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| Becoming an Effective Teacher of Reading | |
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| Introduction | |
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| Effective Teachers Understand How Students Learn | |
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| Behaviorism | |
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| Constructivism | |
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| Sociolinguistics | |
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| Information Processing Theory | |
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| Effective Teachers Support Students: Use Of The Cueing Systems | |
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| The Phonological System | |
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| The Syntactic System | |
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| The Semantic System | |
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| The Pragmatic System | |
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| Effective Teachers Create A Community Of Learners | |
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| Characteristics of a Classroom Community | |
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| How to Create a Classroom Community | |
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| Effective Teachers Adopt A Balanced Approach To Instruction | |
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| Effective Teachers Scaffold Students: Reading And Writing | |
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| Modeled Reading and Writing | |
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| Shared Reading and Writing | |
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| Interactive Reading and Writing | |
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| Guided Reading and Writing | |
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| Independent Reading and Writing | |
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| Effective Teachers Organize For Literacy Instruction | |
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| Basal Reading Programs | |
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| Literature Focus Units | |
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| Literature Circles | |
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| Reading and Writing Workshop | |
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| Effective Teachers Link Instruction And Assessment | |
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| Purposes of Classroom Assessment | |
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| Classroom Assessment Tools | |
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| Effective Teachers Become Partners With Parents | |
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| Review: How Effective Teachers Teach Reading and Writing | |
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| Professional References | |
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| Children's Book References | |
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| Teaching the Reading and Writing Processes | |
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| Vignette: Mrs. Goodman's Seventh Graders Read The Giver | |
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| Introduction | |
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| The Reading Process | |
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| Prereading | |
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| Activating Background Knowledge | |
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| Setting Purposes | |
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| Planning for Reading | |
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| Reading | |
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| Buddy Reading | |
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| Guided Reading | |
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| Shared Reading | |
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| Reading Aloud to Students | |
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| Responding | |
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| Writing in Reading Logs | |
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| Participating in Discussions | |
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| Exploring | |
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| Examining the Author's Craft | |
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| Focusing on Words and Sentences | |
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| Teaching Minilessons | |
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| Applying | |
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| Reading Strategies and Skills | |
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| Types of Reading Strategies and Skills | |
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| The Writing Process | |
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| Prewriting | |
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| Choosing a Topic | |
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| Considering Purpose and Form | |
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| Gathering and Organizing Ideas | |
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| Drafting | |
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| Revising | |
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| Rereading the Rough Draft | |
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| Sharing in Writing Groups | |
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| Making Revisions | |
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| Revising Centers | |
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| Editing | |
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| Proofreading | |
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| Correcting Errors | |
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| Publishing | |
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| Making Books | |
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| Sharing Writing | |
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| Writing Strategies | |
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| Qualities of Good Writing | |
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| Assessing Students: Writing | |
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| Reading And Writing Are Reciprocal Processes | |
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| Comparing the Two Processes | |
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| Classroom Connections | |
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| Review | |
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| Professional References | |
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| Assessing Students: Literacy Development | |
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| Vignette: Mrs. McNeal Conducts Second-Quarter Assessment | |
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| Introduction | |
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| Classroom Assessment Tools | |
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| Determining Students: Reading Levels | |
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| Monitoring Students: Progress | |
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| Diagnosing Students: Strengths and Weaknesses | |
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| Documenting Students: Learning | |
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| Portfolio Assessment | |
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| Why Are Portfolios Worthwhile? | |
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| Collecting Work in Portfolios | |
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| Involving Students in Self-Assessment | |
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| Showcasing Students: Portfolios | |
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| High-Stakes Testing | |
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| Problems with High-Stakes Testing | |
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| Preparing for Standardized Tests | |
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| The Politics of High-Stakes Testing | |
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| Review: How Effective Teachers Assess Students: Literacy Development | |
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| Professional References | |
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| Children's Book References | |
