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PART I LITERACY METHODS FOR K-4 CLASSROOMS |
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Foundations of Language and Literacy: An Introduction |
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2 | (22) |
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Looking into Classrooms... |
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3 | (1) |
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Building a Theory Base... |
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3 | (1) |
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Literacy Issues in the 21 st Century |
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4 | (2) |
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4 | (1) |
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Current Achievement Levels in Reading and Writing |
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4 | (1) |
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Concerns about Literacy Instruction |
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5 | (1) |
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Who Are Today's Students? |
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6 | (2) |
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Principles to Guide Teaching and Learning |
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8 | (10) |
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Principle 1: Language and Literacy Learning |
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8 | (1) |
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9 | (3) |
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Making the Transition to School |
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12 | (2) |
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Principle 2: Teaching-Learning Relationships |
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14 | (1) |
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Learning in the Zone of Proximal Development |
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15 | (1) |
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Scaffolding Children's Learning |
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15 | (1) |
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Guidance toward Self-Regulated Behaviors |
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16 | (1) |
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16 | (1) |
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Principle 3: Meaningful Learning Environments |
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17 | (1) |
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17 | (1) |
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Respecting and Valuing All Children |
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18 | (1) |
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A Framework for Literacy Teaching and Learning |
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18 | (6) |
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Components of the Framework |
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18 | (1) |
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Instructional Strategies in the Framework |
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19 | (3) |
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Organization of Each
Chapter |
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22 | (1) |
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22 | (2) |
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Learning about Words I: Making the Transition to Print |
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24 | (50) |
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Looking into Classrooms... |
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25 | (1) |
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Building a Theory Base... |
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25 | (1) |
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Emergent Readers and Writers |
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26 | (2) |
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Making the Transition to Print |
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28 | (3) |
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Developing a Schema for Print |
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28 | (1) |
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Developing Concepts about Print |
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29 | (1) |
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29 | (1) |
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30 | (1) |
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Language to Talk about Print |
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30 | (1) |
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Principles of Written Language |
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31 | (2) |
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33 | (4) |
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High-Frequency Sight Words |
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33 | (2) |
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35 | (1) |
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Phonics and Structural Analysis |
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36 | (1) |
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36 | (1) |
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37 | (1) |
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37 | (5) |
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38 | (1) |
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39 | (1) |
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40 | (1) |
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41 | (1) |
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42 | (7) |
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43 | (1) |
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43 | (1) |
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Connecting Letters to Sounds |
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44 | (2) |
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Writing Letters of the Alphabet |
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46 | (3) |
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Respecting Diversity in Children |
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49 | (1) |
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Experience Sets Children Apart |
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49 | (1) |
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49 | (1) |
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Putting Theory into Practice... |
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49 | (1) |
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50 | (6) |
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50 | (1) |
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50 | (1) |
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Letter-Sound Relationships |
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51 | (2) |
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53 | (3) |
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Keeping Records of Children's Development |
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56 | (1) |
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56 | (13) |
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Developing Phonological Awareness |
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56 | (3) |
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59 | (3) |
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62 | (5) |
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67 | (2) |
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Differentiating Instruction |
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69 | (1) |
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69 | (1) |
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Selecting Content, Tasks, and Strategies |
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69 | (1) |
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Extending Children's Learning |
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70 | (4) |
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70 | (1) |
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70 | (4) |
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Learning about Words II: Developing Skill in Phonics and Structural Analysis |
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74 | (58) |
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Looking into Classrooms... |
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75 | (1) |
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Building A Theory Base... |
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76 | (1) |
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Developing and Transitional Readers and Writers |
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76 | (1) |
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76 | (1) |
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76 | (1) |
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Importance of Learning about Words |
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77 | (1) |
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78 | (2) |
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80 | (4) |
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80 | (1) |
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80 | (3) |
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Generalizations about Letter-Sound Relationships |
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83 | (1) |
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Learning about Structure of Words |
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84 | (5) |
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84 | (2) |
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86 | (1) |
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87 | (1) |
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87 | (1) |
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87 | (1) |
