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Early Literacy Instruction: Teaching Reading and Writing in Today's Primary Grades 2nd edition [Mīkstie vāki]

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  • Formāts: Paperback / softback, 384 pages, height x width x depth: 10x10x10 mm, weight: 676 g
  • Izdošanas datums: 12-May-2008
  • Izdevniecība: Pearson
  • ISBN-10: 0135129036
  • ISBN-13: 9780135129036
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  • Formāts: Paperback / softback, 384 pages, height x width x depth: 10x10x10 mm, weight: 676 g
  • Izdošanas datums: 12-May-2008
  • Izdevniecība: Pearson
  • ISBN-10: 0135129036
  • ISBN-13: 9780135129036
Citas grāmatas par šo tēmu:
This introductory K-3 literacy text models explicit instruction as a vehicle for developing reading and writing skills in primary classrooms. The authors rely on both recent research and personal experience, sharing classroom-proven lesson plans, samples of student work, and examples from the classroom to ground and apply each chapter's content. A new focus on struggling readers - in feature boxes within each chapter, as adaptation ideas within lesson plans, and in a complete chapter (Chapter 11 - Interventions for Struggling Readers) - gives you the information you need to detect, assess, and address the needs of these students. English Language Learner notes provide guidance for meeting the needs of students whose first language is not English. MyEducationLab notes throughout the text lead you to valuable online resources to deepend content knowledge.

