Teaching Reading in the 21st Century (with Assessments and Lesson Plans Booklet)
4th Edition
Published on 31. May 2006
Book
Hardback
576 pages
978-0-205-52371-9 (ISBN)
Description
With new chapters on fluency and motivation, Teaching Reading in the 21st Century maintains the friendly voice of its widely recognized author team and its superior coverage of assessment for learning, and strengthens its commitment to a rich, balanced, and comprehensive program of reading instruction.
Informed by the latest research on topics ranging from phonemic awareness and phonics to teaching comprehension strategies and assessment, this text provides the knowledge base, skills, and assessment strategies that all teachers need to guide elementary students successfully toward literacy for the 21st Century-using reading and writing for thinking, problem solving, and communicating. Always practicaland with a focus on critical literacy, this edition is even richer in first-person accounts, instructional routines, classroom vignettes, and hands-on literacy activities. Principal themes include balancing phonemic skills with more holistic approaches; fostering the love of reading; and successfully teaching all students-mainstream and minority, native speakers of English and English-language learners, and special needs and gifted-to become able and eager readers.
Informed by the latest research on topics ranging from phonemic awareness and phonics to teaching comprehension strategies and assessment, this text provides the knowledge base, skills, and assessment strategies that all teachers need to guide elementary students successfully toward literacy for the 21st Century-using reading and writing for thinking, problem solving, and communicating. Always practicaland with a focus on critical literacy, this edition is even richer in first-person accounts, instructional routines, classroom vignettes, and hands-on literacy activities. Principal themes include balancing phonemic skills with more holistic approaches; fostering the love of reading; and successfully teaching all students-mainstream and minority, native speakers of English and English-language learners, and special needs and gifted-to become able and eager readers.
More details
Edition
4th edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Weight
1692 gr
ISBN-13
978-0-205-52371-9 (9780205523719)
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
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Michael F. Graves | Connie F. Juel | Bonnie B. Graves
Teaching Reading in the 21st Century
Motivating All Learners: United States Edition
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5th Edition
Pearson
€185.99
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Michael F. Graves | Connie F. Juel | Bonnie B. Graves
Teaching Reading in the 21st Century
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Book
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5th Edition
Pearson
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Previous edition
Michael F. Graves | Connie F. Juel | Bonnie B. Graves
Teaching Reading in the 21st Century (with Assessment and Instruction Booklet)
Book
10/2003
3rd Edition
Pearson
€100.41
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Content
<>1. READINGAND LEARNING TO READ THE READING PROCESS
The Cognitive-Constructivist View of Reading
In the Classroom 1.1: Using Background Knowledge
The Cognitive Orientation
Schema
Constructivism
Reader-Response Theory
Sociocultural Theory
Reflect and Apply
Concepts That Elaborate and Complement the Cognitive-Constructivist View
The Interactive Model of Reading
Automaticity
Metacognition
The Reading Corner: Books That Help Build Automaticity
THE READING PROFICIENCY OF U.S. STUDENTS
A Response to Current Criticisms
Literacy for Today's and Tomorrow's World
In the Classroom 1.2: Developing Present-Day Literacy in Sixth Grade
Reflect and Apply
A LITERACY CURRICULUM FOR TODAY'S AND TOMORROW'S WORLD
Phonemic Awareness and Other Aspects of Emergent Literacy
Phonics and Other Word Recognition Skills
Fluency and Matching Students with Appropriate Texts
Vocabulary Learning and Instruction
Scaffolding Students Comprehension of Text
Teaching Comprehension Strategies
Encouraging Independent Reading and Reader Response
Fostering Higher-Order Thinking and Deep Understanding
Reflect and Apply
AN OVERVIEW OF THIS BOOK
Chapter-by-Chapter Overview
The Components and Organization of the Chapters
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
2. READING INSTRUCTION
INSTRUCTIONAL PRINCIPLES
Traditional Instructional Principles
Focusing on Academically Relevant Tasks
Employing Active Teaching
Fostering Active Learning
The Reading Corner: Informational Books That Give Students Opportunities to Make Critical Responses
In the Classroom 2.1: Actively Engaging Students in Reading and Responding to a Text
Distinguishing Between Instruction and Practice
Providing Sufficient and Timely Feedback
Teaching for Transfer
Reflect and Apply
Constructivist and Sociocultural Perspectives on Instruction
Scaffolding
