Schools That Work Where All Children Read and Write

ISBN-10: 0205456359
ISBN-13: 9780205456352
Edition: 3rd 2007 (Revised)
List price: $58.00 Buy it from $7.03 Rent it from $18.42
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Book details

List price: $58.00
Edition: 3rd
Copyright year: 2007
Publisher: Allyn & Bacon, Incorporated
Publication date: 3/22/2006
Binding: Paperback
Pages: 352
Size: 7.75" wide x 9.75" long x 0.75" tall
Weight: 1.430
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
The Schools We Have-What We Must Change
Who Are the Struggling Readers and Writers?
What Doesn't Work? Why Not?
Change Is Hard
The Current Policy Context and Creating Schools Where All Children Learn to Read and Write
Summary
The Stories of Schools Where All Children Become Readers and Writers
The Story of a School in Trouble
Reforming U.S. Elementary Schools
Change Takes Time as Well as Good Intentions
Summary
What Do We Now Know about Reading and Writing?
Reading and Writing Are Thinking
Prior Knowledge Plays a Large Role in Reading Comprehension and Writing
Children Benefit from Modeling, Demonstration, and Explanation
Fluency with Reading and Spelling Words Is Essential to Reading and Writing
Children Begin to Acquire Reading and Writing Processes Very Early
Children Need Enormous Opportunities to Read and Write Real Things
Children Need to Read Lots of Easy Stuff
There Is No One Best Way to Teach Children to Read and Write
It Takes Times to Teach and Learn to Read
Expert Teachers Are Important
We Can Help Every Child Become a Reader and Writer
Summary
The What of Reading: The Reading Curriculum
Curriculum Materials and Frameworks
Reading Series
Other Language Arts Textbooks
Trade Books as Curriculum
School and Classroom Libraries
Book Rooms
Book Clubs
Book Fairs
School Bookstores
The Reading Is Fundamental Program
Technology as a Source of Curriculum Materials
Summary
Who Does What?
The Critical Nature of Classroom Teachers
Rethinking the "Second System"
Sharing and Collaborating
Reading Teachers, Reading Specialists, and Reading Coaches
Special Education Teachers
Other Professional Staff in Elementary Schools
Paraprofessionals and Volunteers
Administrators Matter
Summary
Time: Minutes, Hours, Days, Weeks, Years
Time Is Important in Teaching and Learning
Some Kids Need More Instruction and That Takes More Time
Creating Time to Teach and Learn
Making Sense of Time
Is Time a Problem in Your School?
Summary
Tests, Assessments, and Report Cards
Large-Group Achievement Testing
Observational Strategies: Alternatives to Large-Group Assessments
Portfolios
Grades and Report Cards
Summary
Professional Development: The Key to Change
Looking at Your School
The Future Does Not Have to Look Like the Past
Where to Go from Here?
Professional Development across the Career
An Action Plan for Professional Development
Finding Time for Professional Development
Summary
Family Involvement
Reaching Out to Families
Involving Families
Taking Inventory of Family Involvement
Supporting Families
School-Linked Services: An Integrated Approach to Children and Families
Planning for Family Involvement
Are You Ready for Authentic Family Involvement?
Families as the Public
Families as Resources
Summary
Schools That Work for All Children
What Is Special Education?
Children and Special Education Services
Missing School and Moving Around
Ethnic, Linguistic, and Cultural Diversity
Summary
A Tour through a School: What to Look For
Before School Starts
Visiting in the 4- and 5-Year-Olds' Classrooms
Visiting in the Primary Classrooms
Visiting in the Intermediate Classrooms
After School
Summary
Getting Started
School Culture and Teacher Ownership
Changing School Culture
How to Begin
A Parting Word
References
Name Index
Subject Index

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