Papildus informācija

This introductory K-3 literacy text models explicit instruction as a vehicle for developing reading and writing skills in primary classrooms. The authors rely on both recent research and personal experience, sharing classroom-proven lesson plans, samples of student work, and examples from the classroom to ground and apply each chapter's content. A new focus on struggling readers - in feature boxes within each chapter, as adaptation ideas within lesson plans, and in a complete chapter (Chapter 11 - Interventions for Struggling Readers) - gives you the information you need to detect, assess, and address the needs of these students. English Language Learner notes provide guidance for meeting the needs of students whose first language is not English. MyEducationLab notes throughout the text lead you to valuable online resources to deepend content knowledge.
What Is Reading?
1(22)
John A. Smith
Reading Is Constructing Meaning
2(2)
Components of Reading
4(14)
Word Identification
5(6)
Comprehension
11(7)
Attitude Toward Reading
18(1)
Concluding Thoughts
19(1)
Suggested Activities to Extend Your Learning
20(1)
References
20(3)
Organizing for Literacy Instruction
23(24)
John A. Smith
Why a Literacy Instruction Framework Rather than a Reading Program
24(1)
Reading Programs and Frameworks
24(1)
No Single Approach Is Best
25(1)
A Literacy Instruction Framework
25(5)
Whole-Class Teacher Read-Aloud
26(1)
Whole-Class Word Study Instruction
27(1)
Differentiated Small-Group Reading Instruction
28(1)
Independent Reading Practice
29(1)
Writing Instruction
30(1)
Physical Environment
30(3)
Instructional Areas
30(2)
Classroom Walls
32(1)
Storage
32(1)
Instructional Materials
33(2)
Basal Reading Programs
33(1)
Supplemental Programs
34(1)
Assessment Materials
35(1)
Explicit Instruction
35(4)
Lesson Flow and Structure
36(2)
Explicit Instructional Language
38(1)
Building and Using a Classroom Library
39(4)
Organizing by Level
40(2)
Organizing by Genre
42(1)
Matching Books to Students
43(1)
Matching Books to Students' Ability
43(1)
Matching Books to Students' Interests
43(1)
Concluding Thoughts
44(1)
Suggested Activities to Extend Your Learning
44(1)
References
45(2)
Building Early Literacy Skills
47(26)
John A. Smith
Oral Language: Building a Necessary Foundation
48(5)
Oral Language Modeling
49(1)
Sharing Time
50(1)
Literacy-Enriched Play
50(1)
Nursery Rhymes
51(1)
Poetry
52(1)
Singing
52(1)
Alphabet Knowledge: Learning Letter Names and Sounds
53(4)
Direct Teaching of Letter Names and Sounds
54(1)
Follow-Up Activities for Teaching Letter Names and Sounds
54(3)
Don't Wait
57(1)
Phonemic Awareness: Recognizing and Using Speech Sounds
57(7)
What Is Phonemic Awareness?
57(1)
Why Is Phonemic Awareness Important?
58(1)
Guidelines for Teaching Phonemic Awareness
58(1)
Teaching Phonemic Awareness
59(5)
Print Awareness: Understanding How Print Works
64(5)
The Language-Experience Approach (LEA)
65(4)
Concluding Thoughts
69(1)
Suggested Activities to Extend Your Learning
69(1)
References
70(3)
Reading Aloud to Children
73(28)
Sylvia Read
Purposes for Reading Aloud
75(2)
Enjoyment
75(1)
Response
76(1)
Comprehension and Vocabulary Development
77(1)
Teaching Children to Respond to Literature
77(6)
Responding with Feelings
78(1)
Responding with Connections
79(1)
Responding with Questions
80(2)
Responding with Favorite Parts
82(1)
Reading Aloud to Teach Comprehension
83(6)
Building Background Knowledge
83(3)
Building Vocabulary
86(3)
Comprehension Strategy Instruction
89(5)
Predicting and Inferring
89(3)
Clarifying and Monitoring Comprehension
92(1)
Questioning
93(1)
Summarizing or Retelling
93(1)
Evaluating
93(1)
Types of Texts to Read Aloud
94(4)
Informational Texts
94(3)
Fiction
97(1)
Poetry
98(1)
Concluding Thoughts
98(1)
Suggested Activities to Extend Your Learning
99(1)
References
99(2)
Word Study
101(32)
John A. Smith
Understanding Word Identification
102(3)
What Does Research Tell Us About Word Identification Instruction?
103(2)
What to Teach: Common Spelling Patterns
105(9)
Spelling Pattern 1: Consonant--Vowel--Consonant (CVC) Words
107(1)
Spelling Pattern 2: Consonant Blends
107(1)
Spelling Pattern 3: Consonant Digraphs
108(1)
Spelling Pattern 4: Final Silent E
109(1)
Spelling Pattern 5: Vowel Teams
110(1)
Spelling Pattern 6: R-Controlled Vowels
110(1)
Spelling Pattern 7: Vowel Diphthongs
110(1)
Spelling Pattern 8: Open Syllables
111(2)
Spelling Pattern 9: Consonant-Le
113(1)
Additional Word Chunks
113(1)
Teaching Spelling Patterns: An Explicit Instruction Model
114(2)
Introduce the Lesson
114(1)
Explain and Model
114(1)
Provide Interactive Guided Practice
115(1)
Provide Monitored Independent Practice
115(1)
Assess Student Learning
115(1)
Explicit Instruction Lesson Plans for Spelling Patterns
116(4)
Building Students' Sight Vocabularies
120(2)
Building Sight Vocabulary Through Wide Reading
120(1)
Direct Teaching of Sight Vocabulary
121(1)
Teaching Multisyllable Words
122(1)
Additional Guided Practice Word Study Activities
123(7)
Say It Slow, Say It Fast
123(1)
Blending Letter Sounds with Sticky Notes
123(1)
Making Words
123(1)
Making Blend Words with an Overhead Projector
124(1)
Backward Spelling Tests
124(1)
Digraph with Every-Pupil-Response Cards
125(1)
Dictation
125(1)
Concentration
125(1)
Final Silent E Flashcards
126(1)
Long Vowel Pattern Sort
126(1)
Spelling Pattern Bingo
127(1)
Word Sorts
127(1)
I Win--You Win
128(1)
Diphthong Wall Chart
129(1)
Open--Closed Syllable Door
129(1)
Concluding Thoughts
130(1)
Suggested Activities to Extend Your Learning
130(1)
References
130(3)
Differentiated Small-Group Reading Instruction
133(26)