The Zone of Proximal Development
The Gradual Release of Responsibility Model
Cognitive Modeling
In the Classroom 2.2: Cognitive Modeling
Direct Explanation
Contextualizing, Reviewing, and Practicing What Is Learned
Teaching for Understanding
Cooperative Learning
Reflect and Apply
A BRIEF HISTORY OF READING INSTRUCTION IN THE UNITED STATES
The Colonial Period and the 19th Century
The Heyday of Basal Readers
The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches
Massive Federal Intervention in Reading
READING INSTRUCTION AT ITS BEST
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Differing Participation Structures
A Diverse Classroom Library and Time to Read
High Achievement for Students of Color
Concluding Remarks
Extending Learning
Children's Literature
3. MOTIVATION AND ENGAGEMENT
MAKING MOTIVATION A TOP PRIORITY
The Critical Importance of Success
CREATING A LITERATE ENVIRONMENT
Modeling
Time
The Classroom
Materials
In the Classroom 3.1: Assessing Students' Reading Attitudes and Interests
The Reading Corner: Books about Food and Families in Many Cultures
Choice
In the Classroom 3.2: Poetry Browsing to Create Interest
Classroom Climate
Reflect and Apply
THE IMPORTANCE OF POSITIVE ATTRIBUTIONS
Attribution Theory
Learned Helplessness
The Importance of Appropriate Challenges
In the Classroom 3.3: Providing Both Challenges and Supports
CONCRETE APPROACHES TO MOTIVATING STUDENTS
Ensuring Student Success
In the Classroom 3.4: Creating a Book Review File
Promoting Academic Values and Goals
Fostering Higher-Order Thinking and Deep Understanding
Ensuring Active Participation, Using Cooperative Activities, and Including Variety
Making Connections to Students' Cultures and Lives Outside of School
Praising Students, Rewarding Them, and Helping Them Set Goals
Factors That Undermine Motivation
NANCY MASTERS, A SUPERSTAR AT MOTIVATING STUDENTS
GROUPING STUDENTS FOR INSTRUCTION
In the Classroom 3.5: Primary Grade Cooperative Learning
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Success
Grouping
Concluding Remarks
Extending Learning
Children's Literature
4. EMERGENT LITERACY
EMERGING KNOWLEDGE ABOUT TEXT STRUCTURES
In the Classroom 4.1: Using Wordless Picture Books
EMERGING KNOWLEDGE ABOUT WORD STRUCTURES
In the Classroom 4.2: Kindergartners and the P Word
PHONEMIC AWARENESS AND ALPHABET RECOGNITION
What Is Phonemic Awareness?
In the Classroom 4.3: Phonemic Awareness (Segmenting and Blending Sounds)
Why Do Phonemic Awareness and Alphabet Recognition So Strongly Predict Success in Reading?
Reflect and Apply
Learning to Identify Words
Some Early Understandings about Print
In the Classroom 4.4: Using Letter Puppets to Help Children Understand the Connection Between Phonemes and Letters
Connecting Letters and Phonemes
Linking Letters and Phonemes: The Alphabetic Principle
INSTRUCTION THAT FACILITATES CHILDREN'S GROWING LITERACY
Creating a Literate Environment
Reading Opportunities
The Morning Meeting
Free "Reading"
Selecting Books for Specific Purposes
In the Classroom 4.5: Developing Phonemic Awareness
The Reading Corner: Big Books
Writing Opportunities
Journals
Language-Experience Activities
Shared Reading and Writing Experience
In the Classroom 4.6: Reading and Writing Rhymes
Making Books
Mailboxes
Play Centers
Listening and Speaking Opportunities
Reading Aloud
Choral Reading
Tape Recordings
Sing-Alongs
A KINDERGARTEN SCENARIO
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
5. WORD RECOGNITION
THE IMPORTANCE OF RECOGNIZING PRINTED WORDS
Why Listening is Easier Than Reading
Skilled Readers Automatically Recognize Words
THE STRUCTURE OF SPOKEN AND PRINTED WORDS
The Makeup of Spoken and Written English
The Alphabetic Principle
The Structure of Printed Words: The Good News
Reflect and Apply
OUR POSITION ON PHONICS INSTRUCTION AND RELATED MATTERS
WORD-STUDY INSTRUCTION
Five General Principles of Word-Study Instruction
Teaching Children to Recognize Words
Teaching Children about Letter-Sound Correspondences
The Reading Corner: Alphabet Books
In the Classroom 5.1: Alphabet Activities
In the Classroom 5.2: Beginning Work with Onsets (Initial Consonants)
In the Classroom 5.3: Working with the Rime at and Some Individual Phonemes
In the Classroom 5.4: Steps in Blending
In the Classroom 5.5: Make New Words
In the Classroom 5.6: Word-Study Instruction on Consonant Blends
In the Classroom 5.7: What Spelling Patterns First-Graders Should Know
In the Classroom 5.8: Short-Vowel Work in the First Grade
In the Classroom 5.9: Contrasting Short- and Long-Vowel Patterns
In the Classroom 5.10: Multisyllabic Words
In the Classroom 5.11: Teaching Prefixes and Suffixes
Reflect and Apply
ABOUT READING A LOT
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
CLASSROOM PORTRAIT: A DAY IN THE LIFE OF JENNA LEBLANC AND HER FIRST GRADE STUDENTS
6 FLUENCY
FLUENCY AND ITS IMPORTANCE
Reflect and Apply
APPROACHES TO BUILDING FLUENCY
Some Generalizations about Fluency Instruction
The Original Method of Repeated Reading
In the Classroom 6.1: The Original Method of Repeated Reading
Simultaneous Repeated Reading
