| About the Author |
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v | |
| Preface |
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vi | |
| Features of this Text |
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xiii | |
| 1 The Nature of Literacy |
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1 | (24) |
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2 | (1) |
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2 | (1) |
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Major Theories of Literacy Learning and Language Development |
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2 | (7) |
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3 | (1) |
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3 | (1) |
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3 | (1) |
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Social Cognitive Views of Learning |
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4 | (1) |
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Cognitive-Behavioral Approach |
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5 | (1) |
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Top-Down and Bottom-Up Approaches |
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5 | (1) |
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6 | (1) |
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Importance of Literacy Theories |
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7 | (1) |
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Approach Taken by This
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8 | (1) |
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The Status of Literacy and Major Literacy Initiatives |
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The Elementary and Secondary Act |
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10 | (1) |
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Preparing Students to Be College and Career Ready |
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10 | (1) |
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Evidence-Based Literacy Instruction |
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11 | (1) |
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Key Effective Factors for Visible Teaching and Learning |
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11 | (1) |
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The New Literacies, Advanced Literacy, and 21st-Century Skills |
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12 | (1) |
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12 | (1) |
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Role of Language and Culture on Literacy Learning |
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13 | (2) |
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13 | (1) |
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13 | (1) |
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Learning a Second Language |
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13 | (1) |
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13 | (2) |
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Importance of the Students' Cultures |
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15 | (1) |
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Basic Principles of Teaching Reading |
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15 | (4) |
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Qualities of Highly Effective Teachers |
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19 | (3) |
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Caring and High Expectations |
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19 | (1) |
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19 | (1) |
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19 | (1) |
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19 | (1) |
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20 | (1) |
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Matching of Materials and Tasks to Student Competence |
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20 | (1) |
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Collective Teacher Efficacy |
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20 | (1) |
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Essentials for an Effective Lesson |
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20 | (3) |
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22 | (1) |
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22 | (1) |
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23 | (1) |
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23 | (2) |
| 2 Teaching All Students |
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25 | (29) |
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26 | (1) |
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26 | (1) |
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Diversity in Today's Schools |
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26 | (1) |
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Meeting the Literacy Needs of All Students |
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27 | (10) |
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Economically Disadvantaged Students |
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27 | (1) |
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Principles for Teaching Economically Disadvantaged Children |
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28 | (2) |
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Students with Learning Disabilities |
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30 | (1) |
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Characteristics of Students with Learning Disabilities |
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31 | (1) |
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31 | (1) |
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Students with Attention Deficit/Hyperactivity Disorder |
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32 | (1) |
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Assisting Students with ADHD |
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32 | (1) |
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Students with Intellectual Disabilities |
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33 | (1) |
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34 | (1) |
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35 | (1) |