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Generalizations about Word Structures |
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88 | (1) |
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Importance of Daily Word Study |
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89 | (2) |
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Guiding Principles for Word Study |
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91 | (3) |
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91 | (1) |
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92 | (1) |
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93 | (1) |
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Respecting Diversity in Children |
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94 | (1) |
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Putting Theory into Practice... |
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94 | (1) |
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94 | (8) |
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Assessing Word Knowledge in Reading |
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96 | (1) |
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96 | (1) |
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High-Frequency Sight Words |
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96 | (1) |
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97 | (1) |
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Assessing Word Knowledge in Writing |
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97 | (1) |
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97 | (2) |
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99 | (3) |
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Keeping Records of Word Knowledge Development |
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102 | (1) |
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102 | (22) |
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Expanding Children's Vocabulary |
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102 | (1) |
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Wide Reading and Exposure |
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102 | (2) |
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Instruction to Enhance Comprehension |
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104 | (3) |
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Instruction in Word-Learning Strategies |
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107 | (1) |
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Word Consciousness and Word-Play |
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107 | (1) |
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Building Words: A Whole-Class Approach to Word Study |
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107 | (1) |
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Selecting a Focus for Building Words |
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107 | (1) |
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108 | (1) |
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Basic Procedures for Building Words |
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108 | (6) |
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Sorting Words: A Small-Group Approach to Word Study |
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114 | (1) |
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Organizing Developmental Word Study |
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114 | (3) |
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Organizing Small-Croup Word Study |
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117 | (1) |
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Forming Developmental Groups for Word Study |
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118 | (1) |
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Selecting Words for Study |
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119 | (1) |
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120 | (1) |
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Using a Word Study Notebook |
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121 | (3) |
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Differentiating Instruction |
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124 | (2) |
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125 | (1) |
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126 | (1) |
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126 | (1) |
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Extending Children's Learning |
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126 | (6) |
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126 | (1) |
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127 | (1) |
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127 | (2) |
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129 | (1) |
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130 | (2) |
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Reading Aloud to Children: The Foundation for Comprehension |
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132 | (36) |
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Looking into Classrooms... |
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133 | (1) |
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Building a Theory Base... |
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134 | (1) |
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Why Read and Study High-Quality Literature? |
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134 | (1) |
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Literature Comes in a Variety of Genres |
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135 | (2) |
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137 | (3) |
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137 | (1) |
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137 | (1) |
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Ways of Thinking about Written Language |
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138 | (1) |
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Literal Comprehension: Explicit Thinking about Text |
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138 | (1) |
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Inferential Comprehension: Implicit Thinking about Text |
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138 | (1) |
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Personal Comprehension: Personal Thinking about Text |
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139 | (1) |
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Critical Comprehension: Evaluative Thinking about Text |
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139 | (1) |
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Results of National Reading Assessments |
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140 | (1) |
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Respecting Diversity in Children |
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141 | (1) |
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Putting Theory into Practice... |
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142 | (1) |
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143 | (1) |
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143 | (15) |
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Inviting Children into Books |
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143 | (1) |
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Create a Comfortable Environment |
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144 | (1) |
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Expose Children to New Literature, Authors, and Illustrators |
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145 | (1) |
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Provide Time to Revisit Old Favorites |
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145 | (1) |
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Encourage Responses to Literature |
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145 | (1) |
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Help Children to Interpret and Appreciate Literature |
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146 | (1) |
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Guiding Children's Comprehension of Text |
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146 | (4) |
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Mediated Read-Aloud: Comprehending Narrative Text |
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150 | (4) |
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Mediated Read-Aloud: Comprehending Expository Text |
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154 | (4) |
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Differentiating Instruction |
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158 | (3) |
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Rereading Text to Build Comprehension |
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158 | (1) |
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Developing Vocabulary and Book Language |
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159 | (1) |
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Enhancing Understanding and Appreciation of Text |
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160 | (1) |
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Extending Children's Learning |
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161 | (7) |
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Building Comprehension with Retelling of Texts |
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161 | (1) |
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Retelling with Text Illustrations |
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161 | (1) |
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Retelling with a Story Map |
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161 | (1) |
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161 | (1) |
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Retelling with a Flannel Board |