Echo Reading
Tape-Assisted Reading
In the Classroom 6.2: Tape-Assisted Reading
Partner Reading
In the Classroom 6.3: Partner Reading
Choral Reading
Readers Theater
In the Classroom 6.4: Schedule for a Week of Reader's Theater
Radio Reading
In the Classroom 6.5: Plan for a Radio Reading Session
Fluency Oriented Oral Reading
In the Classroom 6.6: Fluency-Oriented Oral Reading
Commercial Fluency Programs
Wide Reading in Appropriate Texts
Reflect and Apply
Assessing READERS' FLUENCY
In the Classroom 6.7: Procedures for Measuring Rate and Advocacy
The Reading Corner: Books to Build Fluency in Developing Readers
Choosing Among the Approaches TO FLUENCY
MATCHING STUDENTS AND TEXTS
Assessing Students' Reading Proficiency and Motivation
In the Classroom 6.8 Constructing an Informal Reading Inventory
Assessing Text Difficulty and Accessibility
In the Classroom 6.9: Using the Fry Readability Formula
Your Personal and Professional Knowledge
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Diversity in Linguistic Backgrounds
Diversity in Background Knowledge
Diversity in Reading Proficiency
Diversity in Motivation and Tolerance for Challenges
Concluding Remarks
Extending Learning
Children's Literature
7. VOCABULARY DEVELOPMENT
THE VOCABULARY-LEARNING TASK
FREQUENT, EXTENSIVE, AND VARIED LANGUAGE EXPERIENCES
Information on Interactive Oral Reading
In the Classroom 7.1: Interactive Oral Reading as Described by Biemiller
Reflect and Apply
TEACHING INDIVIDUAL WORDS
Word-Learning Tasks
Identifying Vocabulary to Teach
Methods of Teaching Individual Words
Learning a Basic Vocabulary
In the Classroom 7.2: Two Ways to Introduce New Words Representing Known Concepts
In the Classroom 7.3: Introducing New Words that Represent New Concepts
In the Classroom 7.4: Semantic Mapping and Semantic Feature Analysis
Reflect and Apply
TEACHING WORD-LEARNING STRATEGIES
Using Context Clues
In the Classroom 7.5: Balanced Strategies Instruction
In the Classroom 7.6: Teaching Context Clues
Using Word Parts
In the Classroom 7.7: Teaching Prefixes
Using the Dictionary
Reflect and Apply
FOSTERING WORD CONSCIOUSNESS
Modeling and Encouraging Adept Diction
The Reading Corner: Books About Words and Word Games
Providing Intensive and Expressive Instruction
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
8. SCAFFOLDING STUDENTS' COMPREHENSION OF TEXT
INSTRUCTIONAL FRAMEWORKS AND PROCEDURES
THE ROLES OF PURPOSE, SELECTION, AND READER IN PLANNING A SUCCESSFUL READING EXPERIENCE
Purpose
Selection
Reader
Reflect and Apply
FIVE FRAMEWORKS FOR SCAFFOLDING STUDENTS' READING
Directed Reading Activity
Directed Reading-Thinking Activity
In the Classroom 8.1: Phase 1 of the DR-TA
Scaffolded Reading Experience
In the Classroom 8.2: Relating-the-Reading-to-Students'-Lives Prereading Activity
Reflect and Apply
Reflect and Apply
In the Classroom 8.3: Sample Questions for Various Types of Thinking
In the Classroom 8.4: Students' Postreading Dramatization
The Reading Corner: Books that Invite Musical Connections
Reflect and Apply
Guided Reading
Four Blocks
INDIVIDUAL PROCEDURES FOR FOSTERING COMPREHENSION OF TEXT
Procedures for Narratives
Procedures for Expository Texts
In the Classroom 8.5: Using K-W-L
Procedures Appropriate for All Types of Text
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
9. TEACHING COMPREHENSION STRATEGIES
WHAT ARE COMPREHENSION STRATEGIES?
CHARACTERISTICS OF COMPREHENSION STRATEGIES
Strategies Are Conscious Efforts
Strategies Are Flexible
Strategies Should Be Applied Only When Appropriate
Strategies Are Widely Applicable
Strategies Can Be Overt or Covert
Reflect and Apply
KEY COMPREHENSION STRATEGIES
Establishing a Purpose for Reading
Using Prior Knowledge
Asking and Answering Questions
Making Inferences
Determining What Is Important
Summarizing
Dealing with Graphic Information
Imaging and Creating Graphic Representations
In the Classroom 9.1: Practicing Imaging with First Graders
Being Metacognitive
In the Classroom 9.2: Fostering Metacognition
The Reading Corner: Books that Illustrate Strategic Behavior
Reflect and Apply
A POWERFUL APPROACH TO TEACHING STRATEGIES
The First Day's Instruction on Determining What Is Important
The Second Day's Instruction on Determining What Is Important
Overview of a Unit
The Constructive Nature of Good Strategy Instruction
Transfer, Review, and Integration Activities
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
10. ENCOURAGING INDEPENDENT READING AND READER RESPONSE
INDEPENDENT READING
Providing Time to Read
Providing a Rich Array of Reading Material, the Incentive to Read, and a Place to Read
In the Classroom 10.1: Guidelines for Choosing Books for Your Classroom Library
In the Classroom 10.2: Guidelines for Helping Students Select Reading Material
Establishing and Maintaining an Independent Reading Program
Encouraging Out-of-School Reading
RESPONDING TO LITERATURE
Reader Response
In the Classroom 10.3: Students' Artistic Responses After Reading about Animals
Literature Circles
In the Classroom 10.4: Establishing Literature Circles in a Fourth-Grade Classroom
