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1 | (22) |
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Reading Is Constructing Meaning |
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2 | (2) |
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4 | (14) |
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5 | (6) |
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11 | (7) |
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18 | (1) |
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19 | (1) |
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Suggested Activities to Extend Your Learning |
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20 | (1) |
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20 | (3) |
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Organizing for Literacy Instruction |
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23 | (24) |
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Why a Literacy Instruction Framework Rather than a Reading Program |
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24 | (1) |
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Reading Programs and Frameworks |
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24 | (1) |
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No Single Approach Is Best |
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25 | (1) |
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A Literacy Instruction Framework |
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25 | (5) |
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Whole-Class Teacher Read-Aloud |
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26 | (1) |
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Whole-Class Word Study Instruction |
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27 | (1) |
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Differentiated Small-Group Reading Instruction |
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28 | (1) |
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Independent Reading Practice |
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29 | (1) |
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30 | (1) |
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30 | (3) |
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30 | (2) |
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32 | (1) |
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32 | (1) |
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33 | (2) |
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33 | (1) |
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34 | (1) |
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35 | (1) |
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35 | (4) |
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Lesson Flow and Structure |
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36 | (2) |
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Explicit Instructional Language |
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38 | (1) |
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Building and Using a Classroom Library |
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39 | (4) |
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40 | (2) |
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42 | (1) |
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Matching Books to Students |
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43 | (1) |
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Matching Books to Students' Ability |
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43 | (1) |
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Matching Books to Students' Interests |
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43 | (1) |
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44 | (1) |
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Suggested Activities to Extend Your Learning |
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44 | (1) |
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45 | (2) |
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Building Early Literacy Skills |
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47 | (26) |
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Oral Language: Building a Necessary Foundation |
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48 | (5) |
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49 | (1) |
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50 | (1) |
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50 | (1) |
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51 | (1) |
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52 | (1) |
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52 | (1) |
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Alphabet Knowledge: Learning Letter Names and Sounds |
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53 | (4) |
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Direct Teaching of Letter Names and Sounds |
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54 | (1) |
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Follow-Up Activities for Teaching Letter Names and Sounds |
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54 | (3) |
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57 | (1) |
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Phonemic Awareness: Recognizing and Using Speech Sounds |
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57 | (7) |
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What Is Phonemic Awareness? |
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57 | (1) |
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Why Is Phonemic Awareness Important? |
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58 | (1) |
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Guidelines for Teaching Phonemic Awareness |
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58 | (1) |
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Teaching Phonemic Awareness |
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59 | (5) |
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Print Awareness: Understanding How Print Works |
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64 | (5) |
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The Language-Experience Approach (LEA) |
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65 | (4) |
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69 | (1) |
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Suggested Activities to Extend Your Learning |
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69 | (1) |
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70 | (3) |
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Reading Aloud to Children |
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73 | (28) |
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Purposes for Reading Aloud |
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75 | (2) |
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75 | (1) |
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76 | (1) |
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Comprehension and Vocabulary Development |
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77 | (1) |
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Teaching Children to Respond to Literature |
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77 | (6) |
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78 | (1) |
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Responding with Connections |
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79 | (1) |
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Responding with Questions |
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80 | (2) |
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Responding with Favorite Parts |
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82 | (1) |
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Reading Aloud to Teach Comprehension |
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83 | (6) |
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Building Background Knowledge |
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83 | (3) |
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86 | (3) |
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Comprehension Strategy Instruction |
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89 | (5) |
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89 | (3) |
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Clarifying and Monitoring Comprehension |
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92 | (1) |
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93 | (1) |
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93 | (1) |
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93 | (1) |
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Types of Texts to Read Aloud |
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94 | (4) |
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94 | (3) |
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97 | (1) |
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98 | (1) |
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98 | (1) |
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Suggested Activities to Extend Your Learning |
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99 | (1) |
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99 | (2) |
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101 | (32) |
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Understanding Word Identification |
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102 | (3) |
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What Does Research Tell Us About Word Identification Instruction? |
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103 | (2) |
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What to Teach: Common Spelling Patterns |
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105 | (9) |
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Spelling Pattern 1: Consonant--Vowel--Consonant (CVC) Words |
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107 | (1) |
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Spelling Pattern 2: Consonant Blends |
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107 | (1) |
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Spelling Pattern 3: Consonant Digraphs |
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108 | (1) |
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Spelling Pattern 4: Final Silent E |
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109 | (1) |
