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| Children Are Investigators | |
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| First Objective for Your Teaching Success | |
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| Bringing Creativity to State Standards | |
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| Children's Literature to the Rescue | |
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| Getting the Students Engaged | |
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| Children's Literature to the Rescue | |
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| Understanding How Young Children Learn | |
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| Vygotsky Leads the Way | |
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| Listening to Learn Language | |
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| Communication and Problem Solving | |
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| The Effect of Language Development on Thinking | |
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| Why Early Readers Are Early | |
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| Piaget Identified Concrete and Abstract Stages of Thinking | |
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| Children Need to Be Apprentices | |
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| Young Children Teach Themselves | |
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| Young Children Learn by Correcting Their Own Mistakes | |
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| Teachers Can Teach as Mentors | |
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| Young Children Play the Role of Reader | |
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| Reading and Writing Become Natural Forms of Play | |
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| Children Play the Role of Writer, Too | |
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| Writing May Be Play, but It's Also Challenging | |
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| Children First Distinguish Between Writing and Drawing | |
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| Kids Discover the Purpose of Letters | |
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| Children Learn to Show Differences in Meaning with Words | |
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| Learn More About the Second Level of Writing | |
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| Children Become Creative Constructivists | |
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| Imagination Becomes the Core of Learning | |
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| Why Creative Thinking Is So Important to You and Your Students: In Praise of Paul Torrance | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Summary of Main Ideas | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| Field Experiences | |
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| References | |
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| Other Suggested Readings | |
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| 'The Nature of Reading, Writing, and Creativity | |
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| Second Objective for Your Teaching Success | |
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| The Connection Between Reading and Writing and Listening and Speaking | |
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| Five Magical Clues for Understanding What an Author Means | |
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| First Clue: Phonemes | |
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| Second Clue: Graphemes | |
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| Third Clue: Syntax | |
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| Fourth Clue: Semantics | |
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| Fifth Clue: Memories and Minitheories from Prior Experiences | |
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| The Importance of Prediction | |
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| Predicting as We Read | |
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| Checking Our Predictions | |
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| Reading Without Correct Schemas | |
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| An Illusive Ingredient of Reading Imagination | |
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| Why Kids Make Mistakes | |
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| A Mini-Case Study of a Skillful Reader | |
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| Why Skillful Readers Keep Looking Ahead | |
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| A Mini-Case Study of a Struggling Reader | |
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| How Struggling Readers Approach Reading | |
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| How Successful Teachers Think and Teach Creatively | |
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| The Evolution Method of Creative Thinking and Teaching | |
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| The Synthesis Method of Creative Thinking and Teaching | |
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| The Revolution Method of Creative Thinking and Teaching | |
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| The Reapplication Method of Creative Thinking and Teaching | |
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| The Changing-Direction Method of Creative Thinking and Teaching | |
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| The Ingredients for Thinking and Teaching Creatively | |
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| Characteristics of Creative Adults and Children | |
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| Experiences That Can Lead to Greater Creativity | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Summary of Main Ideas | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| Field Experiences | |
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| References | |
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| Other Suggested Readings | |
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| Phonemic Awareness and Other Avenues to Phonics | |
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| Third Objective for Your Teaching Success | |
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| The Power of Phonemic Awareness | |
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| Teaching Phonological Awareness | |
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| Teaching Sentences, Compound Words, and Syllables | |
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| Teaching Phonemic Awareness | |
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| Trusting Researchers' Recommendations | |
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| Moving Boldly Toward Phonics | |
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| Use Creative Approaches | |
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| Test Assumptions | |
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| Explore Rhymes, Alliteration, and More Rhymes | |
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| Try Some Advanced Challenges | |
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| Segment Phonemes Differently | |
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| Teach the Alphabetic Principle | |
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| Assess Print Concepts That Beginners Need to Learn | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Summary of Main Ideas | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| Field Experiences | |
