| |
| |
| |
Becoming an Effective Teacher of Reading | |
| |
| |
| |
Effective Teachers Understand How Students Learn | |
| |
| |
Behaviorism | |
| |
| |
Constructivism | |
| |
| |
Sociolinguistics | |
| |
| |
Information Processing | |
| |
| |
| |
Effective Teachers Support Students' Use Of The Cueing Systems | |
| |
| |
The Phonological System | |
| |
| |
The Syntactic System | |
| |
| |
The Semantic System | |
| |
| |
The Pragmatic System | |
| |
| |
| |
Effective Teachers Create A Community Of Learners | |
| |
| |
Characteristics of a Classroom Community | |
| |
| |
How To Create A Classroom Culture | |
| |
| |
| |
Effective Teachers Adopt A Balanced Approach To Instruction | |
| |
| |
Common Core State Standards | |
| |
| |
| |
Effective Teachers Scaffold Students' Reading And Writing | |
| |
| |
Modeled Reading and Writing | |
| |
| |
Shared Reading and Writing | |
| |
| |
Interactive Reading and Writing | |
| |
| |
Guided Reading and Writing | |
| |
| |
Independent Reading and Writing | |
| |
| |
| |
Effective Teachers Organize For Instruction | |
| |
| |
Basal Reading Programs | |
| |
| |
Literature Focus Units | |
| |
| |
Literature Circles | |
| |
| |
Reading and Writing Workshop | |
| |
| |
Nurturing English Learners | |
| |
| |
| |
Effective Teachers Differentiate Instruction | |
| |
| |
| |
Effective Teachers Link Instruction And Assessment | |
| |
| |
Classroom Assessment Tools | |
| |
| |
High-Stakes Tests | |
| |
| |
Accountability Check! Teaching Reading and Writing | |
| |
| |
References | |
| |
| |
| |
The Reading and Writing Processes | |
| |
| |
Vignette: The Reading Process in Action | |
| |
| |
The Reading Process | |
| |
| |
| |
Prereading | |
| |
| |
| |
Reading | |
| |
| |
| |
Responding | |
| |
| |
| |
Exploring | |
| |
| |
| |
Applying | |
| |
| |
The Writing Process | |
| |
| |
| |
Prewriting | |
| |
| |
| |
Drafting | |
| |
| |
| |
Revising | |
| |
| |
| |
Editing | |
| |
| |
| |
Publishing | |
| |
| |
The Writer's Craft | |
| |
| |
Reading And Writing Are Reciprocal Processes | |
| |
| |
Comparing the Two Processes | |
| |
| |
Classroom Connections | |
| |
| |
Literacy Strategies | |
| |
| |
Accountability Check! Teaching the Reading and Writing Processes | |
| |
| |
References | |
| |
| |
| |
Assessing Literacy Development | |
| |
| |
Vignette: Second-Quarter Assessments | |
| |
| |
Classroom Assessment | |
| |
| |
| |
Planning for Assessment | |
| |
| |
| |
Monitoring Students' Progress | |
| |
| |
| |
Evaluating Students' Learning | |
| |
| |
| |
Reflecting | |
| |
| |
Diagnostic Tests | |
| |
| |
Determining Students' Reading Levels | |
| |
| |
Diagnosing Students' Strengths and Weaknesses | |
| |
| |
Nurturing English Learners | |
| |
| |
High-Stakes Testing | |
| |
| |
Problems With High-Stakes Testing | |
| |
| |
Preparing for Standardized Tests | |
| |
| |
Nurturing English Learners | |
| |
| |
The Politics of High-Stakes Testing | |
| |
| |
Portfolio Assessment | |
| |
| |
Collecting Work in Portfolios | |
| |
| |
Involving Students in Self-Assessment | |
| |
| |
Showcasing Students' Portfolios | |
| |
| |
Accountability Check! Assessing Students' Literacy Development | |
| |
| |
References | |
| |
| |
| |
The Youngest Readers and Writers | |
| |
| |
Vignette: K-3 Students' Literacy Development | |
| |
| |
Fostering An Interest In Literacy | |
| |
| |
Concepts About Print | |
| |
| |
Concepts About Words | |
| |
| |
Concepts About the Alphabet | |
| |
| |
Assessing Children's Concepts About Written Language | |
| |
| |
How Children Develop As Readers And Writers | |
| |
| |
| |
Emergent Reading and Writing | |
| |
| |
| |
Beginning Reading and Writing | |
| |
| |
| |
Fluent Reading and Writing | |
| |
| |
Instructional Practices | |
| |
| |
Morning Message | |
| |
| |
Shared Reading | |
| |
| |
Language Experience Approach | |
| |
| |
Interactive Writing | |
| |
| |
Manuscript Handwriting | |
| |
| |
Writing Centers | |
| |
| |
Accountability Check! Supporting the Youngest Readers and Writers | |
| |
| |
References | |
| |
| |
| |
Cracking the Alphabetic Code | |