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162 | (1) |
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Retelling through Writing |
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163 | (1) |
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163 | (1) |
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Building Comprehension with Response to Texts |
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164 | (1) |
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164 | (1) |
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Response with Chants and Rhythms |
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165 | (1) |
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Response with Creative Movement |
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166 | (1) |
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166 | (2) |
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Shared Reading: Learning in a Community of Readers |
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168 | (38) |
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Looing into Classrooms... |
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169 | (1) |
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Building A theory Base... |
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170 | (1) |
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171 | (5) |
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171 | (1) |
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Enlarge a Book Using an Overhead Projector |
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172 | (1) |
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Charts: Songs, Poems, Chants, Letters, and Recipes |
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172 | (1) |
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Shared Writing or Language Experience Charts |
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172 | (2) |
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174 | (1) |
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Scripts for Readers' Theater |
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174 | (2) |
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Multiple Copies of a Text |
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176 | (1) |
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Criteria for Selecting High-Quality Texts |
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176 | (4) |
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176 | (1) |
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177 | (1) |
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Structure or Predictability of Text |
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177 | (1) |
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178 | (2) |
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Why Do Shared Readings of a Text? |
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180 | (2) |
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Confidence and a Sense of Control |
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180 | (1) |
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181 | (1) |
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181 | (1) |
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181 | (1) |
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181 | (1) |
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182 | (1) |
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Respecting Diversity in Children |
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182 | (1) |
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Safety and Support of a Group |
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182 | (1) |
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Support through Modeling and Guided Participation |
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182 | (1) |
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Language Support through Predictability |
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183 | (1) |
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Extending Learning through Sheltered Text |
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183 | (1) |
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Putting theory into practice... |
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183 | (1) |
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183 | (2) |
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183 | (1) |
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Assessing Concept of Words in Print |
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184 | (1) |
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185 | (3) |
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Preparing for a Shared Reading |
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185 | (1) |
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Clear Goals and Purpose(s) for Instruction |
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186 | (1) |
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Analyzing the Demands of Text |
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186 | (1) |
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Observing What Children Know |
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187 | (1) |
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Organizing Shared Reading Experiences |
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187 | (1) |
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Sample Shared Reading: Big Book |
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188 | (3) |
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Sample Shared Reading: Experience Chart |
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191 | (5) |
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Shared Reading of Challenging Text |
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193 | (3) |
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Differentiating Instruction |
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196 | (1) |
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196 | (1) |
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196 | (1) |
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Extending Children's Learning |
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197 | (9) |
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Retelling and Responding to a Shared Reading |
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198 | (2) |
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Using Enlarged Text to Create Wall Stories |
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200 | (1) |
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200 | (1) |
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Preparing for Readers'Theater |
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200 | (1) |
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201 | (3) |
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204 | (2) |
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Guided and Independent Reading: Moving toward Independence as Readers |
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206 | (52) |
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Looking into Classrooms... |
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207 | (1) |
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Building a Theory Base... |
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208 | (1) |
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208 | (8) |
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Matching Children and Texts |
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209 | (3) |
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Selecting Appropriate Texts |
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212 | (2) |
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The Need for Flexible Grouping |
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214 | (1) |
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Developing Strategies for Self-Monitoring |
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214 | (2) |
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What Is Independent Reading? |
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216 | (3) |
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Respecting Diversity in Children |
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219 | (1) |
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Children Vary in Their Reading Interests |
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219 | (1) |
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Children Vary in Reading Ability |
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219 | (1) |
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Text Can Influence Comprehension |
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219 | (1) |
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Putting Theory into Practice... |
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219 | (1) |
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220 | (10) |
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220 | (1) |
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221 | (3) |
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Unscripted Reading Record |
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224 | (2) |
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226 | (3) |
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229 | (1) |
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Planning for Instruction in Guided Reading |
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230 | (18) |
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Setting Up Flexible Groups |
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232 | (1) |
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Selecting Texts for Guided Reading |
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232 | (1) |
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Guiding the Reading of Less Complex Text |
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233 | (1) |
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Guiding Less Complex Texts |