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| References | |
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| Other Suggested Readings | |
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| Phonics, Decoding, Vowel Patterns, and Spelling Go Together | |
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| Fourth Objective for Your Teaching Success | |
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| Using Both Sides of the Brain: A Fabulous High | |
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| What Really Happens When a Person Decodes a Word | |
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| Common Methods of Teaching Phonics | |
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| The Difference Between Analytic and Synthetic Phonics | |
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| A Carefully Planned Lesson Using the Analytic Method | |
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| Easy Planning Steps for Using the Synthetic Method | |
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| Using the Phonogram Method | |
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| Using the Vowel-Pattern Method of Advanced Phonics | |
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| Using Phonograms and Vowel Patterns to Attack Multisyllable Words | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Summary of Main Ideas | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| Field Experiences | |
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| References | |
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| Other Sugggested Readings | |
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| The Recognition and Spelling of the Most Frequent Words | |
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| Fifth Objective for Your Teaching Success | |
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| But What Are Sight Words? | |
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| How Sight Words Help You Think and Read | |
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| Sight Words and Vocabulary | |
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| Sight Words and Spelling | |
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| Which Sight Words to Teach First | |
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| How Important Are the Top 100 Words? | |
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| How Many Instant Words Should Students Master? | |
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| How to Help Students Master Sight Words | |
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| Research on Predictable Patterned Books | |
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| Easy Literature | |
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| Games Versus Worksheets | |
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| Direct Teaching of Spelling | |
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| Use of Flash Cards | |
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| Personal Key Words | |
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| Environmental Print: Another Writing Experience | |
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| Creating Your Own Sight Words as You Write | |
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| Special Help for Special Students | |
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| Sight Words and Spanish Words in Diverse Classrooms | |
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| Differences That Cause Confusion | |
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| Spanish Speaking Errors Caused by English Sounds | |
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| Now Let's Look at Vowel Sounds | |
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| Teaching Spanish- and English-Speaking Students at the Same Time | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Summary of Main Ideas | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| Field Experiences | |
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| References | |
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| Other Suggested Readings | |
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| Creating Vocabularies with Concept-Laden Words | |
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| Sixth Objective for Your Teaching Success | |
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| Abstract Words and Hidden Concepts | |
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| Teaching Difficult Words | |
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| A Teaching Example of Choosing the Best Difficult Words | |
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| Using Dale's Cone to Teach the Meaning of Concept-Laden Words | |
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| The Rozaga Hunt | |
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| Knowing Words in Context | |
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| Vocabulary as Seen from the Perspective of Communication | |
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| Scaffolding: Helping Students Become Independent Vocabulary Learners | |
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| Modeling a Strategy | |
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| Engaging a Child in One-on-One Guided Practice | |
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| Prompting the Child's Problem Solving | |
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| Suggesting a Strategy | |
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| Asking What Should Be Done | |
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| Moving On to Direct Instruction: What Does Research Say? | |
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| Using Effective Strategies to Build Vocabulary | |
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| Read to Your Students | |
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| Teach Semantic Mapping | |
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| Model Context Cue Awareness | |
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| Is the Dictionary a Good Way to Learn Words? | |
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| Consider the Researchers' Results | |
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| Building Vocabulary in a Diverse Classroom | |
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| Functional Experiences | |
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| Functional Vocabulary | |
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| Summary of Main Ideas | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| Field Experiences | |
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| References | |
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| Other Suggested Readings | |
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| Creative and Intriguing Comprehension Strategies | |
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| Seventh Objective for Your Teaching Success | |
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| What Are Strategies and How Can They Be Learned? | |
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| Strategy: Help Students Create Mental Images | |
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| Strategy Use: Poetry to Help Students Learn | |
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| Louise Fulton's Experience with Haiku | |
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| Sets of Poems for Teachers to Use | |
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| Strategy: Use Open-Ended Discussion More Than Oral Testing | |
