| |
| |
| A Note About Notes | |
| |
| |
| Acknowledgments | |
| |
| |
| |
| The Essential Reading Life | |
| |
| |
| |
| Simplify Your Teaching Life | |
| |
| |
| Why Reading Essentials? | |
| |
| |
| Be as Knowledgeable as You Can Be | |
| |
| |
| There Is No One "Right" or Best Way | |
| |
| |
| Question Research | |
| |
| |
| Teach What's Essential to the Well-Being of the Child as a Learner and a Developing Person | |
| |
| |
| What About Learners with Special Needs? | |
| |
| |
| Teach to the Child, Not the Label | |
| |
| |
| View Teaching as an Art Supported by Science | |
| |
| |
| |
| Bond with Your Students | |
| |
| |
| How Does Bonding Work? | |
| |
| |
| Work Your Magic with Students | |
| |
| |
| Ensure Early Success for Every Child | |
| |
| |
| Model Respect | |
| |
| |
| Encourage Shared Decision Making | |
| |
| |
| Bring in Stories | |
| |
| |
| Tell the Stories of Your Life | |
| |
| |
| Value Children's Stories | |
| |
| |
| Read Stories Aloud | |
| |
| |
| Get to Know Your Students as Readers | |
| |
| |
| Learn About Students' Reading Lives at Home | |
| |
| |
| Enjoy Your Students | |
| |
| |
| Celebrate Your Life | |
| |
| |
| |
| Share Your Reading Life | |
| |
| |
| Tell Students Why You Read | |
| |
| |
| Share Your Reading Habits | |
| |
| |
| Let Students Know What You Are Reading and What You Will Read Next | |
| |
| |
| Share Your Passion for Reading | |
| |
| |
| Discuss the Importance and Pleasure of Having a Personal Library | |
| |
| |
| Talk About Favorite Authors and Favorite Books | |
| |
| |
| Talk About How Book Clubs Work | |
| |
| |
| Explain How You Choose Books to Read | |
| |
| |
| Read a Variety of Genres | |
| |
| |
| Maintain a Reading Record | |
| |
| |
| Show Your Students How You Read | |
| |
| |
| Demonstrate Your Pleasure in Reading | |
| |
| |
| |
| The Essential Reading Day | |
| |
| |
| |
| Teach with a Sense of Urgency | |
| |
| |
| Do More Teaching | |
| |
| |
| Rely on an Optimal Learning Model | |
| |
| |
| Demonstration | |
| |
| |
| Shared Demonstration | |
| |
| |
| Guided Practice | |
| |
| |
| Independent Practice | |
| |
| |
| Understand and Apply the Learning Model | |
| |
| |
| Work Toward Independence | |
| |
| |
| Promote Joy in Learning | |
| |
| |
| Put the Learning Model into Action | |
| |
| |
| Integrate Basic Skills into Challenging, Relevant Curriculum | |
| |
| |
| Focus on Language Acquisition, Not Just Letters and Sounds | |
| |
| |
| Ground Phonemic Awareness Work in Language Play | |
| |
| |
| Maximize Whole-Class Teaching | |
| |
| |
| Include Interactive Reading | |
| |
| |
| Connect Reading with Writing | |
| |
| |
| How Much Written Response Is Appropriate? | |
| |
| |
| Create Your Own Texts for Shared, Guided, and Independent Reading | |
| |
| |
| Put It into Action: An Integrated Reading-Writing Lesson | |
| |
| |
| Summary of Reading-Writing Activities | |
| |
| |
| Text-Solving Activities | |
| |
| |
| Word-Solving Activities | |
| |
| |
| Raise Your Expectations | |
| |
| |
| |
| Organize an Outstanding Classroom Library | |
| |
| |
| Classroom Libraries and Books Improve Reading Achievement | |
| |
| |
| Expand Access for Struggling Readers | |
| |
| |
| Be Sure to Include and Value "Light Reading" | |
| |
| |
| Take a Critical Look at Your Classroom Library | |
| |
| |
| Provide Lots of Choices and Books | |
| |
| |
| Find Out Students' Favorite Authors, Series, and Book Titles | |
| |
| |
| Pay Attention to Students' Interests and De-emphasize Leveled Books | |
| |
| |
| Include Lots of Nonfiction | |
| |
| |
| Make Books and Book Talk "Hot" in Your Classroom | |
| |
| |
| Make Classroom and School Libraries Attractive, Comfortable, and Accessible for Reading | |
| |
| |
| Involve Your Students in Library Design and Organization | |
| |
| |
| Teach Students How to Care for Books | |
| |
| |
| Start a Summer Reading Program | |
| |
| |
| Classroom Libraries Simplify Guided Reading | |
| |
| |
| There Is No Substitute for Quality Books | |
