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| Most chapters begin with "Activating Prior Knowledge and Making Connections" and conclude with "Summary," | |
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| "Responding to Reading," | |
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| "A Case to Consider," | |
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| "Key Words to Know and Use," and | |
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| "Beyond the Book." | |
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| Preface | |
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| Literacy In The Middle Grades | |
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| What Middle Grade Readers Need and What Their Teachers Need to Understand | |
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| What Young Adolescent Readers Need | |
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| What Teachers Need to Understand | |
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| Constructing Meaning: The Process of Comprehending | |
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| Comprehending | |
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| Metacognition and Reading | |
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| Classroom Implications of Metacognition | |
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| Classroom Applications for Assessment | |
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| Applications for Instruction | |
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| Reading the Words: Word Identification and Vocabulary Development | |
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| Using Language Cues Effectively: Interactive Models of Reading | |
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| A Description of Proficient Reading | |
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| Implications for English Language Learners | |
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| Applications for Assessment: Miscue AnalysisApplications for Instruction | |
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| Identifying Unfamiliar Words | |
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| Learning Words Through All the Language Arts | |
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| A Balanced Perspective on Word Reading | |
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| Mastering Messages: Learning the Purposes And Forms of Written Language | |
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| Communicative Competence and Reading | |
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| Proficient Reading from a Communication Perspective | |
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| Implications for the Classroom | |
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| Applications for Instruction | |
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| Applications for Assessment | |
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| Engaging with Texts: Motivation and Personal Reasons to ReadThe Problem of Aliteracy | |
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| Reading Engagement: Developing Skill and Will | |
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| A Description of Proficient Reading | |
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| Implications for the Classroom | |
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| The Language Arts And Reading Classroom: Routines, Strategies, And Evaluation To Support Literacy Development | |
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| Classroom Strategies and Routines that Support Literacy Learning | |
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| Scaffolding and the Zone of Proximal Development | |
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| Seven Questions for Choosing Instructional Strategies | |
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| Classroom Literacy Routines | |
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| Read Alouds and Oral Reading Routines | |
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| Reasons for Read Alouds in the Middle Grades | |
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| Kinds of Read Alouds | |
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| Activities for Whole Book Read Alouds | |
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| Guidelines for Effective Read Alouds | |
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| Students Reading Aloud | |
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| Guided Reading: Planning Students' Engagement with Text | |
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| Characteristics of Guided Reading Routines | |
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| Materials for Guided Reading | |
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| Guidelines for Using Publisher Chosen Materials for Guided Reading | |
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| Planning Guided Reading Engagements | |
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| Teaching Vocabulary During Guided Reading Engagements | |
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| Grouping in Guided Reading Engagements | |
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| A Checklist for Evaluating Guided Reading Engagements | |
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| Guided Literature Study | |
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| Goals of Guided Literature Study in the Middle Grades | |
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| Guided Interpretation: Literacy Analysis | |
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| Guiding Literature Study by Bridging Texts | |
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| Accommodating Differences During Guided Literature Study | |
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| Independent Reading: Literature Circles and Reader's Workshop | |
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| Goals for Independent Literacy Routines | |
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| Reader Response Activities for Independent Reading | |
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| Literature Circles: Characteristics and Organization | |
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| Reader's Workshop | |
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| Learning New Words During Independent Reading Routines | |
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| Integrating the Language Arts: Writing Workshops and Writing Assignments | |
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| Multiple Reading/Writing Connections | |
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| Making Connections in a Writer's Workshop | |
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| Making Writing Assignments | |
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| Integrating Literacy Instruction Through Units | |
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| A Model of | |