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| Discussions for Wide Open Thinking Together | |
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| But How Practical Is Time on Discussion? | |
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| Effective Discussion Webs | |
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| Strategy: Help Students Learn the K-W-L Method Matching Through Self-Questioning | |
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| Strategy: Encourage Students to Use a Variety of Individual Comprehension Techniques | |
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| Strategy: Engage Students in Repeated Reading | |
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| Strategy: Consider the Directed Reading-Thinking Activity | |
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| Strategy: Help Students Use Story Grammar as a Comprehension Strategy | |
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| A Direct or Indirect Approach | |
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| A Framework for Discussion Questions | |
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| Strategy: Try Reciprocal Teaching | |
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| An Important Study | |
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| Other Ways to Use Reciprocal Teaching | |
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| Some Evaluative Comments | |
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| Strategy: Teach Inferential Thinking and Reading | |
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| A Demonstration Teaching Episode on Thinking | |
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| Strategy: Help Students Search for the Main Idea | |
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| Strategy: Teach Comprehension Monitoring | |
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| Variations in Students' Metacognitive Abilities | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Summary of Main Ideas | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| Field Experiences | |
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| References | |
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| Other Suggested Readings | |
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| The Importance of Fluency in Reading | |
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| Eighth Objective for Your Teaching Success | |
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| The Important Characteristics of Fluent Readers | |
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| Modeling Fluent Reading | |
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| Encourage Fluent Reading with Predictable Text | |
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| Patterned Books | |
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| Predictable Books for Older Students | |
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| Research on Predictable Books | |
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| Check Out This Teaching Plan for Young Students | |
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| Predictable Student Writing | |
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| Encourage Fluent Reading of Expository Text | |
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| What Are the Patterns of Explanation? | |
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| Increase Students' Use of Mental Imaging | |
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| Use Trade Books to Improve Information | |
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| Develop Fluency Through Oral Reading | |
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| Echo Reading: A Natural Way to Learn | |
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| Choral Reading: A Joyful Way to Learn to Read | |
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| Repeated Reading: A Wonderful Partnership | |
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| Paired Reading: Readers Helping Readers | |
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| Modeled Reading: A Bond Between Teacher and Students | |
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| The Read-Aloud: Classroom Clue | |
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| Poetry Reading in an Old-Time Coffee House | |
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| Readers' Theater: Everybody's Favorite | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Summary of Main Ideas | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| |
| Field Experiences | |
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| References | |
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| Other Suggested Readings | |
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| Teach Reading Through Literature | |
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| Ninth Objective for Your Teaching Success | |
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| The Astonishing Advantages of Literature | |
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| Literature Provides Meaningful Reading Practice for Different Students | |
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| Literature Offers Abundant Models with Whom Children Can Identify | |
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| Literature Is an Important Supplement for Textbooks | |
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| Literature Can Send Thrills Down Your Spine | |
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| Literature Brings the Social Cohesion So Desperately Needed | |
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| Literature Can Be a Great Teacher of Ethical and Moral Responsibility | |
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| Reminder: Exposition Is Literature, Too | |
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| Protect Your Students from the Monsters of Exposition | |
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| The Challenge of Content Area Vocabulary | |
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| Reap the Benefits of a Good Classroom Library | |
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| Four Excellent Classroom Libraries | |
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| Know Children's Literature Intimately | |
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| Provide Plenty of Time to Read | |
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| The SSR and DEAR Approaches | |
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| Why SSR May Not Always Work | |
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| Get Students to Respond to Literature | |
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| Book Projects: The Power of Choice | |
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| Reading Workshops: Learning from Each Other | |
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| Literature Circles: Book Clubs for Kids | |
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| A Combination of Reading Workshop and Literature Circle | |
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| Let Technology Motivate Reading | |
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| Family: The Originating Source of Literacy | |
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| Let Social Scientists "Talk" to Parents | |
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| Involve Parents in Teaching Their Children | |
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| The Homeless Child: An Extreme Need for Literacy and Literature | |
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| Cultural Differences in Diverse Classrooms | |