THREE FRAMEWORKS THAT PROMOTE LITERATURE AND READER RESPONSE
Book Club and Book Club Plus
Reading Workshop
In the Classroom 10.5: A Glimpse Into a Reading Workshop in Action
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
In the Classroom 10.6: Encouraging Reluctant Readers
Concluding Remarks
Extending Learning
Children's Literature
CLASSROOM PORTRAIT: A DAY IN THE LIFE OF DOLORES PUENTE AND HER THIRD AND FOURTH GRADE STUDENTS
11. FOSTERING HIGHER-ORDER THINKING AND DEEP UNDERSTANDING IN THE CONTENT AREAS
TWO ROADS TO COMPETENT THINKING AND LEARNING
Fostering Higher-Order Thinking
Teaching for Understanding
Reflect and Apply
PRACTICAL APPROACHES TO HIGHER-ORDER THINKING AND DEEP UNDERSTANDING
Teaching for Understanding Units
Generative Topics
Understanding Goals
Understanding Performances
Ongoing Assessment'
Summary Comments on Teaching for Understanding Units
Reflect and Apply
Text Talk and Questioning the Author
Reflect and Apply
Reciprocal Teaching
In the Classroom 11.1 Increasing the Questioning Ability of a 7th Grade Student
Reflect and Apply
Jigsaw
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
12. WRITING AND READING
THE READING-WRITING CONNECTION
A POSITIVE READING-WRITING ENVIRONMENT
The Intellectual Climate
The Physical Environment
In the Classroom 12.1: Guidelines for Creating a Positive Writing Environment
THE PROCESS APPROACH TO WRITING
INFORMAL WRITING
Reflect and Apply
SOME WRITING FORMS AND PURPOSES
Writing to Learn and to Understand
Note Taking
In the Classroom 12.2: Sample Lesson on Note Taking
Brainstorming and Quickwriting
Semantic Mapping, the Venn Diagram, and K-W-L
Journals
In the Classroom 12.3: Introducing the Response Journal to Primary-Grade Students
In the Classroom 12.4: Journal Writing
Reflect and Apply
Writing to Communicate
Letters
In the Classroom 12.5: Writing Letters To or From People Students Read About
Biographies and Autobiographies
Reports
The Reading Corner: Books by Exemplary Non fiction Children's Book Authors
Imaginative Writing
In the Classroom 12.6: Writing Imaginative Mathematics Scenarios and Questions
Fiction
Poetry
Reflect and Apply
In the Classroom 12.7: Writing Poems Around a Theme
THE WRITING WORKSHOP
RESPONDING TO STUDENTS' WRITING
PUBLISHING AND CELEBRATING WRITING
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
In the Classroom 12.8: Activities to Challenge Skillful Writers
Concluding Remarks
Extending Learning
Children's Literature
13. READING INSTRUCTION FOR ENGLISH-LANGUAGE LEARNERS
LEARNING TO READ ENGLISH AS A SECOND LANGUAGE IN THE UNITED STATES
Fostering Reading Achievement in English-Language Learners
In the Classroom 13.1: Traditional Instructional Principles
In the Classroom 13.2: Instructional Principles Motivated by Constructivist and Sociocultural Theory
The American Landscape
SOME CHALLENGES OF LEARNING TO READ IN A SECOND LANGUAGE
Challenges Faced by English-Language Learners
Challenges Faced by Teachers
What Light Does Research Shed on These Challenges?
The Importance of Language Knowledge
The Importance of Literacy in the First Language
Cross-Language Influences
Cross-Cultural Influences
Reflect and Apply
INSTRUCTIONAL PRINCIPLES
Delpit's Principles for Working with Poor Urban Children
Demand Critical Thinking
Ensure Access to the Basic Skills, Conventions, and Strategies Essential to Success in U.S. Education
Empower Students to Challenge Racist Views of Their Competence and Worthiness
In the Classroom 13.3: Using the Shared Reading Experience in a Sixth Grade ESL Class
Recognize and Build on Strengths
Use Familiar Metaphors and Experiences from the Children's World
Create a Sense of Family and Caring
Monitor and Assess Needs, and Then Address Them with a Wealth of Diverse Strategies
Honor and Respect Children's Home Cultures
Reflect and Apply
Kamil and Bernhardt's Techniques for Working with English Language Learners in Typical Classrooms
Take Advantage of the 20 Percent Rule
Give English-Language Learners and Yourself Plenty of Time
In the Classroom 13.4: Summarizing Part of a Selection
Use the Rosetta Stone Technique
Involve Parents, Siblings, and Other Speakers of the Children's Languages
Use All the Available People Resources
In Assessing Students, Give Them the Freedom to Choose the Language in Which to Respond
The Reading Corner: Books Available in Bilingual Formats
Use Informational Texts as a Significant Part of Instruction
Use Alternate Assessment Strategies
Reflect and Apply
In the Classroom 13.5: Gersten and Baker on Working with English-Language Learners
In the Classroom 13.6: Jimenez on Working with Latinos and Latinas
In the Classroom 13.7: The SIOP Model
Concluding Remarks
Extending Learning
Children's Literature
14. CLASSROOM ASSESSMENT
OUR PERSPECTIVE ON ASSESSMENT
An Emphasis on Inquiry
Three Themes Balanced Assessment
TEACHER-BASED STRATEGIES
Features of Contemporary Assessment Methods
Ms. King and the Roots Project
In the Classroom 14.1: The Roots Project
What Does the Roots Project Say About Assessment
Some Answers to the Opening Questions
What Does the Teachers Need to Know, Week by Week, and Why?