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Students with Language and Speech Disorders |
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35 | (1) |
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Specific Language Impairment |
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Students Who Are Gifted and Talented |
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36 | (1) |
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Fostering Literacy for English Learners |
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37 | (9) |
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English as a Second Language (ESL) Only |
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37 | (1) |
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Provide a Secure Environment |
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37 | (1) |
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38 | (1) |
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Techniques for Developing English |
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39 | (7) |
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Use Sentence Starters And Word Walls |
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Use Cooperative Learning And Peer Tutoring Strategies |
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Use The Student's Language |
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Gear Instruction To Stages Of Second-Language Acquisition |
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Provide Intentional Systematic Instruction |
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Role of Response to Intervention (RTI) |
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46 | (2) |
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46 | (1) |
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47 | (1) |
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47 | (1) |
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RTI/MTSS and English Learners |
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47 | (1) |
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48 | (1) |
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Impact of RTI/MTSS on Your Teaching |
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48 | (1) |
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A Multicultural Culturally Responsive Approach to Teaching All Students |
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48 | (3) |
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Including the Student's Language |
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50 | (1) |
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Implications of Diversity for Instruction |
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50 | (1) |
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51 | (1) |
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51 | (1) |
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52 | (1) |
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52 | (2) |
| 3 Assessing for Learning |
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54 | (61) |
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55 | (1) |
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55 | (1) |
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55 | (10) |
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55 | (1) |
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Alignment of Assessment and Data Analysis |
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56 | (1) |
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57 | (1) |
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Formative, Summative, and Interim Assessments |
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57 | (1) |
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58 | (1) |
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58 | (1) |
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Norm-Referenced versus Criterion-Referenced Assessments |
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59 | (1) |
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Criterion-Referenced Tests |
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60 | (1) |
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Norm-Referenced Reporting |
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Criterion-Referenced Reporting |
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Judging Assessment Measures |
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61 | (2) |
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Standard Error Of Measurement (SEM) |
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ESSA Mandated Measurement of Literacy |
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63 | (1) |
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Functional-Level Assessment |
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64 | (1) |
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Computer Adaptive Tests (CAT) |
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Universal Design of Assessments |
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65 | (1) |
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Role of Assessing for Learning |
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65 | (13) |
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67 | (1) |
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Tools for Assessing for Learning |
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68 | (1) |
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Checking for Understanding |
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68 | (1) |
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68 | (1) |
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Rubrics For Constructed Responses |
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69 | (1) |
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70 | (1) |
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70 | (1) |
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70 | (1) |
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71 | (1) |
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71 | (1) |
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72 | (1) |
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72 | (2) |
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Structured Written Retellings |
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74 | (1) |
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74 | (1) |
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75 | (1) |
