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Chapters begin with "Looking Ahead" and conclude with "Looking Back," | |
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"Add To Your Journal," | |
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"Application Activities," | |
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"References," and "Additional Readings | |
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In Elementary Classrooms | |
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About Reading and Writing | |
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Thinking Is the Essence of Reading and Writing | |
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Feeling Is the Energizer of Reading and Writing | |
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Language Is the Foundation of Reading and Writing | |
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There Are Individual, Cultural, and Language Differences Among the Children We Teach | |
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Reading and Writing Are Learned in a Variety of Ways | |
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Children Need a Balanced Literacy Program | |
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Emergent Literacy | |
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Emerging Readers and Writers Develop Seven Crucial Understandings About Print | |
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Reading to Children Supports Emergent Literacy | |
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Shared Reading with Predictable Big Books Supports Emergent Literacy | |
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Accommodations and Adaptations for Phonemic Awareness | |
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Shared Writing and Language Experience Activities Support Emergent Literacy | |
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Accommodations and Adaptations Using Language Experience and Shared Writing | |
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Having Children Write Supports Emergent Literacy | |
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The Theory and Research Base for Emergent Literacy | |
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Fluency | |
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Fluency Is a Bridge Between Word Identification and Comprehension | |
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Accommodations and Adaptations to Teach Sight Words | |
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Fluency Develops as Children Engage in Various Types of Repeated Readings | |
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Accommodations and Adaptations for Fluency | |
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For Inclusion and Children Learning English | |
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Children Become Fluent Decoders and Spellers When They Do Lots of Reading and Writing Throughout the School Day | |
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The Theory and Research Base for Fluency Instruction | |
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Phonics and Spelling | |
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Readers Use Patterns to Decode and Spell New Words | |
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Beginning Readers Must Develop Phonemic Awareness and Learn Some Letter Names and Sounds | |
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Accommodations and Adaptations for Phonemic Awareness, Letter Names, and Sounds | |
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Children Must Develop Strategies for Decoding and Spelling Unknown Words | |
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Knowledge of Morphemes Is Required for Multisyllabic Words | |
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The Theory and Research Base for Phonics and Spelling Instruction | |
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Prior Knowledge and Meaning Vocabulary | |
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Activate Prior Knowledge When Presenting New Ideas | |
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Introduce Vocabulary in Meaningful Settings | |
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Select Vocabulary for Special Attention | |
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Represent Word Meanings Multiple Ways | |
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Accomodations and Adaptations for Vocabulary | |
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Develop Independence in Vocabulary Learning | |
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Accomodations and Adaptations for Morphemic Analysis | |
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Promote Vocabulary in All Subjects.The Theory and Research Base For Prior Knowledge Activation and Vocabulary Instruction | |
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Reading and Responding to Literature for Children | |
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Welcome the Diverse World of Literature | |
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Use Literature to Promote Thinking and Feeling | |
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Accommodations and Adaptations-Just the Right Book | |
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Link Reading and Writing Instruction with Children's Books | |
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Schedule Daily Self-Selected Reading | |
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Celebrate Book Response Projects | |
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Enrich All Subjects with Literature | |
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The Theory and Research Base | |
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For Reading and Responding to Literature for Children | |
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Comprehension | |
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Reading Comprehension Requires Word Identification, Prior Knowledge, Strategies, and Engagement | |
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Comprehension Can Be Developed with All Kinds of Materials in all Subjects | |
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Comprehension Strategy Lessons Engage Students Before, During, and After Reading | |
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Use a Variety of Before and After Reading Activities to Teach Comprehension Strategies | |
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Accommodations and Adaptations That Develop Comprehension | |
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Use a Variety of Reading Formats to Make Guided Reading Multilevel | |
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The Theory and Research Base for Comprehension | |
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Writing | |
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Self-Selected Writing Promotes Engagement | |
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Accommodations and Adaptations That Develop Writing | |
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Students Should Learn to Produce Certain Types of Writing | |
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Accommodations and Adaptations That Develop Writing | |
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Reading Can Support Writing and Writing Can Support Reading | |
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Teach Conventions So That Students Apply Them in Their Own Writing | |
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Students Should Write in All Subjects | |
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The Theory and Research Base for Writing Instruction | |
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Assessment | |
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Be Sure Your Assessment Is Reliable and Valid | |
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Determine Instructional Reading | |