| |
| |
Vignette: First Grade Phonics Instruction | |
| |
| |
Phonemic Awareness | |
| |
| |
Phonemic Awareness Strategies | |
| |
| |
Teaching Phonemic Awareness | |
| |
| |
Nurturing English Learners | |
| |
| |
Assessing Children's Phonemic Awareness | |
| |
| |
Why Is Phonemic Awareness Important? | |
| |
| |
Phonics | |
| |
| |
Phonics Concepts | |
| |
| |
Teaching Phonics | |
| |
| |
Assessing Students' Phonics Knowledge | |
| |
| |
What's the Role of Phonics in a Balanced Literacy Program? | |
| |
| |
Spelling | |
| |
| |
Stages of Spelling Development | |
| |
| |
Nurturing English Learners | |
| |
| |
Teaching Spelling | |
| |
| |
Weekly Spelling Tests | |
| |
| |
Assessing Students' Spelling | |
| |
| |
What's the Controversy About Spelling Instruction? | |
| |
| |
Accountability Check! Assisting Students in Cracking the Alphabetic Code | |
| |
| |
References | |
| |
| |
| |
Developing Fluent Readers and Writers | |
| |
| |
Vignette: High-Frequency Words | |
| |
| |
Reading Fluency | |
| |
| |
Automatic Reading | |
| |
| |
Reading Speed | |
| |
| |
Prosody | |
| |
| |
Assessing Reading Fluency | |
| |
| |
Writing Fluency | |
| |
| |
Automatic Writing | |
| |
| |
Writing Speed | |
| |
| |
Writer's Voice | |
| |
| |
Assessing Writing Fluency | |
| |
| |
Nurturing English Learners | |
| |
| |
Dysfluent Students | |
| |
| |
Older Dysfluent Readers | |
| |
| |
Older Dysfluent Writers | |
| |
| |
Obstacles to Fluency | |
| |
| |
Accountability Check! Developing Fluent Readers and Writers | |
| |
| |
References | |
| |
| |
| |
Expanding Academic Vocabulary | |
| |
| |
Vignette: The Word Wizards Club | |
| |
| |
Academic Vocabulary | |
| |
| |
Three Tiers of Words | |
| |
| |
Nurturing English Learners | |
| |
| |
Levels of Word Knowledge | |
| |
| |
Word Consciousness | |
| |
| |
Word-Study Concepts | |
| |
| |
Multiple Meanings of Words | |
| |
| |
Synonyms: Words With Similar Meanings | |
| |
| |
Antonyms: Words That Mean the Opposite | |
| |
| |
Homonyms: Words That Confuse | |
| |
| |
Root Words and Affixes | |
| |
| |
Etymologies: Word Histories | |
| |
| |
Figurative Meanings | |
| |
| |
Teaching Students To Unlock Word Meanings | |
| |
| |
Word Walls | |
| |
| |
Explicit Instruction | |
| |
| |
Word-Study Activities | |
| |
| |
Word-Learning Strategies | |
| |
| |
Incidental Word Learning | |
| |
| |
Assessing Students' Vocabulary Knowledge | |
| |
| |
Accountability Check! Expanding Students' Academic Vocabulary | |
| |
| |
References | |
| |
| |
| |
Promoting Comprehension: Reader Factors | |
| |
| |
Vignette: Comprehension Strategies | |
| |
| |
What Is Comprehension? | |
| |
| |
Reader and Text Factors | |
| |
| |
Text Complexity | |
| |
| |
Prerequisites for Comprehension | |
| |
| |
Comprehension Strategies | |
| |
| |
Comprehension Skills | |
| |
| |
Teaching About Reader Factors | |
| |
| |
Explicit Comprehension Instruction | |
| |
| |
Developing Comprehension Through Reading | |
| |
| |
Nurturing English Learners | |
| |
| |
Assessing Comprehension | |
| |
| |
Motivation | |
| |
| |
The Teacher's Role | |
| |
| |
Students' Role | |
| |
| |
How to Engage Students | |
| |
| |
Assessing Motivation | |
| |
| |
Comparing Capable and Less Capable Readers and Writers | |
| |
| |
Accountability Check! Facilitating Students' Comprehension of Reader Factors | |
| |
| |
References | |
| |
| |
| |
Promoting Comprehension: Text Factors | |
| |
| |
Vignette: Reading and Writing About Frogs | |
| |
| |
Text Factors Of Stories | |
| |
| |
Formats of Stories | |
| |
| |
Narrative Genres | |
| |
| |
Elements of Story Structure | |
| |
| |
Narrative Devices | |
| |
| |
Looking at the Text Factors in a Story | |
| |
| |
Text Factors Of Nonfiction Books | |
| |
| |
Nonfiction Genres | |
| |
| |
Expository Text Structures | |
| |
| |
Nonfiction Features | |
| |
| |
Looking at the Text Factors in a Nonfiction Book | |
| |
| |
Text Factors Of Poetry | |
| |
| |
Formats of Poetry Books | |
| |
| |
Poetic Forms | |
| |
| |
Poetic Devices | |
| |
| |
Looking at the Text Factors in a Book of Poetry | |
| |
| |
