Early Literacy Instruction
Teaching Reading and Writing in Today's Primary Grades
2nd Edition
Published on 12. May 2008
Book
Paperback/Softback
384 pages
978-0-13-512903-6 (ISBN)
Description
This introductory K-3 literacy text models explicit instruction as a vehicle for developing reading and writing skills in primary classrooms. The authors rely on both recent research and personal experience, sharing classroom-proven lesson plans, samples of student work, and examples from the classroom to ground and apply each chapter's content. A new focus on struggling readers - in feature boxes within each chapter, as adaptation ideas within lesson plans, and in a complete chapter (Chapter 11 - Interventions for Struggling Readers) - gives you the information you need to detect, assess, and address the needs of these students. English Language Learner notes provide guidance for meeting the needs of students whose first language is not English.
More details
Edition
2nd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 10 mm
Width: 10 mm
Thickness: 10 mm
Weight
676 gr
ISBN-13
978-0-13-512903-6 (9780135129036)
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
Previous edition
John A. Smith | Sylvia Read
Early Literacy Instruction
A Comprehensive Framework for Teaching Reading and Writing, K-3
Book
12/2004
Pearson
€44.56
Article exhausted; check for reprint
Persons
John A. Smith
Dr. John A. Smith is a professor in the Department of Elementary Education at Utah State University. He holds a bachelor's degree in Elementary Education from Brigham Young University, a master's degree in Elementary Curriculum from the University of Utah, and a doctorate in Curriculum and Instruction from the University of North Carolina at Chapel Hill.
Dr. Smith has 10 years of elementary classroom teaching experience in 2nd and 5th grades and as a Chapter 1 reading teacher, and 20 years experience teaching at the university level. Dr. Smith also taught at-risk students entering kindergarten and 1st grade for three summers at the Frank Porter Graham Child Development Center in Chapel Hill, North Carolina. Dr. Smith served three years as Reading Coordinator for the Chapel Hill City School District, during which time the district's Chapter 1 program was recognized by the U.S. Department of Education as an Exemplary Program. A highlight of Dr. Smith's teaching was taking a year off from university teaching to return to a first-grade classroom to implement the comprehensive literacy instruction framework described in this book.
Dr. Smith has worked extensively with teachers in elementary school classrooms as a Reading Excellence Act reading coach and currently as a consultant and Reading First technical assistant. Dr. Smith's publications and presentation topics include implementing balanced, comprehensive literacy instruction, implementing a variety of reading instruction strategies, and enhancing literacy instruction with children's songs. He is reviewer for The Reading Teacher and Literacy Research & Instruction journals, and currently serves as a member of the Executive Board of the College Reading Association.
Dr. Smith's teaching awards include USU College of Education Teacher of the Year, USU Department of Elementary Education Teacher of the Year, USU Extension Program Teaching Award, and the Mortar Board "Top Prof" award.
Dr. Smith and his wife Joanne are proud parents of five children and three grandchildren, so far.
Sylvia Read
Dr. Sylvia Read is an assistant professor in the Department of Elementary Education at Utah State University. She holds a bachelor's degree in English from the University of Illinois, a master's degree in Education from the University of Illinois, and a doctorate in Curriculum and Instruction from Utah State University.
Dr. Read has 13 years of classroom teaching experience in 1st, 2nd, 6th, and 7th grades and 6 years of experience teaching at the university level.
Dr. Read works extensively with teachers in elementary school classrooms as a writing instruction mentor, as a professional developer for school districts in the area of reading and writing, and as the leader of professional study groups locally. Dr. Read's publications and presentation topics include incorporating nonfiction in the reading and writing curriculum, implementing effective writing instruction strategies, and using children's literature effectively in language arts instruction. She is co-editor of Literacy Research and Instruction, a publication of the College Reading Association.
Dr. Read and her husband, Michael, have two children, Nancy and Isaac.
Dr. John A. Smith is a professor in the Department of Elementary Education at Utah State University. He holds a bachelor's degree in Elementary Education from Brigham Young University, a master's degree in Elementary Curriculum from the University of Utah, and a doctorate in Curriculum and Instruction from the University of North Carolina at Chapel Hill.
Dr. Smith has 10 years of elementary classroom teaching experience in 2nd and 5th grades and as a Chapter 1 reading teacher, and 20 years experience teaching at the university level. Dr. Smith also taught at-risk students entering kindergarten and 1st grade for three summers at the Frank Porter Graham Child Development Center in Chapel Hill, North Carolina. Dr. Smith served three years as Reading Coordinator for the Chapel Hill City School District, during which time the district's Chapter 1 program was recognized by the U.S. Department of Education as an Exemplary Program. A highlight of Dr. Smith's teaching was taking a year off from university teaching to return to a first-grade classroom to implement the comprehensive literacy instruction framework described in this book.
Dr. Smith has worked extensively with teachers in elementary school classrooms as a Reading Excellence Act reading coach and currently as a consultant and Reading First technical assistant. Dr. Smith's publications and presentation topics include implementing balanced, comprehensive literacy instruction, implementing a variety of reading instruction strategies, and enhancing literacy instruction with children's songs. He is reviewer for The Reading Teacher and Literacy Research & Instruction journals, and currently serves as a member of the Executive Board of the College Reading Association.
Dr. Smith's teaching awards include USU College of Education Teacher of the Year, USU Department of Elementary Education Teacher of the Year, USU Extension Program Teaching Award, and the Mortar Board "Top Prof" award.
Dr. Smith and his wife Joanne are proud parents of five children and three grandchildren, so far.
Sylvia Read
Dr. Sylvia Read is an assistant professor in the Department of Elementary Education at Utah State University. She holds a bachelor's degree in English from the University of Illinois, a master's degree in Education from the University of Illinois, and a doctorate in Curriculum and Instruction from Utah State University.
