Reading Corner: Books Available in Bilingual Formats	532	(4)
Concluding Remarks	536	(1)
Extending Learning	537	(2)
References	539	(1)
Children's Literature	540	(2)
CHAPTER 12 CLASSROOM ASSESSMENT	542	(65)
by Robert C. Calfee and Kathleen M. Wilson
Our Perspective on Assessment	544	(4)
An Emphasis on Inquiry	545	(1)
Three Themes	545	(1)
Balanced Assessment	546	(2)
Teacher-Based Strategies	548	(2)
Distinguishing Features of Contemporary Assessment	549	(1)
In the Classroom: The Roots Project	550	(5)
What Does the Roots Project Say About Assessment?	551	(2)
Some Answers to Our Opening Questions	553	(2)
A Final Word on the Roots Scenario	555	(1)
Assessment as Inquiry	555	(4)
Framing the Problem: What Is the Question?	556	(3)
Designing a Plan of Action	559	(1)
In the Classroom: Vocabulary Assessment in the Third Grade	559	(10)
Collecting Evidence	564	(5)
In the Classroom: The Funnel Approach	569	(13)
Analyzing and Summarizing the Data: The Teacher Logbook	578	(4)
Interpretation: Making Sense of the Results	582	(1)
In the Classroom: Interpreting Evidence in the Sixth Grade	582	(1)
In the Classroom: Collecting More Evidence	583	(4)
Reporting and Decision Making	584	(3)
Test-Based Strategies	587	(10)
Basal Reader Tests	588	(1)
Standardized Tests	589	(6)
Preparing Students for Standardized Tests	595	(2)
In the Classroom: Using "Simon Says" to Practice Test Taking	597	(4)
Concluding Remarks	601	(1)
Extending Learning	602	(1)
References	603	(2)
Children's Literature	605	(2)
Name Index	607	(6)
Subject Index	613