Classrooms That Work They Can All Read and Write

ISBN-10: 0137048378
ISBN-13: 9780137048373
Edition: 5th 2011
List price: $63.10 Buy it from $5.89
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Book details

List price: $63.10
Edition: 5th
Copyright year: 2011
Publisher: Pearson Education Canada
Publication date: 1/6/2010
Binding: Paperback
Pages: 288
Size: 7.25" wide x 9.00" long x 0.75" tall
Weight: 0.880
Language: English

Patricia M. Cunningham The day I entered first grade, I decided I wanted to teach first grade. In 1965, I graduated from the University of Rhode Island and began my teaching career teaching first grade in Key West, Florida. For the next several years, I taught a variety of grades and worked as a curriculum coordinator and special reading teacher in Florida and Indiana. nbsp; From the very beginning, I worried about children who struggled learning to read and devised a variety of alternative strategies to teach them to read. In 1974, I received my Ph. D. in Reading Education from the University of Georgia. I developed the Making Words activity while working with Title One teachers in North Carolina where I was the Director of Reading for Alamance County Schools. I have been the Director of Elementary Education at Wake Forest University in Winston Salem, North Carolina since 1980 and have worked with numerous teachers to develop hands-on engaging ways to teach phonics and spelling. In 1991, I publishedPhonics they Use: Words for Reading and Writing, which is currently available in its fourth edition. Along with Richard Allington, I publishedClassrooms that WorkandSchools that Work. nbsp; Dottie Hall and I have worked together on many projects. In 1989, we began developing the Four Blocks Framework, a comprehensive approach to literacy which is used in many schools in the United States and Canada. Dottie Hall and I havenbsp; worked together to produce many books, including the first Making Words books and the Month by Month Phonics Books. These Making Words by Grade Level books are in response to requests by teachers across the years to have making words lessons with a scope and sequence tailored to their grade level. We hope you and your students will enjoy these making words lessons and we would love to hear your comments and suggestions. nbsp; Dorothy P. Hall I always wanted to teach young children too! After graduating from Worcester State College in Massachusetts I taught first and second grade. After two years, I moved to North Carolina where I continued teaching in the primary grades. Many children I worked with struggled to learn to read in the newly integrated schools. I wanted to learn more and received my M ED and Ed D in Reading from the University of North Carolina at Greensboro. nbsp; I also worked at Wake Forest University where I met and began to work with Pat Cunningham. After three years teaching at the college level I returned to the public schools and taught third and fourth grade as well being a reading and curriculumnbsp; coordinator for my school district. At this time Pat Cunningham and I began to collaborate on a number of projects. In 1989, we developed the Four Blocks Framework, a comprehensive approach to literacy in grades one, two, and three which we later expanded to kindergarten, calling it Building Blocks, and the upper grades, calling it Big Blocks. By 1999 Pat and I had written four Making Words books, a series of Month by Month Phonics Books, and The Teacherrsquo;s Guided to Four Blocks and I retired from the school system to devote more time to consulting and writing. I also went back to work at Wake Forest University where I taught courses in Reading, Childrenrsquo;s Literature, and Language Arts Instruction for elementary education students. I am now Director of the Four Blocks Center at Wake Forest University and enjoy working with teachers and administrators around the country presenting workshops on Four Blocks, Building Blocks, Guided Reading Strategies, and Phonics Instruction. I have also written several books with teachers. One request Pat and I have had for a number of years is to revise the Making Words by grade level and include a scope and sequence for the phonics instructionnbsp;taught. Here it isndash;Enjoy!

Preface
Creating Classrooms That Work
Observing in the Classrooms of Unusually Effective Teachers
What We Know about Classrooms That Work
Creating Your Own Classroom That Works, Even Better
Creating Enthusiastic, Independent Readers
Assess and Document Your Students' Independent Reading
Make Teacher Read-Aloud an Everyday Event
Schedule Time Every Day for Independent Reading
Accumulate the Widest Possible Variety of Reading Materials
Schedule Conferences So You Can Talk with Your Students about Their Reading
Make Time for Sharing and Responding
Summary
Building the Literacy Foundation
Concepts That Form the Foundation for Literacy
Activities for Building the Foundation
Summary
Fostering Fluency
Mandate Easy Reading for Everyone
Model Fluent, Expressive Reading
Provide Engaging Rereading Opportunities
Use a Word Wall to Teach High-Frequency Words
Summary
Teaching Phonics and Spelling Patterns
Guess the Covered Word
Using Words You Know
Making Words
The Nifty-Thrifty-Fifty
The Wheel
Summary
Building Vivid, Vital, and Valuable Vocabularies
How Do We Learn All the Words We Know?
Provide as Much Real Experience as Possible
Increase Meaning Vocabularies through Reading
Teach Morphemes, Context, and the Dictionary to Learn New Words
Teach Children to Monitor Their Vocabulary Knowledge
Promote Word Wonder
Summary
Developing Thoughtful Comprehenders
Comprehension Strategies
Literate Conversations
Think-Alouds
Informational Text Lessons
Story Text Lessons
Summary
Developing Ready, Willing, and Able Writers
Starting the Year with Writer's Workshop
Adding Editing to Writer's Workshop
Adding Conferencing, Publishing, and Author's Chair to Writer's Workshop
Adding Revising to Writer's Workshop
Focused Writing
Summary
Reading and Writing across the Curriculum
Use Shared Reading to Teach Your Students How to Read Informational Text
Help Your Students Transfer Their Comprehension Strategies When Reading Science and Social Studies
Spotlight Vocabulary in Science, Social Studies, and Math
Link Vocabulary Development to Comprehension Lessons
Writing to Learn
Think-Writes
Summary
Assessment
What Is Assessment?
Determining Student Reading Level
Identifying Good Literacy Behaviors and Documenting Student Progress
Summary
Differentiating Instruction for Diverse Learners
Use a Variety of Collaborative Groupings
Partner Older Struggling Readers to Tutor Younger Struggling Readers
Find and Train a Tutor for Your Most Needy Child
Coordinate with Reading and Other Specialists
Use the Latest Technology
Increase the Support You Are Providing Your English Language Learners
Summary
Inside Classrooms That Work
A Day in a Kindergarten Classroom
A Day in a Primary Classroom
A Day in an Intermediate Classroom
References
Index

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