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233 | (1) |
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Guiding More Complex Texts |
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233 | (7) |
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Guiding the Reading of More Complex Text |
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240 | (5) |
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Selecting Teaching Points for Guided Reading |
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245 | (1) |
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Teaching Point 1: Contractions |
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246 | (1) |
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Teaching Point 2: Base Word + Inflectional Suffix |
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246 | (1) |
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Examples of Teaching Points by Stages of Development |
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247 | (1) |
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Planning for Independent Reading |
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248 | (5) |
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Promote a Reading Atmosphere |
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248 | (1) |
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Make a Predictable Time for Reading |
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249 | (1) |
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Ensure Adequate Reading Time |
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249 | (1) |
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Build an Inviting Classroom Library |
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250 | (1) |
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Teach Children How to Select Appropriate Books |
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250 | (2) |
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Meet the Range of Reading Levels and Interests |
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252 | (1) |
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Provide Book Boxes or Tubs |
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252 | (1) |
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Differentiating Instruction |
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253 | (1) |
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253 | (1) |
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Differentiating in Guided Reading |
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253 | (1) |
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Differentiating in Independent Reading |
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254 | (1) |
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Extending Children's Learning |
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254 | (4) |
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254 | (3) |
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257 | (1) |
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Shared and Interactive Writing: Learning in a Community of Writers |
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258 | (38) |
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Looking into Classrooms... |
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259 | (1) |
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Building A Theory Base... |
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260 | (1) |
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261 | (1) |
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What Is Interactive Writing? |
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262 | (3) |
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Why Use Shared or Interactive Writing? |
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265 | (1) |
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Thinking about Written Language |
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266 | (2) |
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266 | (1) |
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266 | (1) |
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267 | (1) |
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Re-constructing Experience |
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267 | (1) |
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267 | (1) |
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How Is Writing Used in Classrooms? |
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268 | (2) |
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268 | (1) |
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269 | (1) |
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269 | (1) |
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Writing as an Active Process |
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269 | (1) |
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The Value of Functional Writing |
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270 | (4) |
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Respecting Diversity in Children |
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274 | (1) |
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Respecting Children's Language |
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274 | (1) |
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Respecting Children's Special Learning Needs |
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274 | (1) |
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Respecting Children's Experiential Background |
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274 | (1) |
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Putting Theory into Practice... |
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275 | (1) |
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275 | (2) |
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277 | (10) |
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Composing as Expressions of Learning |
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277 | (1) |
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Composing as Organization of Thinking |
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278 | (3) |
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Grouping for Different Purposes |
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281 | (1) |
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Procedures for Shared and Interactive Writing |
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281 | (3) |
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Exploring Composition Processes |
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284 | (2) |
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Exploring Various Forms of Writing |
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286 | (1) |
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Differentiating Instruction |
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287 | (3) |
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Building Background before Reading |
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287 | (1) |
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Adapting Difficult Informational Texts |
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288 | (1) |
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Making Predictions before Reading |
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288 | (1) |
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288 | (1) |
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288 | (1) |
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Making Strategy Use Explicit |
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289 | (1) |
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289 | (1) |
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289 | (1) |
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289 | (1) |
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289 | (1) |
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Developing Labeled Drawings |
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290 | (1) |
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Extending Children's Learning |
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290 | (6) |
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Working with the Original Text |
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291 | (1) |
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Working with a Duplicated Text |
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292 | (4) |
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Guided and Independent Writing: Moving toward Independence as Writers |
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296 | (60) |
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Looking into Classrooms... |
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297 | (1) |
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Building a Theory Base... |
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298 | (1) |
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Writing Process: Guiding Children's Journey in Thinking |
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299 | (4) |
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299 | (1) |
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300 | (1) |
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300 | (2) |
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Editing for Meaning and Correctness |
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302 | (1) |
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Re-presenting the Writing |
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302 | (1) |
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Moving toward Independence as Writers |
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303 | (1) |
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Respecting Diversity in Children |
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304 | (1) |
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Honoring Children's Thinking |
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304 | (1) |
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305 | (1) |