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75 | (1) |
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76 | (1) |
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General Questions for Evaluation |
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77 | (1) |
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78 | (14) |
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Informal Reading Inventory |
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78 | (7) |
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Determining Placement Levels |
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Administering The Word-List Test |
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Administering The Inventory |
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Interpreting The Inventory |
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Probing Comprehension Problems |
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85 | (2) |
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87 | (1) |
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Standards for a Running Record |
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88 | (1) |
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89 | (1) |
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90 | (1) |
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Commercial Running Records |
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90 | (2) |
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92 | (1) |
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Screening, Benchmarks, and Progress-Monitoring Assessments |
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92 | (6) |
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Curriculum-Based Measures |
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93 | (3) |
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Emergent And Early Reading CBMs |
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Fluency And Comprehension CBMs |
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Selecting a Level for Assessment |
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96 | (1) |
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96 | (1) |
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Creating Your Own Monitoring System |
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97 | (1) |
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Monitoring Progress and Assessing for Learning |
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98 | (1) |
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Assessing English Learners |
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98 | (4) |
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Creating a Literacy Profile |
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101 | (1) |
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102 | (8) |
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102 | (1) |
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ATOS (Advantage-TASA Open Standard) |
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Degrees Of Reading Power (DRP) |
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Flesch-Kincaid Readability Estimate |
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COH-Metrix Text Easability Assessor |
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Qualitative Assessment of Text Readability |
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103 | (1) |
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103 | (1) |
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103 | (3) |
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106 | (6) |
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Preprimer 1 (Easy, High-Frequency Words) |
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110 | (1) |
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111 | (1) |
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111 | (1) |
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112 | (3) |
| 4 Emergent/Early Literacy |
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115 | (61) |
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116 | (1) |
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116 | (1) |
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Understanding Emergent Literacy |
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116 | (3) |
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The Development of Emergent Literacy |
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116 | (1) |
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Essential Skills and Understandings for Emergent Literacy |
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117 | (1) |
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Parents' Role in Developing Emergent Literacy |
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118 | (1) |
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The Value Of Parents And Other Family Members Reading To Children |
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Fostering Emergent Literacy |
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119 | (12) |
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Making Use of Opportunities to Foster Literacy |
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120 | (1) |
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Creating Centers That Foster Emergent Literacy |
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120 | (2) |
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122 | (2) |
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Establish A Routine For The Read-Aloud |
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Discuss Student Predictions |
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Reading Informational Books |
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124 | (4) |
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Developing Language And Thinking Skills |
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Selecting Read-Aloud Books |
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128 | (1) |
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Emergent Storybook Reading |
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128 | (1) |
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Using Shared Book Experiences |
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129 | (2) |
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Using Writing to Develop Literacy |
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131 | (14) |