John A. Smith
Issues Associated with Small-Group Instruction
134(1)
Placing Students in Differentiated Reading Groups
135(2)
Screening Assessments
135(1)
Progress-Monitoring Assessments
136(1)
Diagnostic Assessments
137(1)
Differentiated Small-Group Reading Lesson Components
137(19)
High-Frequency Word Review
138(1)
Word Study
138(2)
Text Reading
140(16)
Concluding Thoughts
156(1)
Suggested Activities to Extend Your Learning
157(1)
References
157(2)
Independent Activities
159(18)
John A. Smith
Preparing Students to Work Independently
160(7)
Introducing Routines
160(3)
Scheduling
163(4)
Three Options for Independent Work Time
167(8)
Independent Reading and Writing
168(2)
Assignments
170(1)
Learning Centers
171(4)
Concluding Thoughts
175(1)
Suggested Activities to Extend Your Learning
176(1)
References
176(1)
Effective Writing Instruction
177(40)
Sylvia Read
The Reading--Writing Connection
178(8)
Supporting Struggling Spellers
180(1)
Three Instructional Strategies That Connect Reading and Writing
181(3)
Reading Like a Writer and Writing Like a Reader
184(2)
Writing Workshop
186(18)
The Routine
192(1)
Writing Lessons
193(4)
Conferencing During Independent Writing
197(2)
Sharing Writing
199(2)
Publishing
201(3)
Writing in Many Genres
204(10)
Explicit Instruction Model
204(3)
Prewriting Strategies for Different Genres
207(7)
Concluding Thoughts
214(1)
Suggested Activities to Extend Your Learning
214(1)
References
214(3)
Reading and Writing Across the Curriculum
217(36)
Sylvia Read
Reading Informational Texts
218(6)
Purposes for Reading Aloud Informational Texts
218(1)
Informational Texts in Shared Reading and Interactive Read-Alouds
219(2)
Types of Informational Texts to Read Aloud
221(1)
Informational Texts in Guided Reading
222(1)
Informational Texts in Independent Reading
223(1)
Writing Informational Texts
224(10)
Whole-Class Informational Writing
224(1)
Extending Informational Writing to Independent and Small-Group Work
225(5)
Integrating Informational Writing into the Writing Workshop
230(4)
Reading, Writing, and Math
234(7)
Writing Story Problems
235(1)
Writing as an Extension of Math-Related Children's Literature
236(1)
Scaffolding Math Writing Using Sentence Frames
237(2)
Writing Survey Questions
239(1)
Assessing Students' Understanding of Math Concepts
240(1)
Using Writing to Assess Students' Understanding of Math Processes
241(1)
Reading, Writing, and Science
241(6)
Scientific Observation and Descriptive Writing
242(4)
Interactive Writing and Science
246(1)
Reading, Writing, and Social Studies
247(1)
Simulations
247(1)
Reading and Writing Biographies
248(1)
Concluding Thoughts
248(1)
Suggested Activities to Extend Your Learning
249(1)
References
249(4)
Reading Assessment That Guides Instruction
253(38)
John A. Smith
Assessment Issues
255(7)
Aligning Reading Goals, Instruction, and Assessment
255(1)
Validity and Reliability
256(1)
Purposes of Reading Assessment
257(3)
Standardized Testing
260(2)
Assessing the Essential Elements of Reading and Writing
262(26)
Assessing Alphabet Letter Knowledge
262(4)
Assessing Phonemic Awareness
266(1)
Assessing Phonics
266(11)
Assessing Fluency
277(3)
Assessing Vocabulary and Oral Language
280(3)
Assessing Reading Comprehension
283(2)
Assessing Writing
285(1)
Assessing Students' Reading Attitudes and Interests
285(3)
Concluding Thoughts
288(1)
Suggested Activities to Extend Your Learning
288(1)
References
289(2)
Reading Interventions for Struggling Readers
291(20)
John A. Smith
The Need for Reading Instruction Interventions
292(2)
The Classroom Teacher Is Responsible
294(1)
Strong Classroom-Based Reading Instruction
294(1)
In-Class Interventions
295(7)
More Instructional Time
296(1)
Focused Small-Group Instructional Interventions
296(6)
One-on-One Instructional Support
302(1)
Resource Program Interventions
302(3)
Title 1
303(1)
Reading Recovery
303(1)
Special Education
303(1)
English Language Learner Programs
304(1)
Using Assessment Data to Plan Instruction
305(2)
Progress-Monitoring Data
306(1)
Diagnostic Data
307(1)
Enlisting Parent Support
307(1)
School-Level Interventions
308(1)
Concluding Thoughts
309(1)
Suggested Activities to Extend Your Learning
309(1)
References
309(2)
Putting It All Together
311(14)
Sylvia Read
A Day in Mr. Green's First-Grade Classroom: Implementing a Five-Part Literacy Instruction Framework
311(12)
8:00--9:00 A.M.: Before School
312(1)
9:00--9:15 A.M.: Students Arrive
312(1)
9:15--9:25 A.M.: Class Business
313(1)
9:25--10:00 A.M.: Teacher Read-Aloud and Singing
314(1)
10:00--10:30 A.M.: Whole-Class Word Study
315(2)
10:30--11:30 A.M.: Differentiated Small-Group Instruction, Independent Reading, and Centers Time
317(2)
11:30--11:45 A.M.: Recess Time
319(1)
11:45 A.M.--12:30 P.M.: Writing Workshop
319(3)
Afternoon
322(1)
Concluding Thoughts
323(1)
References
323(2)
Appendix A Spelling Patterns We Use
325(2)
Appendix B Spelling Patterns and Chunks List
327(8)
Short Vowel CVC Words
327(1)
Short Vowel Words with Consonant Blends
327(1)
Short Vowel Words with Consonant Digraphs
328(1)
Long Vowel Silent E Words
328(1)
Long Vowel Silent E Words with Blends and Digraphs
329(1)
Vowel Team Words (Vowel Digraphs)
329(1)
Vowel Team Words with Blends and Digraphs
330(1)
R-Controlled Vowel Words
330(1)
Vowel Diphthong Words
330(1)
Open-Syllable Words
331(1)
Consonant-LE Words
331(1)
Miscellaneous Chunks
332(1)
Silent Letters
333(1)
Hard and Soft Sounds
333(1)
Contractions
333(2)
Appendix C Final Silent E Flashcards
335(2)
Appendix D Vowel Team Flashcards
337(2)
Appendix E Spelling Pattern Bingo
339(2)
Appendix F Spelling Test Page
341(2)
Glossary 343(6)
Index 349
John A. Smith