| |
| |
| |
| Plan for and Monitor Independent Reading | |
| |
| |
| Students Need to Do More Reading | |
| |
| |
| Struggling Readers Need Much More Time to Read | |
| |
| |
| What Do We Mean by an Independent Reading Program? | |
| |
| |
| Research Strongly Supports Independent Reading | |
| |
| |
| Connect Independent Reading with Teaching and Evaluating | |
| |
| |
| Notice Where Independent Reading Fits in the Optimal Learning Model | |
| |
| |
| An Independent Reading Program Is Essential | |
| |
| |
| Set Up Classroom Procedures | |
| |
| |
| Value Independent Reading in Kindergarten | |
| |
| |
| Depend on Partner Reading | |
| |
| |
| Evaluate Partner Reading | |
| |
| |
| Teach Students How to Select "Just-Right" Books | |
| |
| |
| Establish Selection Guidelines | |
| |
| |
| Demonstrate That Reading Words Accurately Is Not Enough | |
| |
| |
| Don't Underestimate the Importance of Choice | |
| |
| |
| |
| Make Assessment Instruction's Working Partner | |
| |
| |
| Make Assessment Work for You and Your Students | |
| |
| |
| Make Assessment and Evaluation a Daily Routine | |
| |
| |
| Regularly Evaluate Students Regarding the Texts They Are Reading | |
| |
| |
| Conduct Informal Reading Conferences | |
| |
| |
| A Framework for an Informal Reading Conference | |
| |
| |
| Child-Friendly Reading Goals | |
| |
| |
| Teach Intentionally | |
| |
| |
| Try Some Informal Reading Conferences | |
| |
| |
| Use Standards and High-Stakes Testing to Improve Comprehension | |
| |
| |
| Make Ongoing Accountability Central to Teaching Reading | |
| |
| |
| Have a School Policy in Place | |
| |
| |
| Work to Change Cumbersome District Policies | |
| |
| |
| |
| Teaching Essentials | |
| |
| |
| |
| Teach Comprehension | |
| |
| |
| Teach Comprehension Right from the Start | |
| |
| |
| Start with the Texts Students Are Reading | |
| |
| |
| Demonstrate That Proficient Readers Use Many Strategies | |
| |
| |
| Be Careful About How You Teach Comprehension | |
| |
| |
| Balance Explicit Instruction with Lots of Time for Application | |
| |
| |
| Teach and Apply Your Own Comprehension Processes | |
| |
| |
| Make Your Reading/Thinking Process Visible | |
| |
| |
| Teach Rereading as the Single Most Useful Strategy | |
| |
| |
| Use Writing to Help Recall Key Points | |
| |
| |
| Teach Students to Survey Text Before They Begin to Read | |
| |
| |
| Make Connections | |
| |
| |
| Teach Self-Monitoring as Crucial to Understanding | |
| |
| |
| Interact with Peers to Increase Comprehension and Enjoyment | |
| |
| |
| Use Texts That Are Easy Enough and Meaningful Enough to Support Comprehension | |
| |
| |
| Keep Fluency in Perspective | |
| |
| |
| Teach Students How to Ask Significant Questions | |
| |
| |
| Use Caution and Common Sense When Teaching Strategies | |
| |
| |
| |
| Emphasize Shared Reading | |
| |
| |
| Make Shared Reading an Integral Part of Your Reading Program | |
| |
| |
| Notice Where Shared Reading Fits in the Optimal Learning Model | |
| |
| |
| Use Shared Reading to Demonstrate Reading of All Kinds of Texts | |
| |
| |
| Add Shared Reading Aloud | |
| |
| |
| A Framework for Shared Reading Aloud for All Grades | |
| |
| |
| Observe Shared Reading Aloud in Action | |
| |
| |
| Enjoy a Picture Book in a Shared Read-Aloud | |
| |
| |
| Present an Informational Book Through a Shared Read-Aloud | |
| |
| |
| Introduce a Literary Genre Through a Shared Read-Aloud | |
| |
| |
| Evaluate Shared Reading Aloud | |
| |
| |
| |
| Examine Guided Reading | |
| |
| |
| Clarify Guided Reading for Yourself | |
| |
| |
| Understand Where Guided Reading Fits in the Optimal Learning Model | |
| |
| |
| Be Cautious About How You Group Children | |
| |
| |
| Create Opportunities for Flexible Grouping | |
| |
| |
| Choose Books for Guided Reading Carefully | |
| |
| |
| Examine Your Book Collection for Quality | |
| |
| |
| Qualities of an Excellent Text for Guided Reading | |
| |
| |
| Establish a Workable Schedule | |