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Using Language-Experience Stories |
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131 | (1) |
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Shared (Interactive) Writing |
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132 | (2) |
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Individual Interactive Writing |
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134 | (1) |
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134 | (1) |
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Forms of Emergent Writing |
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135 | (1) |
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Encouraging Children to Write |
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136 | (1) |
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Dictation in the Writing Program |
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137 | (1) |
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138 | (1) |
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Formation of Speech Sounds and Their Impact on Spelling and Writing |
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139 | (1) |
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Effect of Environment on Speech Sounds |
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139 | (1) |
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140 | (2) |
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Prealphabetic (Prephonemic) Stage |
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Alphabetic (Letter Name) Stage |
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Consolidated Alphabetic Stage |
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The Power of Invented. Spelling |
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142 | (1) |
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Helping Children to Spell |
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143 | (2) |
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Developing Alphabetic Knowledge and Phonological Awareness |
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145 | (16) |
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Learning the Letters of the Alphabet |
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145 | (1) |
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Introducing the Alphabet and Reinforcing Letter Knowledge |
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146 | (2) |
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Letter Names and English Learners |
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148 | (1) |
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148 | (2) |
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150 | (1) |
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Developing Phonological Awareness |
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150 | (14) |
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Developing Rhyming Ability |
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Perceiving And Isolating Beginning Consonant Sounds |
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Cognitive Demands Of Phonological Awareness |
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Integrating Phonological Awareness And Phonics |
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Introducing Other Consonant Correspondences |
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Fostering Language Development |
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161 | (3) |
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Emergent Literacy in Kindergarten and Prekindergarten |
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164 | (3) |
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Planning a Preschool Reading Program |
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164 | (2) |
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Alphabetical And Phonological Knowledge |
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Importance Of Developing Language, Background, And Cognitive Skills |
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Using Systematic Instruction to Help Underachieving Students |
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166 | (1) |
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Core Activities for Building Emergent Literacy |
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167 | (1) |
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Assessing Emergent Literacy |
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167 | (6) |
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Informal Assessment Measures |
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170 | (1) |
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Formal Measures of Emergent Literacy |
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171 | (1) |
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Using the Assessment Results |
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172 | (1) |
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173 | (1) |
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173 | (1) |
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174 | (1) |
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174 | (2) |
| 5 Teaching Phonics and Syllabic Analysis |
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176 | (64) |
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177 | (1) |
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177 | (1) |
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Laying the Groundwork for Effective Phonics Instruction |
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177 | (9) |
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How Words Are Read: Implications for Phonics Instruction |
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178 | (1) |
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178 | (2) |
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Prealphabetic Stage (Prephonemic) |
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Partial Alphabetic Stage (Early Letter Name) |
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Full Alphabetic Stage (Letter Name)) |
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Consolidated Alphabetic Stage (Within-Word Pattern) |
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Implications of Stage Theory for Phonics Instruction |
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180 | (1) |
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Basic Principles of Phonics Instruction |
