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| Phonics: What, Why, and How? | |
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| Defining Phonics and Word Identification | |
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| Phonics in The Middle Grades? | |
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| Intervention When Students Struggle | |
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| The Reading Wars: The Role of Phonics in Reading Instruction | |
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| The 1950s and 1960s: The Great Debate | |
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| The 1970s and 1980s: Phonics Versus Comprehension | |
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| The 1990s: Whole Language Versus Phonics | |
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| The Role of Phonics Instruction: Recent Developments | |
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| The National Reading Panel Report | |
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| No Child Left Behind and State Standards | |
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| Assessing Phonics | |
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| Phonics in a Comprehensive Language Arts Program | |
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| Before You Move On | |
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| What's in This Chapter for Me? | |
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| Making Decisions About Instruction: What Teachers Need to Know | |
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| Approaches to Phonics Instruction | |
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| Traditional Approaches | |
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| Contemporary Approaches | |
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| Teachers must Show Students How to Use Cues to Identify Words | |
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| Graphophonemic Cues | |
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| Using Meaning Cues: The Semantic and Syntactic Systems | |
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| How Readers Combine Cues | |
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| Teachers must Extend the Alphabetic Knowledge and Phonemic Awareness that Children Develop at Home | |
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| Letter and Alphabetic Knowledge | |
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| Phonemic Awareness | |
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| Teaching Word Identification Is Based on an Understanding of Development | |
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| Prealphabetic Stage | |
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| Partial Alphabetic Stage | |
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| Alphabetic Stage | |
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| Consolidated Stage | |
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| Automatic Stage | |
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| Teachers must Know Appropriate Interventions for Students who Struggle | |
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| Intervention When Students Struggle | |
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| Teachers must Guide Their Instruction About Phonics and Word Identification Through Ongoing Assessment | |
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| Assessing Phonemic Awareness | |
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| Before You Move On | |
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| What's in This Chapter for Me? | |
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| Learning and Teaching About Consonants | |
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| Understanding Consonants | |
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| Multiple Sounds | |
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| Silent Consonants | |
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| Learning About Consonants Through Sorting Activities | |
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| Picture Sorting for Primary Students | |
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| Word Sorting for Intermediate and Middle Grade Students | |
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| Consonant Blends and Three-Letter Clusters | |
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| Ending Consonant Blends | |
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| Learning About Blends Through Independent and Guided Activities | |
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| Consonant Digraphs | |
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| Classroom Environments for Teaching Consonants | |
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| Name Word Wall | |
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| Learning Centers | |
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| Alphabet Books | |
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| Take-Home Magnets | |
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| Games to Reinforce Consonant Sounds | |
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| Assessing Consonant Letters and Sounds | |
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| Intervention When Students Struggle | |
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| Before You Move On | |
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| What's in This Chapter for Me? | |
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| Learning and Teaching About Vowels | |
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| Understanding Vowels | |
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| Short Vowel Sounds | |
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| Rimes | |
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| Long Vowel Sounds | |
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| Making Words: A Way to Practice Vowel Patterns | |
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| Other Vowel Sounds | |
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| Whole Class Teaching and Learning Activities | |
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| Word Walls | |
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| Brand Name Phonics | |
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| Word Sorts | |
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| Word Ladders | |
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| Onset and Rime Writing | |
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| Small Group Games | |
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| Onset and Rime Bingo | |
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| Red Light/Green Light | |
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| Roll-a-Vowel | |
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| Make-a-Word | |
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| Spill-a-Word | |
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| Word Rummy | |
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| Rime Scattergories | |
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| Content Area Vowel Rummy | |
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| Interventions When Students Struggle | |
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| Assessing Vowel Sounds | |
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| Before You Move On | |
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| What's in This Chapter for Me? | |
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| Incorporating Phonics and Word Identification into Reading Instruction | |
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| Using Embedded Instruction | |
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| Planning "Spontaneous" Lessons | |
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| Encouraging Students to Use Cueing Systems | |
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| Incorporating Phonics Instruction in Shared Reading | |
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| Using Poetry and Verse | |
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| Teaching and Learning with Decodable Text | |
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| Guided Reading Using Leveled Texts | |
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| Teaching Word Identification in Literature Circles | |
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| A Glimpse into a Grade 5/6 Classroom: Mrs. Lanyi | |
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| Interventions When Students Struggle | |
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| A Glimpse into the Classroom: Mrs. Alberty | |
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| Assessing Word Identification with Meaningful Texts | |
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| Before You Move On | |
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| What's in This Chapter for Me? | |
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| Spelling and Writing Instruction | |
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| Orthography: A Language for Spellers | |
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| High Frequency Words | |
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| Developmental Spelling Stages | |
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| Prephonemic Stage | |
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| Phonemic Stage | |
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| Transitional Stage | |
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| Conventional Stage | |
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| Invented Spelling | |
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| Guiding Principles for Spelling Instruction | |
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| Classroom Strategies for Spelling and Writing | |
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| Shared (or Interactive) Writing | |
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| Writing Journals | |
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| Writing Workshop | |
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| Mini Lessons | |
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| Buddy Study Spelling | |
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| High Frequency Word Walls | |
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| A Glimpse into Mrs. Schlotterer's First-Grade Classroom | |
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| Teacher-Made Spelling Games | |
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| Where's My Stuff? | |
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| I Won One | |
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| Spelling Survivor | |
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| Interventions When Students Struggle | |
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| A Glimpse into an Intervention Classroom | |
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| Assessing Spelling | |
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| Before You Move On | |
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| What's in This Chapter for Me? | |
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| Teaching Word Structure for Sound and Meaning | |
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| Understanding Morphemes | |
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| Structural Analysis | |
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| Compound Words | |
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| Prefixes | |
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| Suffixes | |
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| Teaching and Learning About Affixes | |
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| Greek and Latin Roots | |
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| Teaching Big Words in Meaningful Context | |
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| Inflectional Endings | |
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| Interventions When Students Struggle | |
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| Syllables and Accents | |
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| Assessing Affixes | |
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| Building a Rich Vocabulary Knowledge | |
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| Interesting Words | |
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| New Words and Slang | |
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| Ethnic Heritage | |
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| Words of the Year | |
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| Specialized Words | |
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| Idioms | |
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| Oxymorons | |
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| Palindromes and Portmanteaus | |
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| Before You Move On | |
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| What's in This Chapter for Me? | |
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| Accommodating and Supporting Students with Language Differences | |
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| Understanding the Needs of English Language Learners | |
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| Literacy in the Primary Language | |
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| Developing Conversational English Proficiency | |
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| Developing Academic English Proficiency | |
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| Social and Cultural Transitions | |
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| Phonetic and Graphic Differences Between Languages | |
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| Assessing English Language Learners | |
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| Environments for Supporting English Language Learning | |
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| Surround All Students with Oral and Written Language | |
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| Encourage Social Interaction | |
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| Share and Respect Culture | |
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| Interventions When Students Struggle | |
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| Shared Reading | |
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| Journal Writing | |
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| Shared Writing | |
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| Sheltered Instruction | |
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| Strategy Teaching | |
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| Other Suggestions | |
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| Nonmainstream English Speakers | |
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| Culturally Responsive Instruction | |
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| Regional Dialects | |
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| Before You Move On | |
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| What's in This Chapter for Me? | |
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| Appendix | |
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| Glossary | |
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| References | |
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| Index | |