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| Abundant Resources Are Available | |
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| Focus on Students with Special Needs: Comments from Louise Fulton | |
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| Summary of Main Ideas | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| Field Experiences | |
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| References | |
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| Other Suggested Readings | |
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| Writing as a Critical Connection to Literacy | |
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| Tenth Objective for Your Teaching Success | |
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| Introduce the Art of Writing with the Wonder of Poetry | |
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| Examine the Writing/Reading Connection | |
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| What Research Shows | |
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| One Unified Process: Writing and Reading | |
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| Teach Writing Creatively | |
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| A Literate Environment | |
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| The Importance of Teachers' Beliefs | |
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| Try a Kindergarten Writing Workshop | |
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| Use Patterned Books | |
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| Inspire Students with Other Types of Literature | |
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| Let your Students Write a Movie | |
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| Try Informational Text, Too | |
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| Model and Teach Good Writing | |
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| Help Students Learn What Good Writers Do | |
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| What About the Basic Steps of Writing? | |
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| Help Students See Themselves as Writers | |
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| Bring Spelling into Writing | |
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| Allow Invented Spelling | |
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| Use the Phonogram Method | |
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| Encourage Children to Create Their Own Spelling Strategies | |
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| Develop Literacy Through Journal Writing | |
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| Start with Dictation from Child to Adult | |
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| Create a Positive Classroom Environment | |
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| Include Older Students, Too | |
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| Respond Skillfully to Children's Journals | |
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| Inspire Writing Through Activities | |
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| Integrated Projects | |
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| Language-Experience Activities | |
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| Involve Budding Authors with Technological Sites | |
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| Excite Your Students with the Author's Computer Chair | |
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| Summary of Main Ideas | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| |
| Field Experiences | |
| |
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| References | |
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| Other Suggested Readings | |
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| A Performance Point of View in Assessing Literacy | |
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| Eleventh Objective for Your Teaching Success | |
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| Creative Portfolios | |
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| Tracking Personal Progress | |
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| Other Benefits of Literacy Portfolios | |
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| Reviewing Literacy Portfolios | |
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| Observation Tools | |
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| Informal Observations | |
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| Quickly Recording What You Observe | |
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| Miscue Analysis | |
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| Consider Three Minicases | |
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| Examine Reading Miscues Together: Teacher with Student | |
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| Assess Only Two Types of Miscues | |
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| Retelling and Storytelling | |
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| Use Modeling and Encourage Practice | |
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| Think-Alouds | |
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| Assess Comprehension Strategies | |
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| Standardized State Tests (Only If You "Hafta") | |
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| The Negative Effects of Political Agendas | |
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| Profiles of Struggling Readers | |
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| Equitable Assessment of Latino Students | |
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| Informal Paper-and-Pencil Assessments | |
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| Self-Correction and Self-Evaluation | |
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| The Benefits of Self-Teaching | |
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| Coaches | |
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| A Philosophical View of Assessment | |
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| Focus on Students with Special Needs: Comments by Louise Fulton | |
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| Summary of Main Ideas | |
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| |
| Literacy Through Technology | |
| |
| |
| Application Experiences for Your Course | |
| |
| |
| Creativity Training Session | |
| |
| |
| Field Experiences | |
| |
| |
| References | |
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| |
| Other Suggested Readings | |
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| The Nature of Motivation for Reading and Writing | |
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| Twelfth Objective for Your Teaching Success | |
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| Research on Motivation to Read | |
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| Newman's Findings | |
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| The Findings of Alexander, Filler, and Davis | |
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| An Interview with Curriculum Director Rebecca Silva | |
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| Provide a Variety of Models | |
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| Motivational Modeling | |
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| Encouraging Parental Models | |
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| Other School Employees as Models | |
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| Students' Book-Club Peers as Models | |
