Classrooms that Work
They Can All Read and Write
5th Edition
Published on 10. February 2010
Book
Paperback/Softback
288 pages
978-0-13-704837-3 (ISBN)
Description
The Fifth Edition of Classrooms That Work emphasizes a core set of ideas across a variety of timely topics, providing a comprehensive, balanced treatment of instructional reading methods for struggling and culturally diverse students.
Best-selling authors Pat Cunningham's and Dick Allington's clear and friendly writing style emphasizes the importance of promoting the integration of phonics and literature-based process writing and reading instruction to enhance ALL students' learning and reading skills. The book clarifies concepts, defines key terms, and offers just the right balance of research and practical coverage to make the content complete without being overwhelming. Chapter 4 addresses the topic of fostering fluency, providing teachers with a variety of ways to increase the amount of reading their students are doing and make sure that ALL students are learning to quickly and accurately read and spell the most common words. The authors also address how teachers can dramatically increase the amount of reading and writing their students do each day by incorporating literacy activities as teachers cover the content areas of math, science and social studies. Chapter 11 reflects the reality of the current student population in classrooms across America and suggests a variety of ways successful teachers differentiate their instruction to meet the needs of increasingly diverse classrooms.
Take a peek inside...
Addresses the importance of fostering fluency by providing teachers with a variety of methods to increase the amount of reading their students are doing throughout the day and teaching students to quickly and accurately read and spell common words. (Chapter 4)
Takes a comprehensive, balanced approach to teaching literacy to all students.
Suggests a variety of ways successful teachers differentiate their instruction to meet the needs of increasingly diverse classrooms. (Chapter 11)
Differentiates instruction by providing "Tech Savvy Teacher" and "English Language Learners" boxes throughout all chapters. These boxes contain practical suggestions for using technology and other resources to make instruction as effective as possible for ALL students.
Outlines the research-base that supports the book's approach to instruction. (Chapter 11)
Best-selling authors Pat Cunningham's and Dick Allington's clear and friendly writing style emphasizes the importance of promoting the integration of phonics and literature-based process writing and reading instruction to enhance ALL students' learning and reading skills. The book clarifies concepts, defines key terms, and offers just the right balance of research and practical coverage to make the content complete without being overwhelming. Chapter 4 addresses the topic of fostering fluency, providing teachers with a variety of ways to increase the amount of reading their students are doing and make sure that ALL students are learning to quickly and accurately read and spell the most common words. The authors also address how teachers can dramatically increase the amount of reading and writing their students do each day by incorporating literacy activities as teachers cover the content areas of math, science and social studies. Chapter 11 reflects the reality of the current student population in classrooms across America and suggests a variety of ways successful teachers differentiate their instruction to meet the needs of increasingly diverse classrooms.
Take a peek inside...
Addresses the importance of fostering fluency by providing teachers with a variety of methods to increase the amount of reading their students are doing throughout the day and teaching students to quickly and accurately read and spell common words. (Chapter 4)
Takes a comprehensive, balanced approach to teaching literacy to all students.
Suggests a variety of ways successful teachers differentiate their instruction to meet the needs of increasingly diverse classrooms. (Chapter 11)
Differentiates instruction by providing "Tech Savvy Teacher" and "English Language Learners" boxes throughout all chapters. These boxes contain practical suggestions for using technology and other resources to make instruction as effective as possible for ALL students.
Outlines the research-base that supports the book's approach to instruction. (Chapter 11)
Reviews / Votes
"The text is written like a road map for specific instructional practices... teachers would value it as a long-term resources, using it as part of their daily practice." April Key, Principal, Global Science Middle School, Las Vegas, Nevada"This is a very balanced and thoughtfully organized book for promoting excellent teaching and learning in our classrooms. I heartily recommend this book for teachers needing both a foundation to literacy guide and a book chock full of great ideas founded in research." Barry Hoonan, Odyssey Program, Bainbridge School District
More details
Edition
5th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 187 mm
Weight
340 gr
ISBN-13
978-0-13-704837-3 (9780137048373)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Book
02/2015
6th Edition
Pearson
€77.50
Article not available at the moment
Previous edition
Book
05/2006
4th Edition
Pearson
€50.94
Article exhausted; check for reprint
Persons
Patricia M. Cunningham is a Professor of Education at Wake Forest University. She has over 30 years of experience, taught in various elementary grades and remedial reading, and was a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children and currently engages in staff development across the United States.
Richard L. Allington is a Professor of Education at the University of Tennessee at Knoxville. He is past president of the International Reading Association and the National Reading Conference, co-recipient of the Albert J. Harris Award, and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers.
Richard L. Allington is a Professor of Education at the University of Tennessee at Knoxville. He is past president of the International Reading Association and the National Reading Conference, co-recipient of the Albert J. Harris Award, and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers.
Content
Classroom That Work: They Can ALL Read and Write
1. Creating Classrooms that Work
2. Creating Enthusiastic, Independent Readers
3. Building the Literacy Foundation
4. Developing Fluency
5. Teaching Decoding and Spelling Patterns
6. Building Vivid, Vital and Valuable Vocabularies
7. Developing Thoughtful Comprehenders
8. Developing Ready, Willing, and Able Writers
9. Reading and Writing Across the Curriculum
10. Assessment
11. Differentiating Instruction for Diverse Learners
12. Inside Classrooms that Work
1. Creating Classrooms that Work
2. Creating Enthusiastic, Independent Readers
3. Building the Literacy Foundation
4. Developing Fluency
5. Teaching Decoding and Spelling Patterns
6. Building Vivid, Vital and Valuable Vocabularies
7. Developing Thoughtful Comprehenders
8. Developing Ready, Willing, and Able Writers
9. Reading and Writing Across the Curriculum
10. Assessment
11. Differentiating Instruction for Diverse Learners
12. Inside Classrooms that Work