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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 | |