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180 | (1) |
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Dialect Variation in Phonics Instruction |
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181 | (1) |
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181 | (1) |
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Integrated Approach to Phonics Instruction |
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182 | (1) |
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182 | (2) |
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Approaches to Teaching Phonics |
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184 | (2) |
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Whole Or Whole-To-Part Approaches |
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Embedded Or Systematic Approaches |
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186 | (10) |
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Teaching Initial Consonants |
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186 | (1) |
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Using Children's Books to Reinforce Initial Consonants |
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186 | (2) |
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188 | (1) |
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Teaching Final Consonants |
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189 | (1) |
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Teaching Troublesome Correspondences |
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189 | (2) |
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Variability (Try Another Sound) Strategy |
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Teaching Consonant Blends |
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191 | (4) |
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195 | (1) |
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Using the Word-Building Approach |
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195 | (1) |
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196 | (32) |
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199 | (1) |
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200 | (1) |
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Teaching The Final-e Pattern |
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Teaching Vowel Digraph Patterns |
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Reinforcing Vowel Patterns through Reading |
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201 | (5) |
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Planning the Scope and Sequence |
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206 | (8) |
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Teaching Vowel Generalizations |
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Phonics Strategy Instruction |
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214 | (4) |
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Advanced Decoding Strategies |
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218 | (1) |
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Supporting Phonics Learning with Decodable Texts |
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218 | (1) |
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219 | (1) |
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Taking a Flexible Approach |
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220 | (1) |
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Teaching Phonics to English Learners |
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221 | (2) |
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Teaching Students Who Are Literate In Spanish |
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Assessing and Monitoring Phonics Knowledge and Skills |
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223 | (1) |
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Choosing Books Based on Phonics Elements |
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224 | (3) |
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Case Study: The Power of Systematic Instruction |
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227 | (1) |
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Developing Syllabic Analysis |
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228 | (9) |
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Generalization Approach to Teaching Syllabic Analysis |
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229 | (1) |
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Pattern Approach to Teaching Syllabic Analysis |
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230 | (1) |
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Combining the Generalization and Pattern Approaches |
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231 | (1) |
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Additional Practice Activities for Multisyllabic Words |
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232 | (1) |
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233 | (1) |
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Using Strategies to Read Multisyllabic Words |
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233 | (4) |
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237 | (1) |
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237 | (1) |
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238 | (1) |
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238 | (2) |
| 6 High-Frequency Words, Fluency, and Extended Reading |
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240 | (20) |
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241 | (1) |
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241 | (1) |
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Presenting High-Frequency Words |
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241 | (5) |
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Assessing the Ability to Read High-Frequency Words |
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243 | (1) |
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Teaching High-Frequency Words |
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244 | (1) |
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Building a High-Frequency Vocabulary with Children's Books and Periodicals |
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244 | (1) |
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245 | (1) |
