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Reading and Writing in Elementary Classrooms Research-Based K-4 Instruction

ISBN-10: 0205386407
ISBN-13: 9780205386406
Edition: 5th 2004 (Revised)
List price: $169.80
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Description: Based on the latest research from literacy and language studies, curriculum and instructional practices, and educational psychology, this Fifth Edition maintains its authors' commitment to helping all students learn to read. Cunningham follows her  More...

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Book details

List price: $169.80
Edition: 5th
Copyright year: 2004
Publisher: Allyn & Bacon, Incorporated
Publication date: 7/29/2003
Binding: Hardcover
Pages: 544
Size: 7.25" wide x 8.75" long x 1.00" tall
Weight: 1.738
Language: English

Based on the latest research from literacy and language studies, curriculum and instructional practices, and educational psychology, this Fifth Edition maintains its authors' commitment to helping all students learn to read. Cunningham follows her style and is part of the successful Cunningham/Allington franchisewhich are all very practical books with tons of activities and grounded on solid research. This text has a compendium of successful practices at the end and covers grades K-4 to meet the needs of the new courses now covering that range. Thoroughly revised to reflect current research, this text focuses on thinking processes, on reading and writing as language, and on the importance of the affective domain. The unique narrative chapters in Part II provide an engaging, classroom-based introduction to real life for prospective teachers.

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!

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

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