What about Students?
What about Parents?
What about Other Teachers?
What about the Principal?
A Final Word on the Roots Scenario
Reflect and Apply
ASSESSMENT AS INQUIRY
Framing the Problem: What Is the Question?
Designing a Plan of Action
In the Classroom 14.2: Vocabulary Assessment in Third Grade
Collecting Evidence
Observing
Discussion and Questioning
Interviewing
In the Classroom 14.3: The Funnel Approach
Student Work Samples: Performances and Portfolios
Scoring Rubrics
Models for Teacher-Made Tests Analyzing and Summarizing the Data: The Teacher Logbook
Interpretation: Making Sense of the Results
In the Classroom 14.4: Interpreting Evidence in the Sixth Grade
In the Classroom 14.5: Collecting More Evidence
Reporting and Decision Making
Reflect and Apply
TEST-BASED STRATEGIES
Basal Reader Tests
Standardized Tests
Preparing Students for Testing
In the Classroom 14.6: Using "Simon Says" to Practice Test Taking
Reflect and Apply
Concluding Remarks
Extending Learning
Children's Literature
References
Name Index
Subject Index
Credits
The Cognitive-Constructivist View of Reading
In the Classroom 1.1: Using Background Knowledge
The Cognitive Orientation
Schema
Constructivism
Reader-Response Theory
Sociocultural Theory
Reflect and Apply
Concepts That Elaborate and Complement the Cognitive-Constructivist View
The Interactive Model of Reading
Automaticity
Metacognition
The Reading Corner: Books That Help Build Automaticity
THE READING PROFICIENCY OF U.S. STUDENTS
A Response to Current Criticisms
Literacy for Today's and Tomorrow's World
In the Classroom 1.2: Developing Present-Day Literacy in Sixth Grade
Reflect and Apply
A LITERACY CURRICULUM FOR TODAY'S AND TOMORROW'S WORLD
Phonemic Awareness and Other Aspects of Emergent Literacy
Phonics and Other Word Recognition Skills
Fluency and Matching Students with Appropriate Texts
Vocabulary Learning and Instruction
Scaffolding Students Comprehension of Text
Teaching Comprehension Strategies
Encouraging Independent Reading and Reader Response
Fostering Higher-Order Thinking and Deep Understanding
Reflect and Apply
AN OVERVIEW OF THIS BOOK
Chapter-by-Chapter Overview
The Components and Organization of the Chapters
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
2. READING INSTRUCTION
INSTRUCTIONAL PRINCIPLES
Traditional Instructional Principles
Focusing on Academically Relevant Tasks
Employing Active Teaching
Fostering Active Learning
The Reading Corner: Informational Books That Give Students Opportunities to Make Critical Responses
In the Classroom 2.1: Actively Engaging Students in Reading and Responding to a Text
Distinguishing Between Instruction and Practice
Providing Sufficient and Timely Feedback
Teaching for Transfer
Reflect and Apply
Constructivist and Sociocultural Perspectives on Instruction
Scaffolding
The Zone of Proximal Development
The Gradual Release of Responsibility Model
Cognitive Modeling
In the Classroom 2.2: Cognitive Modeling
Direct Explanation
Contextualizing, Reviewing, and Practicing What Is Learned
Teaching for Understanding
Cooperative Learning
Reflect and Apply
A BRIEF HISTORY OF READING INSTRUCTION IN THE UNITED STATES
The Colonial Period and the 19th Century
The Heyday of Basal Readers
The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches
Massive Federal Intervention in Reading
READING INSTRUCTION AT ITS BEST
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Differing Participation Structures
A Diverse Classroom Library and Time to Read
High Achievement for Students of Color
Concluding Remarks
Extending Learning
Children's Literature
3. MOTIVATION AND ENGAGEMENT
MAKING MOTIVATION A TOP PRIORITY
The Critical Importance of Success
CREATING A LITERATE ENVIRONMENT
Modeling
Time
The Classroom
Materials
In the Classroom 3.1: Assessing Students' Reading Attitudes and Interests
The Reading Corner: Books about Food and Families in Many Cultures
Choice
In the Classroom 3.2: Poetry Browsing to Create Interest
Classroom Climate
Reflect and Apply
THE IMPORTANCE OF POSITIVE ATTRIBUTIONS
Attribution Theory
Learned Helplessness
The Importance of Appropriate Challenges
In the Classroom 3.3: Providing Both Challenges and Supports
CONCRETE APPROACHES TO MOTIVATING STUDENTS
Ensuring Student Success
In the Classroom 3.4: Creating a Book Review File
Promoting Academic Values and Goals
Fostering Higher-Order Thinking and Deep Understanding
Ensuring Active Participation, Using Cooperative Activities, and Including Variety
Making Connections to Students' Cultures and Lives Outside of School
Praising Students, Rewarding Them, and Helping Them Set Goals
Factors That Undermine Motivation
NANCY MASTERS, A SUPERSTAR AT MOTIVATING STUDENTS
GROUPING STUDENTS FOR INSTRUCTION
In the Classroom 3.5: Primary Grade Cooperative Learning
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Success
Grouping
Concluding Remarks
Extending Learning
Children's Literature
4. EMERGENT LITERACY
EMERGING KNOWLEDGE ABOUT TEXT STRUCTURES
In the Classroom 4.1: Using Wordless Picture Books
EMERGING KNOWLEDGE ABOUT WORD STRUCTURES
In the Classroom 4.2: Kindergartners and the P Word
PHONEMIC AWARENESS AND ALPHABET RECOGNITION
What Is Phonemic Awareness?