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246 | (7) |
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247 | (1) |
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Role of Comprehension in Fluency |
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247 | (1) |
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247 | (1) |
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Building Word Analysis Skills |
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248 | (1) |
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Modeled Techniques for Building Fluency |
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249 | (3) |
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Variations On Repeated Reading |
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252 | (1) |
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Oral versus Silent Reading |
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252 | (1) |
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Why Fluency Instruction Works |
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253 | (1) |
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Putting Fluency in Perspective |
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253 | (1) |
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253 | (4) |
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Establishing a Voluntary Reading Program |
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254 | (3) |
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Activities for Motivating Voluntary Reading |
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257 | (1) |
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258 | (1) |
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258 | (1) |
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258 | (1) |
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258 | (2) |
| 7 Building Vocabulary |
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260 | (50) |
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261 | (1) |
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261 | (1) |
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261 | (7) |
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262 | (1) |
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262 | (1) |
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Selecting Words to Be Learned |
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263 | (1) |
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Seven Principles of Developing Vocabulary |
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264 | (4) |
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Building Experiential Background |
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Relating Vocabulary To Background |
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Developing Depth Of Meaning |
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Presenting Several Exposures |
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Creating An Interest In Words |
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Teaching Students How To Learn New Words |
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268 | (19) |
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268 | (4) |
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Semantic Feature Analysis |
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272 | (1) |
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Constructing Memorable Events |
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272 | (1) |
|
Determining Shades of Meaning |
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273 | (1) |
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273 | (1) |
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273 | (2) |
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Discovering Sesquipedalian Words |
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275 | (1) |
|
Implementing a Word of the Day |
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275 | (1) |
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275 | (1) |
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276 | (1) |
|
Using Word-Building References |
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276 | (1) |
|
Predicting Vocabulary Words |
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276 | (1) |
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Reconstructing Stories with Vocabulary |
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277 | (1) |
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277 | (1) |
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278 | (1) |
|
Building Vocabulary Using Wide Reading |
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279 | (2) |
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281 | (1) |
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282 | (1) |
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282 | (1) |
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282 | (1) |
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283 | (1) |
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|
Exemplary Teaching: Thoroughly Introducing Vocabulary |
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284 | (1) |
|
Developing the Vocabulary of English Learners |
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285 | (2) |
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Teaching Special Features of Words |
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287 | (3) |
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287 | (1) |
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287 | (1) |
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288 | (1) |
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289 | (1) |
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289 | (1) |
|
Learning How to Learn Words |
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290 | (14) |
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290 | (4) |
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Applying Morphemic Analysis To Unfamiliar Words |
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Morphemic Analysis For English Learners |
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294 | (5) |
|
Deriving The Meaning Of A Word From Context |
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Subsequent Lessons In The Use Of Context Clues |
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299 | (5) |
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Locating The Words To Be Looked Up |
