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