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