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| Working with the Youngest Readers and Writers | |
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| Vignette: Ms. McCloskey's Students Become Readers and Writers | |
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| Introduction | |
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| Fostering An Interest In Literacy | |
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| Concepts about Print | |
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| Assessing Students: Concepts about Print | |
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| Concepts About Words | |
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| Environmental Print | |
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| Literacy Play Centers | |
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| Concepts about the Alphabet | |
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| How Children Develop As Readers And Writers | |
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| Emergent Reading and Writing | |
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| Beginning Reading and Writing | |
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| Fluent Reading and Writing | |
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| Instructional Practices | |
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| Shared Reading | |
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| Language Experience Approach | |
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| Interactive Writing | |
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| Manuscript Handwriting | |
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| Writing Centers | |
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| Review | |
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| Professioal References | |
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| Cracking the Alphabetic Code | |
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| Vignette: Mrs. Firpo Teaches Phonics Using a Basal Reading Program | |
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| Introduction | |
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| Phonemic Awareness | |
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| Components of Phonemic Awareness | |
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| Teaching Phonemic Awareness | |
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| Assessing Children's Phonemic Awareness | |
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| Why Is Phonemic Awareness Important? | |
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| Phonics | |
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| Phonics Concepts | |
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| Teaching Phonics | |
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| Assessing Students: Phonics Knowledge | |
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| What's the Role of Phonics in a Balanced Literacy Program? | |
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| Spelling | |
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| Stages of Spelling Development | |
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| Teaching Spelling | |
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| Assessing Students: Spelling | |
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| What's the Controversy About Spelling Instruction? | |
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| Review | |
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| Professional References | |
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| Children's Book References | |
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| Developing Fluent Readers and Writers | |
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| Vignette: Ms. Williams: Students Learn High-Frequency Words | |
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| Introduction | |
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| Learning To Read And Write Words | |
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| Word Recognition | |
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| Word Identification | |
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| What Is Fluency? | |
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| The Components of Fluency | |
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| Promoting Reading Fluency | |
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| Developing Writing Fluency | |
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| Assessing Students: Fluency | |
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| Review | |
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| Professional References | |
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| Children's Book References | |
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| Expanding Students: Knowledge of Words | |
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| Vignette: Mrs. Sanom's Word Wizards Club | |
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| Introduction | |
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| How Do Students Learn Vocabulary Words? | |
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| Levels of Word Knowledge | |
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| Incidental Word Learning | |
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| Why Is Vocabulary Knowledge Important? | |
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| Teaching Students To Unlock Word Meanings | |
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| Word-Study Concepts | |
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| Words to Study | |
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| Teaching Students about Words | |
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| Word-Study Activities | |
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| Word-Learning Strategies | |
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| Word Consciousness | |
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| Assessing Students: Vocabulary Knowledge | |
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| Review: How Effective Teachers Expand Students: Knowledge of Words | |
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| Professional References | |
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| Children's Book References | |
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| Facilitating Students: Comprehension: Reader Factors | |
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| Vignette: Mrs. Donnelly Teaches Comprehension Strategies | |
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| Introduction | |
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| What Is Comprehension? | |
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| Reader and Text Factors | |
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| Prerequisites to Comprehension | |
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| Background Knowledge | |
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| Vocabulary | |
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| Fluency | |
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| Comprehension Strategies | |
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| Activating Background Knowledge | |
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| Setting a Purpose | |
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| Predicting | |
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| Connecting | |
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| Visualizing | |
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| Questioning | |
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| Determining Importance | |
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| Summarizing | |
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| Drawing Inferences | |
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| Monitoring | |
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| Repairing | |
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| Evaluating | |
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| Comprehension Skills | |
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| Teaching Students About Reader Factors | |
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| Explicit Comprehension Instruction | |
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| Developing Comprehension Through Reading | |
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| Developing Comprehension Through Writing | |