Dr. Read has 13 years of classroom teaching experience in 1st, 2nd, 6th, and 7th grades and 6 years of experience teaching at the university level.
Dr. Read works extensively with teachers in elementary school classrooms as a writing instruction mentor, as a professional developer for school districts in the area of reading and writing, and as the leader of professional study groups locally. Dr. Read's publications and presentation topics include incorporating nonfiction in the reading and writing curriculum, implementing effective writing instruction strategies, and using children's literature effectively in language arts instruction. She is co-editor of Literacy Research and Instruction, a publication of the College Reading Association.
Dr. Read and her husband, Michael, have two children, Nancy and Isaac.
Content
1. What is Reading?
Reading is Constructing Meaning
Components of Reading
Attitude Toward Reading
2. Organizing for Literacy Instruction
Why a Reading Framework Rather Than a Reading Program
A Five-Part Reading Instruction Framework
Physical Environment
Instructional Materials
Explicit Instruction
Building and Using a Classroom Library
3. Building Early Literacy Skills
Oral Language: Building a Necessary Foundation
Alphabet Knowledge: Learning Letter Names and Sounds
Phonemic Awareness: Recognizing and Using Speech Sounds
Print Awareness: Understanding How Print Works
4. Reading Aloud to Children
Purposes for Reading Aloud
Teaching Children to Respond to Literature
Reading Aloud to Teach Comprehension
Comprehension Strategy Instruction
Types of Text to Read Aloud
5. Word Study
Understanding Word Identification
What to Teach: Common Spelling Patterns
Teaching Spelling Patterns: An Explicit Instruction Model
Sample Explicit Instruction Lessons for Spelling Patterns
Building Students' Sight Vocabularies
Teaching Multi-Syllable Words
Additional Guide Practice Word Study Activities
6. Differentiated Small-Group Reading Instruction
Issues Associated with Small-Group Instruction
Placing Students into Differentiated Reading Groups
Differentiated Small-Group Reading Lesson Components
7. Independent Reading, Writing, and Learning-Center Activities
Becky's Small-Group Lesson
Preparing Students to Work Independently
Three Options for Independent Work Time
8. Effective Writing Instruction
The Reading-Writing Connection
Writing Workshop
Writing in Many Genres
9. Reading and Writing Across the Curriculum
Reading Informational Texts
Writing Informational Texts
Reading, Writing, and Math
Reading, Writing, and Science
Reading, Writing, and Social Studies
10. Reading Assessment That Guides Instruction
Assessment Issues
Assessing the Essential Elements of Reading
11. Interventions for Struggling Readers
The Need for Reading Instruction Intervention
The Classroom Teacher is Responsible
Strong Classroom-Based Reading Instruction
In-Class Interventions
Resource Program Interventions
Using Assessment Data to Plan Instruction
Enlisting Parent Support
School-Level Interventions
12. Putting It All Together
A Day in Mr. Green's First Grade Classroom
Appendix A Word Parts We Use
Appendix B Spelling Pattern Word Familiies
Appendix C Spelling Patterns List
Appendix D Flashcards
Appendix E Bingo
Appendix F Spelling Test
Appendix G Reading Rates
Appendix H Individual Reading Record
Appendix I Status of the Class
Reading is Constructing Meaning
Components of Reading
Attitude Toward Reading
2. Organizing for Literacy Instruction
Why a Reading Framework Rather Than a Reading Program
A Five-Part Reading Instruction Framework
Physical Environment
Instructional Materials
Explicit Instruction
Building and Using a Classroom Library
3. Building Early Literacy Skills
Oral Language: Building a Necessary Foundation
Alphabet Knowledge: Learning Letter Names and Sounds
Phonemic Awareness: Recognizing and Using Speech Sounds
Print Awareness: Understanding How Print Works
4. Reading Aloud to Children
Purposes for Reading Aloud
Teaching Children to Respond to Literature
Reading Aloud to Teach Comprehension
Comprehension Strategy Instruction
Types of Text to Read Aloud
5. Word Study
Understanding Word Identification
What to Teach: Common Spelling Patterns
Teaching Spelling Patterns: An Explicit Instruction Model
Sample Explicit Instruction Lessons for Spelling Patterns
Building Students' Sight Vocabularies
Teaching Multi-Syllable Words
Additional Guide Practice Word Study Activities
6. Differentiated Small-Group Reading Instruction
Issues Associated with Small-Group Instruction
Placing Students into Differentiated Reading Groups
Differentiated Small-Group Reading Lesson Components
7. Independent Reading, Writing, and Learning-Center Activities
Becky's Small-Group Lesson
Preparing Students to Work Independently
Three Options for Independent Work Time
8. Effective Writing Instruction
The Reading-Writing Connection
Writing Workshop
Writing in Many Genres
9. Reading and Writing Across the Curriculum
Reading Informational Texts
Writing Informational Texts
Reading, Writing, and Math
Reading, Writing, and Science
Reading, Writing, and Social Studies
10. Reading Assessment That Guides Instruction
Assessment Issues
Assessing the Essential Elements of Reading
11. Interventions for Struggling Readers
The Need for Reading Instruction Intervention
The Classroom Teacher is Responsible
Strong Classroom-Based Reading Instruction
In-Class Interventions
Resource Program Interventions
Using Assessment Data to Plan Instruction
Enlisting Parent Support
School-Level Interventions
12. Putting It All Together
A Day in Mr. Green's First Grade Classroom
Appendix A Word Parts We Use
Appendix B Spelling Pattern Word Familiies
Appendix C Spelling Patterns List
Appendix D Flashcards
Appendix E Bingo
Appendix F Spelling Test
Appendix G Reading Rates
Appendix H Individual Reading Record
Appendix I Status of the Class