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Locating And Understanding Meanings |
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Constructing The Correct Pronunciation |
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|
English Learner Dictionaries |
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Supplying Corrective Feedback |
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304 | (1) |
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304 | (1) |
|
Creating a Program for Developing Vocabulary |
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304 | (4) |
|
Vocabulary Development Programs |
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305 | (1) |
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Vocabulary Workshop (Sadlier) |
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306 | (1) |
|
Closing the Vocabulary Gap |
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306 | (1) |
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307 | (1) |
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308 | (1) |
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308 | (1) |
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308 | (1) |
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309 | (1) |
| 8 Comprehension: Theory and Strategies |
|
310 | (52) |
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311 | (1) |
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311 | (1) |
|
The Process of Comprehending |
|
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311 | (6) |
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311 | (1) |
|
Situation (Mental Model) Theory |
|
|
312 | (2) |
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314 | (1) |
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314 | (1) |
|
Role of Attention and Interest |
|
|
315 | (1) |
|
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|
315 | (1) |
|
Developmental Nature of Comprehension |
|
|
316 | (1) |
|
Approaches to Teaching Comprehension |
|
|
316 | (1) |
|
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|
317 | (32) |
|
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|
317 | (3) |
|
Teaching Preparational Strategies |
|
|
320 | (3) |
|
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|
Activating Prior Knowledge |
|
|
|
Setting Purposes And Goals |
|
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|
Teaching Organizational Strategies |
|
|
323 | (10) |
|
Comprehending The Main Idea |
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|
Selecting Or Constructing The Main Idea |
|
|
|
Extending The Ability To Construct The Main Idea |
|
|
|
Determining The Relative Importance Of Information |
|
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|
Presenting Summarizing Skills |
|
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|
Teaching Elaboration Strategies |
|
|
333 | (2) |
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|
Providing Support for Inferences |
|
|
335 | (9) |
|
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|
Difficulties In Making Inferences |
|
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|
Making Inferences With It Says-I Say-And So |
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|
Difficulty Drawing Conclusions |
|
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|
Teaching Monitoring (Metacognitive) Strategies |
|
|
344 | (5) |
|
Knowing Oneself As A Learner |
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|
Intensive Instruction In Metacognitive Strategies |
|
|
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|
Social-Constructivist Nature of Comprehension |
|
|
349 | (7) |
|
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|
350 | (3) |
|
Questioning the Author (QTA) |
|
|
353 | (3) |
|
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|
Making Strategy Instruction Work |
|
|
356 | (3) |
|
Integration of Strategies |
|
|
356 | (1) |
|
Explicit versus Nonexplicit Instruction of Strategies |
|
|
356 | (1) |
|
Importance of Affective Factors |
|
|
357 | (1) |
|
Scheduling Strategy Instruction |
|
|
357 | (1) |
|
Putting Strategies in Perspective |
|
|
357 | (1) |
|
Special Comprehension Strategies for Bilingual Readers |
|
|
357 | (1) |
|
Using Think-Alouds and Process Questions to Assess Comprehension and Strategy Use |
|
|
358 | (1) |
|
Importance of Prior Knowledge |
|
|
358 | (1) |
|
|
|
359 | (1) |
|
|
|
359 | (1) |
|
|
|
360 | (1) |
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|
360 | (1) |
|
|
|
360 | (2) |
| 9 Comprehension: Text Structures and Teaching Procedures |
|
362 | (39) |
|
|
|
363 | (1) |
|
|
|
363 | (1) |
|
|
|
363 | (9) |
|
Narrative Text and Story Schema |
|
|
363 | (5) |
|
|
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|
|
|
Comprehension Of Narratives |
|
|
|
|
|
368 | (4) |
|
Types Of Informational Text Structure |
|
|
|
Teaching Informational Text Structure |
|
|
|
|
|
|
Using Questions To Make Connections |
|
|
|
Analyzing Text Complexity |
|
|
372 | (1) |
|
The Role of Questions in Comprehension |
|
|
372 | (7) |
|
|
|
372 | (1) |
|
|
|
373 | (1) |
|
|
|
373 | (1) |
|
|
|
374 | (1) |
|
|
|
375 | (1) |
|
Techniques for Asking Questions |
|
|
375 | (4) |
|
|
|
|
Difficulty Making Inferences |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Frameworks for Fostering Comprehension |
|
|
379 | (14) |
|
|
|
379 | (1) |
|
Steps in a Guided Reading Lesson |
|
|
380 | (9) |
|
|
|
|
|
|
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|
|
|
|
|
|
|
|
|
Guided Reading For Beginning Readers |
|
|
|
|
|
|
Guided Reading With More Advanced Students |
|
|
|
Preparing A Guided Reading Lesson |
|
|
|
Guided Close Reading Of Informational Text |
|
|
|
Guided Reading For Fiction |
|
|
|
Directed Reading-Thinking Activity |
|
|
389 | (1) |
|
|
|
390 | (3) |
|
|
|
|
|
|
|
|
|
|
Discussion For Comprehension |
|
|
|
Constructing Cloze Exercises |
|
|
|
|
|
|
|
|
|
|
|
|
Analytical/Critical Reading |
|
|
393 | (6) |
|
|
|
394 | (1) |
|
Understanding Factual Statements and Opinions |
|
|
395 | (1) |
|
Recognizing the Author's Purpose and Point of View |
|
|
395 | (1) |
|
Drawing Logical Conclusions |
|
|
396 | (1) |
|
|
|
396 | (1) |
|
|
|
397 | (1) |
|
|
|
|
|
|
398 | (1) |
|
|
|
399 | (1) |
|
|
|
399 | (1) |
|
|
|
399 | (1) |
|
|
|
400 | (1) |
| 10 Reading and Writing in the Content Areas and Study Skills |
|
401 | (47) |
|
|
|
402 | (1) |
|
|
|
402 | (1) |
|
|
|
402 | (14) |
|
Content-Area/Disciplinary Literacy |
|
|
402 | (1) |
|
Instructional Techniques for Building Conceptual Understanding |
|
|
403 | (1) |
|
Three Principles for Building Conceptual Understanding |
|
|
403 | (1) |