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| Assessing Students: Comprehension | |
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| Motivation | |
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| The Teacher's Role | |
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| Students: Role | |
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| How to Engage Students in Reading and Writing | |
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| Assessing Students: Motivation | |
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| Comparing Capable and Less Capable Readers and Writers | |
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| Review: How Effective Teachers Facilitate Readers: Comprehension | |
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| Professional References | |
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| Children's Book References | |
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| Facilitating Students: Comprehension: Text Factors | |
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| Vignette: Mr. Abrams's Fourth Graders Learn About Frogs | |
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| Introduction | |
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| Text Factors Of Stories | |
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| Formats of Stories | |
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| Narrative Genres | |
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| Elements of Story Structure | |
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| Narrative Devices | |
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| Looking at the Text Factors in a Story | |
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| Text Factors Of Informational Books | |
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| Nonfiction Genres | |
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| Expository Text Structures | |
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| Nonfiction Features | |
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| Looking at the Text Factors in an Informational Book | |
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| Text Factors Of Poetry | |
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| Formats of Poetry Books | |
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| Poetic Forms | |
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| Poetic Devices | |
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| Looking at the Text Factors in a Book of Poetry | |
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| Teaching Students About Text Factors | |
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| Minilessons | |
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| Comprehension Strategies | |
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| Reading and Writing Activities | |
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| Assessing Students: Knowledge About Text Factors | |
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| Review: How Effective Teachers Focus on Text Factors | |
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| Professional References | |
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| Organizing for Instruction | |
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| Vignette: Fourth Graders Participate in a Yearlong Author Study | |
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| Introduction | |
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| Teaching With Basal Reading Programs | |
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| Components of Basal Reading Programs | |
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| Materials Included in Basal Reading Programs | |
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| Managing a Basal Reading Program | |
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| Teaching With Literature Focus Units | |
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| Steps in Developing a Unit | |
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| Units Featuring a Picture Book | |
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| Units Featuring a Novel | |
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| Units Featuring a Genre | |
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| Units Featuring an Author | |
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| Managing Literature Focus Units | |
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| Orchestrating Literature Circles | |
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| Key Features of Literature Circles | |
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| Implementing Literature Circles | |
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| Using Literature Circles With Young Children | |
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| Managing Literature Circles | |
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| Implementing Reading And Writing Workshop | |
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| Reading Workshop | |
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| Writing Workshop | |
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| Managing a Workshop Classroom | |
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| Review: How Effective Teachers Organize for Instruction | |
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| Professional References | |
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| Children's Book References | |
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| Differentiating Reading and Writing Instruction | |
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| Vignette: Mrs. Shasky Differentiates Instruction | |
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| Introduction | |
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| Ways To Differentiat Instruction | |
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| Grouping for Instruction | |
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| Text Sets of Reading Materials | |
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| Tiered Activities | |
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| Differentiated Projects | |
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| Struggling Readers And Writers | |
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| Struggling Readers | |
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| Struggling Writers | |
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| Working with Struggling Students | |
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| Review: How Effective Teachers Differentiate Literacy Instruction | |
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| Professional References | |
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| Children's Book References | |
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| Reading and Writing in the Content Areas | |
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| Vignette: Mrs. Zumwalt's Third Graders Create Multigenre Projects | |
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| Introduction | |
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| Connecting Reading And Writing | |
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| Reading Nonfiction Books | |
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| Writing as a Learning Tool | |
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| Writing to Demonstrate Learning | |
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| Content-Area Textbooks | |
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| Features of Content-Area Textbooks | |
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| Making Content-Area Textbooks More Comprehensible | |
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| Learning How to Study | |
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| Why Aren:t Content-Area Textbooks Enough? | |
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| Thematic Units | |
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| How to Develop a Thematic Unit | |
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| A First-Grade Unit on Trees | |
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| A Fourth-Grade Unit on Desert Ecosystems | |
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| A Sixth-Grade Unit on Ancient Egypt | |
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| Review: How Effective Teachers Use Reading and Writing in the Content Areas | |
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| Professional References | |
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| Children's Book References | |