| |
| |
| Broaden Your Groups and Shorten the Time You Meet with Them | |
| |
| |
| Examine Your Instructional Reading Schedule | |
| |
| |
| Be Flexible About Guided Reading in Kindergarten | |
| |
| |
| Make Management Easy and Meaningful | |
| |
| |
| Have Students Spend Most of Reading Time Reading | |
| |
| |
| Make Sure Your Literacy Centers Are Worth the Time They Take | |
| |
| |
| Make Sure Your Management Techniques Are "Manageable" | |
| |
| |
| Model Exactly What You Expect Students to Do | |
| |
| |
| Evaluate How Well Students Not in a Guided Reading Group Have Managed Themselves | |
| |
| |
| Plan Your Guided Reading Lessons with a Focus on Meaning | |
| |
| |
| Some Important Purposes for Guided Reading | |
| |
| |
| A Framework for Thinking About a Guided Reading Lesson | |
| |
| |
| Essential Materials for Guided Reading | |
| |
| |
| Excerpts from Guided Reading Groups | |
| |
| |
| |
| Readers Who Struggle | |
| |
| |
| |
| High-Achieving Readers | |
| |
| |
| |
| Average Readers | |
| |
| |
| |
| High Average Readers | |
| |
| |
| |
| Advocacy Is Also Essential | |
| |
| |
| |
| Build on Best Practice, Know the Research, and Use Programs as a Resource | |
| |
| |
| Build on Best Practices in Teaching Reading | |
| |
| |
| Be Knowledgeable About Relevant Research | |
| |
| |
| Be Informed About the Influential National Reading Panel Report | |
| |
| |
| Know and Apply the Research on Effective Teaching | |
| |
| |
| Use Programs Only as a Resource | |
| |
| |
| Take a Close Look at Your Commercial Basal Reader | |
| |
| |
| Become Knowledgeable About Direct Instruction | |
| |
| |
| Ask Questions Before Any Program Adoption | |
| |
| |
| A Word About Computerized Reading-Incentive Programs | |
| |
| |
| Take Professional Responsibility for What You Believe | |
| |
| |
| |
| You Only Have So Much Time | |
| |
| |
| Live an Interesting Life | |
| |
| |
| Spend Most of Your Time Thinking | |
| |
| |
| Trust Your Own Experiences to Help You Plan Well | |
| |
| |
| Keep Work Meaningful | |
| |
| |
| Keep Work Simple | |
| |
| |
| Make Every Minute Count | |
| |
| |
| Use All Time Spent with Your Students to Teach and Assess | |
| |
| |
| Make Ongoing Evaluation Part of Every Literacy Activity | |
| |
| |
| Keep a Lively Pace | |
| |
| |
| Create Structures That Maximize Participation and Learning | |
| |
| |
| Fight for More Time for Students Who Struggle | |
| |
| |
| Use Transitional Periods as Teaching Times | |
| |
| |
| Introduce "Mystery Words" | |
| |
| |
| Make Work Done While Waiting for the Bell to Ring Sensible and Pleasurable | |
| |
| |
| Make Resources in the Room Useful and Easy to Access | |
| |
| |
| Minimize Coloring | |
| |
| |
| Reduce Interruptions | |
| |
| |
| Reevaluate Time Blocks | |
| |
| |
| Look at Your Schedule Carefully | |
| |
| |
| Make Time for Ongoing Professional Development | |
| |
| |
| Sample Teacher Schedules | |
| |
| |
| Take Part in Schoolwide Conversations | |
| |
| |
| Make Time for Personal and Professional Reading | |
| |
| |
| Do Less, More Effectively | |
| |
| |
| Build in Time to Reflect | |
| |
| |
| Cultivate a Love of Learning | |
| |
| |
| Enjoy! | |
| |
| |
| Without Human Caring, the Best Science Is Minimally Effective | |
| |
| |
| Appendices | |
| |
| |
| |
| Selected Strategies for Struggling Readers | |
| |
| |
| |
| 12 Practices of the Most Effective Teachers | |
| |
| |
| Letters to Parents | |
| |
| |
| |
| Why Independent Reading Is Necessary | |
| |
| |
| |
| Help Your Child Choose a "Just-Right" Book and Encourage Home Reading | |
| |
| |
| Choosing Books | |
| |
| |
| |
| Use the Goldilocks Strategy to Choose Books | |
| |
| |
| |
| Choosing Books for Independent Reading | |
| |
| |
| |
| SSR Reading | |
| |
| |
| Reading Forms | |
| |
| |
| |
| Informal Reading Conference | |
| |
| |
| |
| Reading Log | |
| |
| |
| |
| Monthly Recording | |
| |
| |
| Brief Definitions of Terms | |
| |
| |
| Notes | |
| |
| |
| Index | |