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Spelling Pattern 5: Vowel Teams |
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110 | (1) |
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Spelling Pattern 6: R-Controlled Vowels |
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110 | (1) |
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Spelling Pattern 7: Vowel Diphthongs |
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110 | (1) |
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Spelling Pattern 8: Open Syllables |
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111 | (2) |
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Spelling Pattern 9: Consonant-Le |
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113 | (1) |
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113 | (1) |
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Teaching Spelling Patterns: An Explicit Instruction Model |
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114 | (2) |
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114 | (1) |
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114 | (1) |
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Provide Interactive Guided Practice |
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115 | (1) |
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Provide Monitored Independent Practice |
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115 | (1) |
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115 | (1) |
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Explicit Instruction Lesson Plans for Spelling Patterns |
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116 | (4) |
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Building Students' Sight Vocabularies |
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120 | (2) |
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Building Sight Vocabulary Through Wide Reading |
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120 | (1) |
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Direct Teaching of Sight Vocabulary |
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121 | (1) |
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Teaching Multisyllable Words |
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122 | (1) |
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Additional Guided Practice Word Study Activities |
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123 | (7) |
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123 | (1) |
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Blending Letter Sounds with Sticky Notes |
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123 | (1) |
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123 | (1) |
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Making Blend Words with an Overhead Projector |
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124 | (1) |
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124 | (1) |
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Digraph with Every-Pupil-Response Cards |
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125 | (1) |
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125 | (1) |
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125 | (1) |
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Final Silent E Flashcards |
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126 | (1) |
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126 | (1) |
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127 | (1) |
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127 | (1) |
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128 | (1) |
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129 | (1) |
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Open--Closed Syllable Door |
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129 | (1) |
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130 | (1) |
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Suggested Activities to Extend Your Learning |
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130 | (1) |
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130 | (3) |
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Differentiated Small-Group Reading Instruction |
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133 | (26) |
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Issues Associated with Small-Group Instruction |
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134 | (1) |
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Placing Students in Differentiated Reading Groups |
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135 | (2) |
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135 | (1) |
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Progress-Monitoring Assessments |
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136 | (1) |
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137 | (1) |
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Differentiated Small-Group Reading Lesson Components |
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137 | (19) |
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High-Frequency Word Review |
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138 | (1) |
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138 | (2) |
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140 | (16) |
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156 | (1) |
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Suggested Activities to Extend Your Learning |
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157 | (1) |
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157 | (2) |
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159 | (18) |
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Preparing Students to Work Independently |
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160 | (7) |
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160 | (3) |
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163 | (4) |
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Three Options for Independent Work Time |
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167 | (8) |
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Independent Reading and Writing |
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168 | (2) |
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170 | (1) |
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171 | (4) |
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175 | (1) |
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Suggested Activities to Extend Your Learning |
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176 | (1) |
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176 | (1) |
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Effective Writing Instruction |
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177 | (40) |
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The Reading--Writing Connection |
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178 | (8) |
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Supporting Struggling Spellers |
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180 | (1) |
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Three Instructional Strategies That Connect Reading and Writing |
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181 | (3) |
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Reading Like a Writer and Writing Like a Reader |
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184 | (2) |
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186 | (18) |
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192 | (1) |
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193 | (4) |
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Conferencing During Independent Writing |
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197 | (2) |
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199 | (2) |
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201 | (3) |
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204 | (10) |
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Explicit Instruction Model |
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204 | (3) |
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Prewriting Strategies for Different Genres |
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207 | (7) |
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214 | (1) |
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Suggested Activities to Extend Your Learning |
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214 | (1) |
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214 | (3) |
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Reading and Writing Across the Curriculum |
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217 | (36) |
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Reading Informational Texts |
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218 | (6) |
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Purposes for Reading Aloud Informational Texts |
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218 | (1) |
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Informational Texts in Shared Reading and Interactive Read-Alouds |
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219 | (2) |
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Types of Informational Texts to Read Aloud |
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221 | (1) |
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Informational Texts in Guided Reading |
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222 | (1) |
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Informational Texts in Independent Reading |
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223 | (1) |
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Writing Informational Texts |
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224 | (10) |
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Whole-Class Informational Writing |
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224 | (1) |
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Extending Informational Writing to Independent and Small-Group Work |
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225 | (5) |
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Integrating Informational Writing into the Writing Workshop |
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230 | (4) |
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Reading, Writing, and Math |
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234 | (7) |
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235 | (1) |