In the Classroom 4.3: Phonemic Awareness (Segmenting and Blending Sounds)
Why Do Phonemic Awareness and Alphabet Recognition So Strongly Predict Success in Reading?
Reflect and Apply
Learning to Identify Words
Some Early Understandings about Print
In the Classroom 4.4: Using Letter Puppets to Help Children Understand the Connection Between Phonemes and Letters
Connecting Letters and Phonemes
Linking Letters and Phonemes: The Alphabetic Principle
INSTRUCTION THAT FACILITATES CHILDREN'S GROWING LITERACY
Creating a Literate Environment
Reading Opportunities
The Morning Meeting
Free "Reading"
Selecting Books for Specific Purposes
In the Classroom 4.5: Developing Phonemic Awareness
The Reading Corner: Big Books
Writing Opportunities
Journals
Language-Experience Activities
Shared Reading and Writing Experience
In the Classroom 4.6: Reading and Writing Rhymes
Making Books
Mailboxes
Play Centers
Listening and Speaking Opportunities
Reading Aloud
Choral Reading
Tape Recordings
Sing-Alongs
A KINDERGARTEN SCENARIO
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
5. WORD RECOGNITION
THE IMPORTANCE OF RECOGNIZING PRINTED WORDS
Why Listening is Easier Than Reading
Skilled Readers Automatically Recognize Words
THE STRUCTURE OF SPOKEN AND PRINTED WORDS
The Makeup of Spoken and Written English
The Alphabetic Principle
The Structure of Printed Words: The Good News
Reflect and Apply
OUR POSITION ON PHONICS INSTRUCTION AND RELATED MATTERS
WORD-STUDY INSTRUCTION
Five General Principles of Word-Study Instruction
Teaching Children to Recognize Words
Teaching Children about Letter-Sound Correspondences
The Reading Corner: Alphabet Books
In the Classroom 5.1: Alphabet Activities
In the Classroom 5.2: Beginning Work with Onsets (Initial Consonants)
In the Classroom 5.3: Working with the Rime at and Some Individual Phonemes
In the Classroom 5.4: Steps in Blending
In the Classroom 5.5: Make New Words
In the Classroom 5.6: Word-Study Instruction on Consonant Blends
In the Classroom 5.7: What Spelling Patterns First-Graders Should Know
In the Classroom 5.8: Short-Vowel Work in the First Grade
In the Classroom 5.9: Contrasting Short- and Long-Vowel Patterns
In the Classroom 5.10: Multisyllabic Words
In the Classroom 5.11: Teaching Prefixes and Suffixes
Reflect and Apply
ABOUT READING A LOT
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
CLASSROOM PORTRAIT: A DAY IN THE LIFE OF JENNA LEBLANC AND HER FIRST GRADE STUDENTS
6 FLUENCY
FLUENCY AND ITS IMPORTANCE
Reflect and Apply
APPROACHES TO BUILDING FLUENCY
Some Generalizations about Fluency Instruction
The Original Method of Repeated Reading
In the Classroom 6.1: The Original Method of Repeated Reading
Simultaneous Repeated Reading
Echo Reading
Tape-Assisted Reading
In the Classroom 6.2: Tape-Assisted Reading
Partner Reading
In the Classroom 6.3: Partner Reading
Choral Reading
Readers Theater
In the Classroom 6.4: Schedule for a Week of Reader's Theater
Radio Reading
In the Classroom 6.5: Plan for a Radio Reading Session
Fluency Oriented Oral Reading
In the Classroom 6.6: Fluency-Oriented Oral Reading
Commercial Fluency Programs
Wide Reading in Appropriate Texts
Reflect and Apply
Assessing READERS' FLUENCY
In the Classroom 6.7: Procedures for Measuring Rate and Advocacy
The Reading Corner: Books to Build Fluency in Developing Readers
Choosing Among the Approaches TO FLUENCY
MATCHING STUDENTS AND TEXTS
Assessing Students' Reading Proficiency and Motivation
In the Classroom 6.8 Constructing an Informal Reading Inventory
Assessing Text Difficulty and Accessibility
In the Classroom 6.9: Using the Fry Readability Formula
Your Personal and Professional Knowledge
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Diversity in Linguistic Backgrounds
Diversity in Background Knowledge
Diversity in Reading Proficiency
Diversity in Motivation and Tolerance for Challenges
Concluding Remarks
Extending Learning
Children's Literature
7. VOCABULARY DEVELOPMENT
THE VOCABULARY-LEARNING TASK
FREQUENT, EXTENSIVE, AND VARIED LANGUAGE EXPERIENCES
Information on Interactive Oral Reading
In the Classroom 7.1: Interactive Oral Reading as Described by Biemiller
Reflect and Apply
TEACHING INDIVIDUAL WORDS
Word-Learning Tasks
Identifying Vocabulary to Teach
Methods of Teaching Individual Words
Learning a Basic Vocabulary
In the Classroom 7.2: Two Ways to Introduce New Words Representing Known Concepts
In the Classroom 7.3: Introducing New Words that Represent New Concepts
In the Classroom 7.4: Semantic Mapping and Semantic Feature Analysis
Reflect and Apply
TEACHING WORD-LEARNING STRATEGIES
Using Context Clues
In the Classroom 7.5: Balanced Strategies Instruction