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Putting Theory into Practice... |
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305 | (1) |
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306 | (6) |
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Observing Writers at Work |
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306 | (1) |
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Evaluating Writing Traits |
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307 | (1) |
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307 | (2) |
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Collecting Samples of Writing |
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309 | (3) |
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Planning for Instruction: Guided Writing |
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312 | (20) |
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Writer's Workshop in Peggy's Second Grade |
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312 | (8) |
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Organizing a Writing Workshop |
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320 | (1) |
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Whole-Class Opening Meeting |
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321 | (1) |
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Instruction in Writing: Mini-Lessons |
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321 | (5) |
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Instruction in Writing: Using Shared and Interactive Writing |
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326 | (1) |
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327 | (1) |
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328 | (1) |
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328 | (1) |
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328 | (2) |
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330 | (1) |
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330 | (1) |
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Bringing Closure to a Writers' Workshop |
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331 | (1) |
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331 | (1) |
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332 | (1) |
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Planning for Instruction: Independent Writing |
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332 | (6) |
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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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335 | (1) |
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335 | (3) |
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Differentiating Instruction |
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338 | (1) |
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338 | (1) |
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Differentiate Task or Strategy |
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338 | (1) |
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Extending Children's Learning |
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339 | (17) |
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Exploring Different Forms of Writing |
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339 | (1) |
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Extending Personal Narratives |
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339 | (1) |
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Experimenting with Fiction |
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340 | (3) |
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343 | (4) |
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Exploring Informational Writing |
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347 | (5) |
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352 | (2) |
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Writing in Activity Centers |
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354 | (2) |
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PART II MAKING CONNECTIONS LINKING CHILDREN'S LEARNING EXPERIENCES WITHIN A BALANCED LITERACY PROGRAM |
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Literature Study: Extending Whole-Class, Small-Group, and Independent Engagement with Children's Literature |
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356 | (34) |
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Looking into Classrooms... |
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357 | (1) |
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Building A Theory Base... |
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358 | (1) |
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Putting Theory into Practice... |
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359 | (1) |
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Read-Aloud Literature Study: Studying Literature as a Class |
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359 | (8) |
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361 | (1) |
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362 | (2) |
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Developing Discussion Skills |
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364 | (3) |
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Guided Literature Study: Studying Literature in Small Groups |
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367 | (1) |
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367 | (8) |
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Analyze the Demands of the Each Text |
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369 | (1) |
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Plan for Ways to Extend Children's Engagement |
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369 | (1) |
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Ways to Organize for Guided Literature Study |
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370 | (1) |
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370 | (1) |
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Analyze the Demands of Each Text |
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370 | (1) |
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Possible Ways to Extend Children's Engagement |
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370 | (3) |
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Ways to Organize for Guided Literature Study |
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373 | (2) |
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Readers' Workshop: Studying Literature Individually |
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375 | (10) |
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Helping Children Select Literature |
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376 | (1) |
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377 | (1) |
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Conferences with Children |
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377 | (5) |
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Teaching Skills/Strategies with Mini-Lessons |
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382 | (1) |
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Sample Mini-Lesson on How to Prepare for an Individual Reading Conference |
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382 | (3) |
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Extending Children's Learning |
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385 | (5) |
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Linking Learning Experience in Units of Study |
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385 | (2) |
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Using Literature Response Logs |
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387 | (2) |
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Independent Book Extensions |
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389 | (1) |
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Teaching a Basal Reading/Language Arts Series: Integrating Instruction to Maximize Children's Learning |
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390 | (30) |
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Looking into Classrooms... |
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391 | (1) |
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Building a Theory Base... |
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392 | (1) |
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What Is a Basal Reading/Language Arts Series? |
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392 | (1) |
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392 | (3) |
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394 | (1) |
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Respecting Diversity in Children |
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395 | (1) |
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Putting Theory into Practice... |
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396 | (1) |
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Assessment in a Basal Series |
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396 | (1) |
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397 | (2) |
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What Is in a Basal Reading/Language Arts Series? |
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397 | (1) |
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How Is a Theme Organized in a Basal Series? |
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397 | (2) |
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What Is Included with Each Literature Selection? |
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399 | (4) |
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Practice and Resource Materials |
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400 | (1) |
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400 | (1) |
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400 | (3) |