Dr. John A. Smith is a professor in the Department of Elementary Education at Utah State University.  He holds a bachelors degree in Elementary Education from Brigham Young University, a masters degree in Elementary Curriculum from the University of Utah, and a doctorate in Curriculum and Instruction from the University of North Carolina at Chapel Hill.

 

Dr. Smith has 10 years of elementary classroom teaching experience in 2nd and 5th grades and as a Chapter 1 reading teacher, and 20 years experience teaching at the university level.  Dr. Smith also taught at-risk students entering kindergarten and 1st grade for three summers at the Frank Porter Graham Child Development Center in Chapel Hill, North Carolina.  Dr. Smith served three years as Reading Coordinator for the Chapel Hill City School District, during which time the districts Chapter 1 program was recognized by the U.S. Department of Education as an Exemplary Program.  A highlight of Dr. Smiths teaching was taking a year off from university teaching to return to a first-grade classroom to implement the comprehensive literacy instruction framework described in this book.

 

Dr. Smith has worked extensively with teachers in elementary school classrooms as a Reading Excellence Act reading coach and currently as a consultant and Reading First technical assistant.  Dr. Smiths publications and presentation topics include implementing balanced, comprehensive literacy instruction, implementing a variety of reading instruction strategies, and enhancing literacy instruction with childrens songs.  He is reviewer for The Reading Teacher and Literacy Research & Instruction journals, and currently serves as a member of the Executive Board of the College Reading Association.



 

Dr. Smiths teaching awards include USU College of Education Teacher of the Year, USU Department of Elementary Education Teacher of the Year, USU Extension Program Teaching Award, and the Mortar Board Top Prof award.

 

Dr. Smith and his wife Joanne are proud parents of five children and three grandchildren, so far.

 

Sylvia Read

Dr. Sylvia Read is an assistant professor in the Department of Elementary Education at Utah State University.  She holds a bachelors degree in English from the University of Illinois, a masters degree in Education from the University of Illinois, and a doctorate in Curriculum and Instruction from Utah State University.

 

Dr. Read has 13 years of classroom teaching experience in 1st, 2nd, 6th, and 7th grades and 6 years of experience teaching at the university level. 

 

Dr. Read works extensively with teachers in elementary school classrooms as a writing instruction mentor, as a professional developer for school districts in the area of reading and writing, and as the leader of professional study groups locally.  Dr. Reads publications and presentation topics include incorporating nonfiction in the reading and writing curriculum, implementing effective writing instruction strategies, and using childrens literature effectively in language arts instruction.  She is co-editor of Literacy Research and Instruction, a publication of the College Reading Association.

 

Dr. Read and her husband, Michael, have two children, Nancy and Isaac.