In the Classroom 7.6: Teaching Context Clues
Using Word Parts
In the Classroom 7.7: Teaching Prefixes
Using the Dictionary
Reflect and Apply
FOSTERING WORD CONSCIOUSNESS
Modeling and Encouraging Adept Diction
The Reading Corner: Books About Words and Word Games
Providing Intensive and Expressive Instruction
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
8. SCAFFOLDING STUDENTS' COMPREHENSION OF TEXT
INSTRUCTIONAL FRAMEWORKS AND PROCEDURES
THE ROLES OF PURPOSE, SELECTION, AND READER IN PLANNING A SUCCESSFUL READING EXPERIENCE
Purpose
Selection
Reader
Reflect and Apply
FIVE FRAMEWORKS FOR SCAFFOLDING STUDENTS' READING
Directed Reading Activity
Directed Reading-Thinking Activity
In the Classroom 8.1: Phase 1 of the DR-TA
Scaffolded Reading Experience
In the Classroom 8.2: Relating-the-Reading-to-Students'-Lives Prereading Activity
Reflect and Apply
Reflect and Apply
In the Classroom 8.3: Sample Questions for Various Types of Thinking
In the Classroom 8.4: Students' Postreading Dramatization
The Reading Corner: Books that Invite Musical Connections
Reflect and Apply
Guided Reading
Four Blocks
INDIVIDUAL PROCEDURES FOR FOSTERING COMPREHENSION OF TEXT
Procedures for Narratives
Procedures for Expository Texts
In the Classroom 8.5: Using K-W-L
Procedures Appropriate for All Types of Text
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
9. TEACHING COMPREHENSION STRATEGIES
WHAT ARE COMPREHENSION STRATEGIES?
CHARACTERISTICS OF COMPREHENSION STRATEGIES
Strategies Are Conscious Efforts
Strategies Are Flexible
Strategies Should Be Applied Only When Appropriate
Strategies Are Widely Applicable
Strategies Can Be Overt or Covert
Reflect and Apply
KEY COMPREHENSION STRATEGIES
Establishing a Purpose for Reading
Using Prior Knowledge
Asking and Answering Questions
Making Inferences
Determining What Is Important
Summarizing
Dealing with Graphic Information
Imaging and Creating Graphic Representations
In the Classroom 9.1: Practicing Imaging with First Graders
Being Metacognitive
In the Classroom 9.2: Fostering Metacognition
The Reading Corner: Books that Illustrate Strategic Behavior
Reflect and Apply
A POWERFUL APPROACH TO TEACHING STRATEGIES
The First Day's Instruction on Determining What Is Important
The Second Day's Instruction on Determining What Is Important
Overview of a Unit
The Constructive Nature of Good Strategy Instruction
Transfer, Review, and Integration Activities
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
10. ENCOURAGING INDEPENDENT READING AND READER RESPONSE
INDEPENDENT READING
Providing Time to Read
Providing a Rich Array of Reading Material, the Incentive to Read, and a Place to Read
In the Classroom 10.1: Guidelines for Choosing Books for Your Classroom Library
In the Classroom 10.2: Guidelines for Helping Students Select Reading Material
Establishing and Maintaining an Independent Reading Program
Encouraging Out-of-School Reading
RESPONDING TO LITERATURE
Reader Response
In the Classroom 10.3: Students' Artistic Responses After Reading about Animals
Literature Circles
In the Classroom 10.4: Establishing Literature Circles in a Fourth-Grade Classroom
THREE FRAMEWORKS THAT PROMOTE LITERATURE AND READER RESPONSE
Book Club and Book Club Plus
Reading Workshop
In the Classroom 10.5: A Glimpse Into a Reading Workshop in Action
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
In the Classroom 10.6: Encouraging Reluctant Readers
Concluding Remarks
Extending Learning
Children's Literature
CLASSROOM PORTRAIT: A DAY IN THE LIFE OF DOLORES PUENTE AND HER THIRD AND FOURTH GRADE STUDENTS
11. FOSTERING HIGHER-ORDER THINKING AND DEEP UNDERSTANDING IN THE CONTENT AREAS
TWO ROADS TO COMPETENT THINKING AND LEARNING
Fostering Higher-Order Thinking
Teaching for Understanding
Reflect and Apply
PRACTICAL APPROACHES TO HIGHER-ORDER THINKING AND DEEP UNDERSTANDING
Teaching for Understanding Units
Generative Topics
Understanding Goals
Understanding Performances
Ongoing Assessment'
Summary Comments on Teaching for Understanding Units
Reflect and Apply
Text Talk and Questioning the Author
Reflect and Apply
Reciprocal Teaching
In the Classroom 11.1 Increasing the Questioning Ability of a 7th Grade Student
Reflect and Apply
Jigsaw
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
Concluding Remarks
Extending Learning
Children's Literature
12. WRITING AND READING
THE READING-WRITING CONNECTION
A POSITIVE READING-WRITING ENVIRONMENT
The Intellectual Climate
The Physical Environment
In the Classroom 12.1: Guidelines for Creating a Positive Writing Environment
THE PROCESS APPROACH TO WRITING
INFORMAL WRITING
Reflect and Apply
SOME WRITING FORMS AND PURPOSES
Writing to Learn and to Understand