Teaching Students About Text Factors | |
| |
| |
Minilessons | |
| |
| |
Comprehension Strategies | |
| |
| |
Reading and Writing Activities | |
| |
| |
Assessing Students' Knowledge of Text Factors | |
| |
| |
Accountability Check! Facilitating Students' Comprehension of Text Factors | |
| |
| |
References | |
| |
| |
| |
Organizing for Instruction | |
| |
| |
Vignette: A Yearlong Author Study | |
| |
| |
Teaching With Basal Reading Programs | |
| |
| |
Components of Basal Reading Programs | |
| |
| |
Materials Included in Basal Reading Programs | |
| |
| |
Managing a Basal Reading Program | |
| |
| |
Teaching With Literature Focus Units | |
| |
| |
Steps in Developing a Unit | |
| |
| |
Units Featuring a Picture Book | |
| |
| |
Units Featuring a Novel | |
| |
| |
Units Featuring a Genre | |
| |
| |
Units Featuring an Author | |
| |
| |
Managing Literature Focus Units | |
| |
| |
Orchestrating Literature Circles | |
| |
| |
Key Features of Literature Circles | |
| |
| |
Implementing Literature Circles | |
| |
| |
Using Literature Circles With Young Children | |
| |
| |
Managing Literature Circles | |
| |
| |
Implementing Reading And Writing Workshop | |
| |
| |
Reading Workshop | |
| |
| |
Writing Workshop | |
| |
| |
Managing a Workshop Classroom | |
| |
| |
Accountability Check! Organizing for Instruction | |
| |
| |
References | |
| |
| |
| |
Differentiating for Success | |
| |
| |
Vignette: Classroom Interventions | |
| |
| |
Ways To Differentiate Instruction | |
| |
| |
Grouping for Instruction | |
| |
| |
Guided Reading | |
| |
| |
Text Sets | |
| |
| |
Tiered Activities | |
| |
| |
Literacy Centers | |
| |
| |
Differentiated Projects | |
| |
| |
Struggling Readers And Writers | |
| |
| |
Struggling Readers | |
| |
| |
Struggling Writers | |
| |
| |
Working With Struggling Students | |
| |
| |
Interventions | |
| |
| |
Accountability Check! Differentiating Literacy Instruction | |
| |
| |
References | |
| |
| |
| |
Reading and Writing in the Content Areas | |
| |
| |
Vignette: Multigenre Projects | |
| |
| |
Connecting Reading And Writing | |
| |
| |
Reading Trade Books | |
| |
| |
Writing as a Learning Tool | |
| |
| |
Writing to Demonstrate Learning | |
| |
| |
Content-Area Textbooks | |
| |
| |
Features of Content-Area Textbooks | |
| |
| |
Making Content-Area Textbooks More Comprehensible | |
| |
| |
Learning How to Study | |
| |
| |
Why Aren't Content-Area Textbooks Enough? | |
| |
| |
Thematic Units | |
| |
| |
How to Develop a Thematic Unit | |
| |
| |
Nurturing English Learners | |
| |
| |
A First Grade Unit on Trees | |
| |
| |
A Fourth Grade Unit on Desert Ecosystems | |
| |
| |
A Sixth Grade Unit on Ancient Egypt | |
| |
| |
Accountability Check! Using Reading and Writing in the Content Areas | |
| |
| |
References | |
| |
| |
Compendium of Instructional Procedures | |
| |
| |
Anticipation Guides | |
| |
| |
Book Talks | |
| |
| |
Choral Reading | |
| |
| |
Clap and Chant | |
| |
| |
Cloze Procedure | |
| |
| |
Collaborative Books | |
| |
| |
Double-Entry Journals | |
| |
| |
Exclusion Brainstorming | |
| |
| |
Grand Conversations | |
| |
| |
Guided Reading | |
| |
| |
Hot Seat | |
| |
| |
Interactive Read-Alouds | |
| |
| |
Interactive Writing | |
| |
| |
K-W-L Charts | |
| |
| |
Language Experience Approach | |
| |
| |
Learning Logs | |
| |
| |
Making Words | |
| |
| |
Minilessons | |
| |
| |
Open-Mind Portraits | |
| |
| |
Possible Sentences | |
| |
| |
Prereading Plans | |
| |
| |
Question-Answer-Relationships | |
| |
| |
Questioning the Author | |
| |
| |
Quickwriting | |
| |
| |
Raft | |
| |
| |
Readers Theatre | |
| |
| |
Reading Logs | |
| |
| |
Reciprocal Teaching | |
| |
| |
Revising Groups | |
| |
| |
Rubrics | |
| |
| |
Running Records | |
| |
| |
Semantic Feature Analysis | |
| |
| |
Shared Reading | |
| |
| |
Sketch-to-Stretch | |
| |
| |
Story Boards | |
| |
| |
Story Retelling | |
| |
| |
Studying Spelling Words | |
| |
| |
Sustained Silent Reading | |
| |
| |
Tea Party | |
| |
| |
Think-Alouds | |
| |
| |
Word Ladders | |
| |
| |
Word Sorts | |
| |
| |
Word Walls | |