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Writing as an Extension of Math-Related Children's Literature |
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236 | (1) |
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Scaffolding Math Writing Using Sentence Frames |
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237 | (2) |
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239 | (1) |
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Assessing Students' Understanding of Math Concepts |
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240 | (1) |
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Using Writing to Assess Students' Understanding of Math Processes |
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241 | (1) |
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Reading, Writing, and Science |
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241 | (6) |
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Scientific Observation and Descriptive Writing |
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242 | (4) |
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Interactive Writing and Science |
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246 | (1) |
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Reading, Writing, and Social Studies |
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247 | (1) |
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247 | (1) |
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Reading and Writing Biographies |
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248 | (1) |
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248 | (1) |
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Suggested Activities to Extend Your Learning |
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249 | (1) |
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249 | (4) |
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Reading Assessment That Guides Instruction |
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253 | (38) |
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255 | (7) |
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Aligning Reading Goals, Instruction, and Assessment |
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255 | (1) |
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256 | (1) |
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Purposes of Reading Assessment |
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257 | (3) |
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260 | (2) |
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Assessing the Essential Elements of Reading and Writing |
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262 | (26) |
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Assessing Alphabet Letter Knowledge |
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262 | (4) |
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Assessing Phonemic Awareness |
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266 | (1) |
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266 | (11) |
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277 | (3) |
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Assessing Vocabulary and Oral Language |
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280 | (3) |
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Assessing Reading Comprehension |
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283 | (2) |
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285 | (1) |
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Assessing Students' Reading Attitudes and Interests |
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285 | (3) |
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288 | (1) |
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Suggested Activities to Extend Your Learning |
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288 | (1) |
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289 | (2) |
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Reading Interventions for Struggling Readers |
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291 | (20) |
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The Need for Reading Instruction Interventions |
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292 | (2) |
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The Classroom Teacher Is Responsible |
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294 | (1) |
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Strong Classroom-Based Reading Instruction |
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294 | (1) |
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295 | (7) |
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296 | (1) |
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Focused Small-Group Instructional Interventions |
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296 | (6) |
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One-on-One Instructional Support |
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302 | (1) |
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Resource Program Interventions |
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302 | (3) |
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303 | (1) |
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303 | (1) |
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303 | (1) |
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English Language Learner Programs |
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304 | (1) |
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Using Assessment Data to Plan Instruction |
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305 | (2) |
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306 | (1) |
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307 | (1) |
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307 | (1) |
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School-Level Interventions |
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308 | (1) |
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309 | (1) |
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Suggested Activities to Extend Your Learning |
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309 | (1) |
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309 | (2) |
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311 | (14) |
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A Day in Mr. Green's First-Grade Classroom: Implementing a Five-Part Literacy Instruction Framework |
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311 | (12) |
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8:00--9:00 A.M.: Before School |
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312 | (1) |
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9:00--9:15 A.M.: Students Arrive |
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312 | (1) |
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9:15--9:25 A.M.: Class Business |
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313 | (1) |
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9:25--10:00 A.M.: Teacher Read-Aloud and Singing |
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314 | (1) |
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10:00--10:30 A.M.: Whole-Class Word Study |
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315 | (2) |
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10:30--11:30 A.M.: Differentiated Small-Group Instruction, Independent Reading, and Centers Time |
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317 | (2) |
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11:30--11:45 A.M.: Recess Time |
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319 | (1) |
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11:45 A.M.--12:30 P.M.: Writing Workshop |
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319 | (3) |
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322 | (1) |
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323 | (1) |
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323 | (2) |
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Appendix A Spelling Patterns We Use |
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325 | (2) |
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Appendix B Spelling Patterns and Chunks List |
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327 | (8) |
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327 | (1) |
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Short Vowel Words with Consonant Blends |
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327 | (1) |
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Short Vowel Words with Consonant Digraphs |
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328 | (1) |
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Long Vowel Silent E Words |
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328 | (1) |
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Long Vowel Silent E Words with Blends and Digraphs |
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329 | (1) |
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Vowel Team Words (Vowel Digraphs) |
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329 | (1) |
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Vowel Team Words with Blends and Digraphs |
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330 | (1) |
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330 | (1) |
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330 | (1) |
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331 | (1) |
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331 | (1) |
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332 | (1) |
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333 | (1) |
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333 | (1) |
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333 | (2) |
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Appendix C Final Silent E Flashcards |
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335 | (2) |
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Appendix D Vowel Team Flashcards |
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337 | (2) |
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Appendix E Spelling Pattern Bingo |
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339 | (2) |
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Appendix F Spelling Test Page |
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341 | (2) |
Glossary |
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343 | (6) |
Index |
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349 | |