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| A Total Literacy Program | |
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| What is a Total Literacy Classroom? | |
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| Theories of Behavior Acquisition | |
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| Behaviorism | |
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| Nativism | |
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| Cognitive Field | |
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| The Total Literacy Model | |
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| Self -Expression | |
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| Impression | |
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| Conventions - How Language Works in Literacy | |
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| Implementation of the Total Literacy Model | |
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| Acquisition | |
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| Perception | |
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| Prediction | |
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| Production | |
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| Standards for the English Language Arts | |
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| What are the Language Arts? | |
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| What does a Total Literacy Classroom Look Like? | |
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| Cooperative Learning | |
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| How Cooperative Learning Works | |
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| Heterogeneous or Homogeneous Grouping | |
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| The Multiple Classroom | |
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| Connecting with Parents | |
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| Early Literacy | |
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| Reading: The Beginnings | |
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| Should the Alphabet be Taught to Children? | |
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| How Children Become Aware of Print | |
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| Awareness of Sound is Important Too. | |
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| Natural Readers | |
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| Writing: The Beginnings | |
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| Distinctive Features of Beginning Writing | |
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| Literacy: Learning in School Settings | |
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| Sharing | |
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| Doing | |
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| Experiences: The Foundations of Literacy | |
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| Responding to the Natural Environment | |
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| Responding to Sensory Impressions | |
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| Talk and Literacy Development | |
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| Oral Language in the Classroom | |
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| Oral Sharing | |
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| Oral-Sharing Activities | |
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| Storytelling | |
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| Spontaneous Expression | |
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| Poetry | |
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| Readers Theater | |
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| Story Theater | |
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| Reporting | |
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| Dramatization | |
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| The Teacher and Dramatization | |
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| Talking and Discussing | |
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| Experiences to Talk About | |
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| Enthusiastic Participation | |
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| Enriched Vocabulary | |
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| Observing Common Courtesies in Conversation | |
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| Connecting Oral Language with Written Language | |
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| Listening and Literacy Development | |
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| A Good Listener | |
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| Kinds of Listening | |
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| Simple Listening | |
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| Discriminative Listening | |
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| Listening For Information | |
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| Listening to Organize Ideas | |
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| Listening For Main Ideas | |
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| Listening For Varied Points of View | |
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| Critical Listening | |
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| Creative Listening | |
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| Propaganda and Listening | |
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| Factors Affecting Listening and Learning | |
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| Physical Environment | |
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| Psychological Environment | |
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| Developing Listening Abilities | |
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| Reading Aloud and Telling Stories | |
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| Activities that Enhance Listening Abilities | |
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| The Reading Process | |
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| What is Reading? | |
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| The Childs View of the Reading Process | |
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| The Teachers View of the Reading Process | |
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| Reading as Transaction | |
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| Miscues and Reading Proficiency | |
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| Other Factors that Affect Reading Comprehension | |
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| Comprehension Instruction and Assessment | |
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| Basal Readers and Literacy Learning | |
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| Reading Comprehension Strategies | |
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| Strategies for Comprehending | |
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| Teacher-Directed Strategies | |
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| Reader-Directed Strategies | |
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| Making Strategies that Work for You | |
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| The Writing Process | |
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| Understanding Writing | |
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| Collaborative Writing | |
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| Freeing Students to Write | |
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| Computers in the Writing Classroom | |
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| Teachers as Writers | |
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| Writing Patterned Stories and Poetry | |
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| Using Predictable Subgenre Stories to Extend Writing Pathways | |
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| Using Patterned Poetry to Extend Literacy Pathways | |
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| Poetry Patterns that Feature Form-Class Words | |
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| Using Predictable Subgenre Stories To Extend Writing Pathways | |
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| The Value Of Genre Writing | |
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| Using Patterned Poetry To Extend Literacy Pathways | |
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| The Writing Classroom | |
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| A Physical Environment For Authors | |
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| Young Authors Conferences | |
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| Organizing and Managing the Writing Classroom | |
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| The Writing Classroom | |
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| Patterns Of Interaction | |
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| Writer's Workshop | |
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| Conferencing | |
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| Collaborative Committees | |
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| A Physical Environment For Authors | |
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| The Writing Area | |
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| The Publishing Area | |
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| Computers And Writing And Publishing | |
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| Word Processing And The Writing Process | |
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| Young Authors' Conferences | |
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| Literacy Conventions: Words, Spelling, Grammar and Handwriting | |
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| Spelling and Word Study | |