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Planning a Basal Literature Selection |
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403 | (17) |
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Whole Group: Oral Language and Word Work (40 to 60 Minutes) |
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404 | (2) |
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Small-Group/Independent Work: Reading (60 to 90 Minutes) |
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406 | (3) |
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Whole Group: Language Arts (30 to 45 Minutes) |
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409 | (11) |
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Integrating Elements in a Literacy Framework: Teaching about Amphibians in Second Grade |
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420 | (53) |
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Looking into classrooms... |
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421 | (1) |
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Putting Theory into practice... |
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421 | (1) |
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422 | (1) |
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422 | (1) |
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423 | (1) |
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423 | (1) |
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Beginning with Academic Standards |
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423 | (1) |
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423 | (1) |
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424 | (1) |
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Identifying Literacy Components |
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424 | (7) |
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Shared Reading: Poem of the Week (15-20 Minutes) |
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424 | (1) |
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Mediated Read-Aloud (20 Minutes, Twice Each Day) |
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425 | (1) |
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Guided Literature Study (20 Minutes) |
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426 | (1) |
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Shared and Interactive Writing (15-20 Minutes) |
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426 | (1) |
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Guided Writing (30-40 Minutes) |
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426 | (1) |
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Word Study (15-20 Minutes) |
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427 | (1) |
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Guided Reading Block (60-90 Minutes) |
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427 | (1) |
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Independent Reading (15-20 Minutes) |
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427 | (2) |
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Independent Writing (Time Varies) |
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429 | (1) |
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Integrating Literacy with Content |
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430 | (1) |
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Lesson Plans for Week 1: Introduction to Amphibians |
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431 | (12) |
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Poem of the Week: ``Frogs and Toads'' |
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431 | (3) |
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Morning Mediated Read-Aloud (Informational Text) |
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434 | (1) |
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Interactive Writing: T-Chart of Facts |
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435 | (1) |
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Shared Writing: Narrated Drawing |
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435 | (1) |
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Shared Writing: Compare/Contrast Chart |
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436 | (1) |
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Interactive Writing: Summarize Differences |
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436 | (2) |
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Guided Writing: Learning Logs |
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438 | (1) |
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438 | (3) |
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441 | (1) |
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Afternoon Mediated Read-Aloud (Fiction) |
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442 | (1) |
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Lesson Plans for Week 2: Salamanders and Amphibian Life Cycles |
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443 | (10) |
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Poem of the Week: ``Salamanders, Salamanders'' |
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443 | (1) |
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Morning Mediated Read-Aloud (Informational Text) |
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443 | (3) |
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Interactive Writing: Salamander Characteristics and Life Cycle |
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446 | (1) |
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Interactive Writing: Summarize Amphibian Characteristics and Life Cycles |
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446 | (1) |
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Guided Writing: Learning Logs |
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446 | (1) |
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446 | (6) |
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452 | (1) |
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Afternoon Mediated Read-Aloud (Fiction) |
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452 | (1) |
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Lesson Plans for Week 3: Frog and Toad Are Friends and Group Reports |
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453 | (8) |
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Poem of the Week: ``Tadpoles, Tadpoles'' |
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453 | (1) |
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Guided Literature Study: Frog and Toad Are Friends |
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453 | (3) |
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Interactive Writing: Character T-Chart |
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456 | (1) |
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Shared Writing: Response to Frog and Toad's Friendship |
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456 | (1) |
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Guided Writing: Group Reports |
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457 | (1) |
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457 | (3) |
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460 | (1) |
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Afternoon Mediated Read-Aloud (Informational Text) |
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461 | (1) |
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Lesson Plans for Week 4: Versions of the Frog Prince Story |
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461 | (9) |
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Poem of the Week: ``Five Little Bumpy Toads'' |
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461 | (1) |
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Guided Literature Study: Versions of the Frog Prince Story |
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461 | (3) |
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Shared Writing: Story Elements Chart |
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464 | (1) |
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Shared Writing: Venn Diagram |
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464 | (1) |
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Shared Writing: Summarize Comparison |
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464 | (1) |
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Guided Writing: Literature Logs |
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464 | (4) |
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468 | (1) |
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469 | (1) |
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Afternoon Mediated Read-Aloud (Fiction) |
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469 | (1) |
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Assessment: Monitoring Children's Learning in a Thematic Unit |
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470 | (3) |
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Teacher Observations during the Unit |
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470 | (1) |
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Student Work Produced during the Unit |
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471 | (1) |
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472 | (1) |
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472 | (1) |
| Appendix A Handbook of Children's Literature |
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473 | (18) |
| Appendix B Word Lists for Word Study |
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491 | (17) |
| Appendix C Pictures for Sorting Activities |
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508 | (30) |
| References |
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538 | (10) |
| Children's Literature |
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548 | (2) |
| Name Index |
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550 | (3) |
| Subject Index |
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553 | |