Note Taking
In the Classroom 12.2: Sample Lesson on Note Taking
Brainstorming and Quickwriting
Semantic Mapping, the Venn Diagram, and K-W-L
Journals
In the Classroom 12.3: Introducing the Response Journal to Primary-Grade Students
In the Classroom 12.4: Journal Writing
Reflect and Apply
Writing to Communicate
Letters
In the Classroom 12.5: Writing Letters To or From People Students Read About
Biographies and Autobiographies
Reports
The Reading Corner: Books by Exemplary Non fiction Children's Book Authors
Imaginative Writing
In the Classroom 12.6: Writing Imaginative Mathematics Scenarios and Questions
Fiction
Poetry
Reflect and Apply
In the Classroom 12.7: Writing Poems Around a Theme
THE WRITING WORKSHOP
RESPONDING TO STUDENTS' WRITING
PUBLISHING AND CELEBRATING WRITING
Reflect and Apply
STRENGTHS AND CHALLENGES OF DIVERSITY
In the Classroom 12.8: Activities to Challenge Skillful Writers
Concluding Remarks
Extending Learning
Children's Literature
13. READING INSTRUCTION FOR ENGLISH-LANGUAGE LEARNERS
LEARNING TO READ ENGLISH AS A SECOND LANGUAGE IN THE UNITED STATES
Fostering Reading Achievement in English-Language Learners
In the Classroom 13.1: Traditional Instructional Principles
In the Classroom 13.2: Instructional Principles Motivated by Constructivist and Sociocultural Theory
The American Landscape
SOME CHALLENGES OF LEARNING TO READ IN A SECOND LANGUAGE
Challenges Faced by English-Language Learners
Challenges Faced by Teachers
What Light Does Research Shed on These Challenges?
The Importance of Language Knowledge
The Importance of Literacy in the First Language
Cross-Language Influences
Cross-Cultural Influences
Reflect and Apply
INSTRUCTIONAL PRINCIPLES
Delpit's Principles for Working with Poor Urban Children
Demand Critical Thinking
Ensure Access to the Basic Skills, Conventions, and Strategies Essential to Success in U.S. Education
Empower Students to Challenge Racist Views of Their Competence and Worthiness
In the Classroom 13.3: Using the Shared Reading Experience in a Sixth Grade ESL Class
Recognize and Build on Strengths
Use Familiar Metaphors and Experiences from the Children's World
Create a Sense of Family and Caring
Monitor and Assess Needs, and Then Address Them with a Wealth of Diverse Strategies
Honor and Respect Children's Home Cultures
Reflect and Apply
Kamil and Bernhardt's Techniques for Working with English Language Learners in Typical Classrooms
Take Advantage of the 20 Percent Rule
Give English-Language Learners and Yourself Plenty of Time
In the Classroom 13.4: Summarizing Part of a Selection
Use the Rosetta Stone Technique
Involve Parents, Siblings, and Other Speakers of the Children's Languages
Use All the Available People Resources
In Assessing Students, Give Them the Freedom to Choose the Language in Which to Respond
The Reading Corner: Books Available in Bilingual Formats
Use Informational Texts as a Significant Part of Instruction
Use Alternate Assessment Strategies
Reflect and Apply
In the Classroom 13.5: Gersten and Baker on Working with English-Language Learners
In the Classroom 13.6: Jimenez on Working with Latinos and Latinas
In the Classroom 13.7: The SIOP Model
Concluding Remarks
Extending Learning
Children's Literature
14. CLASSROOM ASSESSMENT
OUR PERSPECTIVE ON ASSESSMENT
An Emphasis on Inquiry
Three Themes Balanced Assessment
TEACHER-BASED STRATEGIES
Features of Contemporary Assessment Methods
Ms. King and the Roots Project
In the Classroom 14.1: The Roots Project
What Does the Roots Project Say About Assessment
Some Answers to the Opening Questions
What Does the Teachers Need to Know, Week by Week, and Why?
What about Students?
What about Parents?
What about Other Teachers?
What about the Principal?
A Final Word on the Roots Scenario
Reflect and Apply
ASSESSMENT AS INQUIRY
Framing the Problem: What Is the Question?
Designing a Plan of Action
In the Classroom 14.2: Vocabulary Assessment in Third Grade
Collecting Evidence
Observing
Discussion and Questioning
Interviewing
In the Classroom 14.3: The Funnel Approach
Student Work Samples: Performances and Portfolios
Scoring Rubrics
Models for Teacher-Made Tests Analyzing and Summarizing the Data: The Teacher Logbook
Interpretation: Making Sense of the Results
In the Classroom 14.4: Interpreting Evidence in the Sixth Grade
In the Classroom 14.5: Collecting More Evidence
Reporting and Decision Making
Reflect and Apply
TEST-BASED STRATEGIES
Basal Reader Tests
Standardized Tests
Preparing Students for Testing
In the Classroom 14.6: Using "Simon Says" to Practice Test Taking
Reflect and Apply
Concluding Remarks
Extending Learning
Children's Literature
References
Name Index
Subject Index
Credits