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| Spelling: The Beginnings | |
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| Stages or Evolution of Spelling Development | |
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| Developing Conventional Spellers | |
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| Spelling in Writing and Reading | |
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| Process-Centered Instruction in Spelling | |
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| What Words to Teach? | |
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| Instructional Elements | |
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| Routines in Direct Spelling Instruction | |
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| Linguistic Factors that Influence Spelling | |
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| Word Lists for Spelling and Editing | |
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| Grammar Refining Handwriting | |
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| Refining Punctuation and Capitalization | |
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| Linguistic Guidelines for Refining Communications | |
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| Grammar and Mechanics Summary | |
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| Assessing Literacy Learning | |
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| The Education Bill of 2002 | |
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| The Culture of Assessment | |
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| What are Standardized Tests? | |
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| Assessment Through Observation | |
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| Anecdotal Records | |
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| Checklists | |
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| Assessment Through Interaction | |
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| Coaching vs. Editing | |
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| Assessment Through Analysis of Student Work | |
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| Work Samplings | |
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| Holistic Scoring of Writing | |
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| Assessment Through Student Self-Evaluation | |
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| Student Log Books | |
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| Assessment Through Portfolios | |
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| What is a Portfolio? | |
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| Whats in a Portfolio? | |
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| Portfolio Conferences | |
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| Report Cards | |
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| Evaluating the Total Literacy Classroom | |
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| Childrens Literature. (by Bill Martin Jr) | |
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| Children Learn Best When They Come to Books Expecting Adventure | |
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| Making Connections with Books is the Key to a Lifetime of Reading | |
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| Books Ive Come to Love | |
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| Books to Start With | |
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| Humorous Books | |
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| Poetry | |
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| Wordless Picture Books | |
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| Folktales | |
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| Books of Artistic Merit | |
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| Informational Books | |
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| Realistic Fiction | |
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| Historical Fiction and Biography | |
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| Books Focusing on Social Issues | |
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| Storybooks | |
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| Picture Books | |
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| Cinderella Folktale Variants | |
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| Fantasy | |
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| Read-Alouds | |
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| The Best Reading Environment We can Offer | |
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| Children is a Classroom Filled with Both Books and Readers of Books | |
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| Literature Strategies That Facilitate Childrens Interactions with Books | |
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| Keeping Abreast of Childrens Books | |
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| Author Studies. | |
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| Using Theme Cycles. (by Geoff & Cherry Ward) | |
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| The Value of Thematic Approaches to Real Learning | |
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| Different Styles of Theme Cycles | |
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| Sources for Planning Theme Cycles | |
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| Where Do Ideas for Units Come From? | |
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| A Model or Framework for Planning Theme Cycles | |
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| Initiating Activities | |
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| Enhancing Activities | |
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| Synthesizing Activities | |
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| Some Principles for Planning Theme Cycles | |
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| Dont Force Coverage of the Curriculum | |
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| Provide Balance Within or Between Theme Cycles | |
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| Use the Theme Cycle as a Guide Only | |
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| Identify the Crucial Aspects of the Theme Cycle | |
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| Do What Comes Naturally | |
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| Vary the Time Allocation for Working on Theme Cycles | |
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| Limiting the Unit | |
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| Theme Cycles as Action Research | |
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| Theme Cycles and Parent Participation | |
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| The Teachers Role in the Theme Cycle | |
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| Choosing Language Activities to Exploit the Content | |
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| Monitoring and Supporting Students Learning | |
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| Focused Learning Episodes or Mini-Lessons | |
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| Planning a Theme Cycle: A General Sequence | |
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| Literacy Across the Curriculum | |
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| Using Childrens Literature in Content Area Instruction | |
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| Comparing Story/Narrative and Content Expository Text | |
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| Descriptive Text | |
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| Sequential Text | |
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| Comparison and Contrast Text | |
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| Cause/Effect Text | |
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| Problem/Solution Text | |
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| Becoming Independent Learners | |
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| Developing Research Skills | |
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| Promoting A Searching Attitude | |
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| Developing Research Skills | |
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| Searching for Information | |
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| Using a Table of Contents and Index | |
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| Using Alphabetical Arrangement | |
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| Using Library Reference Skills | |
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| Art and Literacy | |
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| Art Activities for Language Growth | |
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| Math and Literacy | |
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| Responding to Numerals and Numbers | |
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| Numerals and Numbers in the Newspaper | |
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| Numerals in the Environment | |
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| Numbers in Stories and Poems | |
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| Numbers Everywhere. | |
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| Geometric Shapes Surround Us | |
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| Responding to Graphic Aids | |
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| Childrens Books and Mathematical Concepts | |
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| Music and Literacy | |
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| Language Development Through Rhythmic Response | |
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| Social Studies and Literacy | |
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| Science and Literacy | |