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Phonics They Use Words for Reading and Writing

ISBN-10: 0321020553

ISBN-13: 9780321020550

Edition: 3rd 2000

Authors: Patricia M. Cunningham

List price: $32.00
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Book details

List price: $32.00
Edition: 3rd
Copyright year: 2000
Publisher: Allyn & Bacon, Incorporated
Publication date: 9/7/1999
Binding: Paperback
Pages: 196
Size: 7.75" wide x 9.25" long x 0.50" tall
Weight: 0.990
Language: English

Patricia M. Cunningham The day I entered first grade, I decided I wanted to teach first grade. In 1965, I graduated from the University of Rhode Island and began my teaching career teaching first grade in Key West, Florida. For the next several years, I taught a variety of grades and worked as a curriculum coordinator and special reading teacher in Florida and Indiana. nbsp; From the very beginning, I worried about children who struggled learning to read and devised a variety of alternative strategies to teach them to read. In 1974, I received my Ph. D. in Reading Education from the University of Georgia. I developed the Making Words activity while working with Title One teachers in North Carolina where I was the Director of Reading for Alamance County Schools. I have been the Director of Elementary Education at Wake Forest University in Winston Salem, North Carolina since 1980 and have worked with numerous teachers to develop hands-on engaging ways to teach phonics and spelling. In 1991, I publishedPhonics they Use: Words for Reading and Writing, which is currently available in its fourth edition. Along with Richard Allington, I publishedClassrooms that WorkandSchools that Work. nbsp; Dottie Hall and I have worked together on many projects. In 1989, we began developing the Four Blocks Framework, a comprehensive approach to literacy which is used in many schools in the United States and Canada. Dottie Hall and I havenbsp; worked together to produce many books, including the first Making Words books and the Month by Month Phonics Books. These Making Words by Grade Level books are in response to requests by teachers across the years to have making words lessons with a scope and sequence tailored to their grade level. We hope you and your students will enjoy these making words lessons and we would love to hear your comments and suggestions. nbsp; Dorothy P. Hall I always wanted to teach young children too! After graduating from Worcester State College in Massachusetts I taught first and second grade. After two years, I moved to North Carolina where I continued teaching in the primary grades. Many children I worked with struggled to learn to read in the newly integrated schools. I wanted to learn more and received my M ED and Ed D in Reading from the University of North Carolina at Greensboro. nbsp; I also worked at Wake Forest University where I met and began to work with Pat Cunningham. After three years teaching at the college level I returned to the public schools and taught third and fourth grade as well being a reading and curriculumnbsp; coordinator for my school district. At this time Pat Cunningham and I began to collaborate on a number of projects. In 1989, we developed the Four Blocks Framework, a comprehensive approach to literacy in grades one, two, and three which we later expanded to kindergarten, calling it Building Blocks, and the upper grades, calling it Big Blocks. By 1999 Pat and I had written four Making Words books, a series of Month by Month Phonics Books, and The Teacherrsquo;s Guided to Four Blocks and I retired from the school system to devote more time to consulting and writing. I also went back to work at Wake Forest University where I taught courses in Reading, Childrenrsquo;s Literature, and Language Arts Instruction for elementary education students. I am now Director of the Four Blocks Center at Wake Forest University and enjoy working with teachers and administrators around the country presenting workshops on Four Blocks, Building Blocks, Guided Reading Strategies, and Phonics Instruction. I have also written several books with teachers. One request Pat and I have had for a number of years is to revise the Making Words by grade level and include a scope and sequence for the phonics instructionnbsp;taught. Here it isndash;Enjoy!

Introduction
Building the Foundation for Phonics They Can Use
Early Reading and Writing Activities
Early Reading Concepts
Shared Reading of Predictable Books
Predictable Charts
Writing
Summary
Developing Print Concepts
Using Writing to Develop Print Concepts
Using Predictable Charts to Develop Print Concepts
Using Shared Reading to Develop Print Concepts
Getting to Know You
Summary
Phonological and Phonemic Awareness
Developing Phonological Awareness
Developing the Concept of Rhyme
Teaching Blending and Segmenting
Use Names to Build Phonological and Phonemic Awareness
Summary
Concrete Words, Letter Names, and Sounds
Names
Alphabet Books
Letter Actions and Foods
Key Words for Sounds
Changing a Hen to a Fox
Guess the Covered Word
Summary: How the Foundational Activities Are Multilevel
Fluency
Fluency Activities
Independent Reading Develops Fluency
Daily Writing Develops Fluency
Rereading Develops Fluency
Fluency Development Lessons
Summary
High-Frequency Words
Building Meaning for High-Frequency Words
Doing a Word Wall
"On-the-Back" Activities
Other Word-Wall Practice Activities
Portable and Take-Home Word Walls
Theme Boards
Summary: How Fluency Activities and Word Walls Are Multilevel
Using Phonics and Spelling Patterns
Making Words
A Sample Making Words Lesson
Making Words Homework
Additional Making Words Lessons
Summary
Rhyme-Based Decoding and Spelling Activities
Learning the Most Common Rhyming Patterns
Rounding Up the Rhymes
Using Words You Know
Reading/Writing Rhymes
Summary
Spelling Activities
What Looks Right?
Word Sorting and Hunting
Summary: How All the Decoding and Spelling Activities Are Multilevel
Big Words
Decoding and Spelling Big Words
Big-Word Collectors
Modeling: How to Figure Out a Big Word
Word Detectives
The Wheel
Mystery Word Match
Summary
Roots, Prefixes, and Suffixes
Teaching Common Prefixes and Suffixes
Teaching Common Root Words
The Nifty Thrifty Fifty
Making Big Words
Summary: How the Big Words Activities Are Multilevel
Coaching, Assessment, Research, and Jargon
Coaching for Strategic Decoding and Spelling
Coaching during Writing Conferences
Coaching during Reading
Summary
Assessment
What Is Assessment?
Assessing Early Reading Behaviors
Assessing Word Strategies
The Names Test
Summary
The Theory and the Research--The Why Underlying the How
My Personal Phonics History
What We Know about How Good Readers Read Words
What We Know about How Children Learn to Read Words
Summary: The Research and Phonics They Use
Phonics Jargon--For Teachers Only!
References
Index