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| Parents as Active Tutors | |
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| Inspire Motivation Through the Use of Learning Principles | |
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| Help Meet Students' Physiological Needs | |
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| Help Meet Students' Security Needs | |
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| Help Meet Students' Need for Love and Belonging | |
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| Help Meet Students' Need for Self Esteem | |
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| Create a Motivational Learning Environment | |
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| Inspire Motivation Through the Use of Teaching Principles | |
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| Teach at the Appropriate Level of Difficulty | |
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| Provide Frequent and Specific Feedback | |
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| Add Novelty to Learning Experiences | |
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| Pay Attention to Students' Basic Needs | |
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| Get Everyone Engaged Each Step Along the Way | |
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| |
| Differentiate Between Intrinsic and Extrinsic Teaching and Learning | |
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| Intrinsic Motivation for Reading | |
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| Extrinsic Motivation for Reading | |
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| Anti-motivation for Reading | |
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| Know the Results of Important Studies Related to Motivation | |
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| The Many Dimensions of Motivation | |
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| The Importance of Interest and Autonomy | |
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| The Effects of Attitude and Training | |
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| What About Grades? | |
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| What About Enjoyment? | |
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| What I've Learned About Motivation | |
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| |
| Focus-on Students with Special Needs: Comments by Louise Fulton | |
| |
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| Summary of Main Ideas | |
| |
| |
| Literacy Through Technology | |
| |
| |
| Application Experiences for Your Course | |
| |
| |
| Creativity Training Session | |
| |
| |
| Field Experiences | |
| |
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| References | |
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| Other Suggested Readings | |
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| Literacy in a Multi-Cultural Multi-Ability Classroom | |
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| Thirteenth Objective for Your Teaching Success | |
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| Cultural Diversity | |
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| Responding to Differences | |
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| Communicating Between Cultures | |
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| Understanding Language Differences | |
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| Teaching Students in a Diverse Classroom | |
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| Important Reminders | |
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| A Switching, Bilingual Approach | |
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| The Benefits of Technology | |
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| High-Quality Instruction: Four Techniques | |
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| Ralph's Particular Problems | |
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| A Question of Concentration? My Findings | |
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| Ideas to Assist Students with Learning Disabilities | |
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| Children at Risk of Failure | |
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| Ways to Help Your Students Improve Their Self-Concepts | |
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| The Carbo Approach to Literacy | |
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| Making Reading Meaningful | |
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| Who Are the Gifted? | |
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| What Researchers Recommend | |
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| Tips for Success | |
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| Differentiated Instruction | |
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| A Sample Literacy Project Plan | |
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| Other Applications | |
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| A Community of Cooperation | |
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| Old and New and Teaching Techniques for Diverse Students | |
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| A Final Bundle of Ideas for Teaching in a Diverse Classroom | |
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| Summary of Main Ideas | |
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| Literacy Through Technology | |
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| Application Experiences for Your Course | |
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| Creativity Training Session | |
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| Field Experiences | |
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| References | |
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| Other Suggested Readings | |
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| Appendices | |
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| International Reading Association Revised Standards for Reading Professionals | |
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| A Strange but Wonderful Alphabet Exercise | |
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| More Games for Learning Sight Words | |
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| More Games for Learning Phonic Patterns | |
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| More Ideas for Language Experience | |
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| Book Projects for Children, Teachers, and Cooperative Groups | |
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| Additional Comprehension Practice | |
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| Six Common Sentence Patterns for Syntax Development | |
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| Sample Lesson on Dictionary Guide Words | |
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| Observation Checklist for Reading and Language Disabilities | |
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| The RAD Test-Rapid Assessment of Disablement | |
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| Phonics Tests | |
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| Informal Assessment Procedure for Essential Sight Words | |
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| More Than 200 Patterned Books | |
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| Favorite Books from the Fulton-May Library | |
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| Glossary | |
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| Index | |