|
|
|
404 | (1) |
|
Before-Reading Techniques |
|
|
404 | (2) |
|
|
|
|
During-Reading Techniques |
|
|
406 | (4) |
|
Textual Features That Foster Learning |
|
|
|
|
|
|
|
|
|
|
|
|
Other Types Of Strategy Guides |
|
|
|
|
|
|
WIRC (Writing Intensive Reading Comprehension) Thinksheets |
|
|
|
|
|
410 | (1) |
|
|
|
411 | (4) |
|
Creating Graphic Organizers |
|
|
|
|
|
|
|
|
|
KWL: A Technique for Before, During, and After Reading |
|
|
415 | (1) |
|
Using Content-Area/Disciplinary Texts |
|
|
416 | (11) |
|
Combining Text and Digital Features |
|
|
417 | (1) |
|
Differentiating Instruction |
|
|
418 | (1) |
|
|
|
418 | (1) |
|
Using Simple English Wikipedia |
|
|
419 | (1) |
|
|
|
419 | (1) |
|
Using Differentiated Texts |
|
|
419 | (1) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
420 | (1) |
|
Using the Steppingstone Approach |
|
|
421 | (1) |
|
Using e-Books and Online Texts |
|
|
422 | (1) |
|
|
|
423 | (1) |
|
Using Open Educational Resources |
|
|
423 | (1) |
|
Using a Language-Experience Approach to Provide Accessible Text |
|
|
424 | (1) |
|
|
|
424 | (2) |
|
|
|
426 | (1) |
|
|
|
426 | (1) |
|
|
|
426 | (1) |
|
|
|
427 | (3) |
|
|
|
429 | (1) |
|
Brief Writing-to-Learn Activities |
|
|
429 | (1) |
|
Teaching Content to English Learners |
|
|
430 | (3) |
|
Systematic Vocabulary Instruction |
|
|
432 | (1) |
|
|
|
433 | (13) |
|
|
|
434 | (1) |
|
Principles for Improving Memory |
|
|
434 | (1) |
|
|
|
435 | (1) |
|
|
|
435 | (1) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
436 | (1) |
|
Providing More Effective Practice |
|
|
|
Distributed Versus Massed Practice |
|
|
|
Providing Judicious Review |
|
|
437 | (1) |
|
SQ3R: A Theory-Based Study Strategy |
|
|
438 | (1) |
|
|
|
|
|
|
|
|
|
439 | (1) |
|
|
|
440 | (2) |
|
Provide Practice at Students' Reading Level |
|
|
442 | (1) |
|
Preparing Students Who Are Reading Significantly Below Level |
|
|
442 | (1) |
|
Locate and Recall: An Essential Test-Taking Skill |
|
|
443 | (1) |
|
Practicing Test-Taking Skills |
|
|
444 | (1) |
|
|
|
444 | (1) |
|
Metacognitive Study Strategies |
|
|
445 | (1) |
|
|
|
446 | (1) |
|
|
|
446 | (1) |
|
|
|
447 | (1) |
|
|
|
447 | (1) |
| 11 Reading Literature |
|
448 | (30) |
|
|
|
449 | (1) |
|
|
|
449 | (1) |
|
|
|
449 | (8) |
|
The New Critics and Close Reading |
|
|
449 | (1) |
|
Elements of a Close Reading |
|
|
450 | (1) |
|
|
|
|
|
|
|
Reading For A Deeper Understanding |
|
|
|
Reading To Analyze The Author's Craft |
|
|
|
Combining Close Reading and Reader Response |
|
|
451 | (1) |
|
|
|
451 | (2) |
|
Initial Understandings (GIST) |
|
|
|
Developing Interpretations (Deeper Understanding) |
|
|
|
Reflecting On Personal Experience |
|
|
|
|
|
|
Close Responsive Reading of a Short Story |
|
|
453 | (1) |
|
Questions to Guide Reading and Discussion |
|
|
453 | (2) |
|
|
|
455 | (1) |
|
|
|
456 | (1) |
|
Other Forms of Response and Analysis |
|
|
457 | (1) |
|
Using Discussion To Develop Analysis And Response |
|
|
457 | (5) |
|
|
|
457 | (1) |
|
Literature Discussion Groups as Cooperative Learning Groups |
|
|
458 | (4) |
|
Strategic Literature Discussions |
|
|
|
|
|
462 | (1) |
|
|
|
462 | (14) |
|
|
|
462 | (2) |
|
|
|
464 | (1) |
|
|
|
464 | (7) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
471 | (2) |
|
|
|
|
|
|
|
|
|
|
|
|
473 | (1) |
|
|
|
|
Reading Aloud to Students |
|
|
474 | (2) |
|
|
|
|
|
|
476 | (1) |
|
|
|
476 | (1) |
|
|
|
476 | (1) |
|
|
|
476 | (2) |
| 12 Approaches to Teaching Reading |
|
478 | (32) |
|
|
|
479 | (1) |
|
|
|
479 | (1) |
|
Changing Approaches to Teaching Reading |
|
|
479 | (1) |
|
|
|
480 | (4) |
|
|
|
481 | (1) |
|
|
|
481 | (2) |
|
|
|
|
Problem With Organizational Pattern |
|
|
|
Possible Solutions To The Basal Dilemma |
|
|
|
|
|
483 | (1) |
|
Literature-Based Approach |
|
|
484 | (6) |
|
|
|
485 | (1) |
|
|
|
486 | (1) |
|
|
|
486 | (2) |
|
Self-Selection in a Literature Approach |
|
|
488 | (1) |
|
Choosing Materials in a Literature Approach |
|
|
489 | (1) |
|
Advantages and Disadvantages of a Literature-Based Approach |
|
|
489 | (1) |
|
Adapting a Literature-Based Approach |
|
|
490 | (1) |
|
Individualized Reading/Reading Workshop |
|
|
490 | (6) |
|
|
|
490 | (1) |
|
Self-Selected Reading and Responding |
|
|
491 | (4) |
|
|
|
|
|
|
|
|
|
|
|
|
495 | (1) |
|
|
|
495 | (1) |
|
Advantages and Disadvantages of Reading Workshop |
|
|
496 | (1) |
|
Adapting Reading Workshop |
|
|
496 | (1) |
|
|
|
496 | (11) |
|
|
|
496 | (2) |
|
Advantages Of Leveled Readers |
|
|
|
Disadvantages Of Leveled Readers |
|
|
|
Closing The Gap: Providing Better Reinforcement With Leveled Readers |
|
|
|
Language-Experience Approach |
|
|
498 | (3) |
|
Personalizing Group Stories |
|
|
|
Individual Language-Experience Stories |
|
|
|
Other Uses For The Language-Experience Approach |
|
|
|
Advantages And Disadvantages Of The Language-Experience Approach |
|
|
|
Adapting The Language-Experience Approach |
|
|
|
|
|
501 | (3) |
|
|
|
|
More Than Just A Way Of Grouping Students |
|
|
|
Advantages And Disadvantages Of Guided Reading |
|
|
|
|
|
504 | (1) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
505 | (1) |
|
|
|
506 | (1) |
|
|
|
507 | (1) |
|
|
|
508 | (1) |
|
|
|
508 | (1) |
|
|
|
508 | (2) |
| 13 Writing and Reading |
|
510 | (39) |
|
|
|
511 | (1) |
|
|
|
511 | (1) |
|
Introduction to Writing Instruction |
|
|
511 | (1) |
|
|
|
511 | (1) |
|
Writing Proficiency in Elementary and Middle School |
|
|
512 | (1) |
|
The Process Approach to Writing |
|
|
512 | (12) |
|
|
|
512 | (3) |
|
|
|
|
|
|
|
|
|
|
|
|
515 | (2) |
|
Considering One's Audience |
|
|
|
|
|
517 | (3) |
|
|
|
520 | (1) |
|
|
|
521 | (1) |
|
|
|
522 | (2) |
|
|
|
|
|
|
|
|
|
524 | (10) |
|
|
|
524 | (1) |
|
Guided Writing (Strategic Writing) |
|
|
525 | (1) |
|
Using Mentor or Model Texts |
|
|
525 | (2) |
|
|
|
527 | (1) |
|
|
|
|
Narrative Or Fictional Writing |
|
|
|
|
|
528 | (1) |
|
|
|
529 | (1) |
|
|
|
|
Management of the Writing Workshop |
|
|
529 | (2) |
|
|
|
531 | (1) |
|
Helping ELs with Their Writing |
|
|
531 | (2) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Helping Struggling Writers and Achieving Writers, Too |
|
|
533 | (1) |
|
Developing Foundational Writing Skills |
|
|
533 | (1) |
|
|
|
534 | (6) |
|
|
|
534 | (3) |
|
Composing Explanatory/Informational Texts |
|
|
537 | |
|
Composing Explanatory Pieces |
|
|
536 | (1) |
|
Composing Argumentation Texts |
|
|
537 | (2) |
|
Guiding the Writing of Reports |
|
|
539 | (1) |
|
Sharpening The Focus Of Report Writing |
|
|
|
|
|
|
Assessing and Improving Writing |
|
|
540 | (4) |
|
Evaluating Students' Writing |
|
|
541 | (3) |
|
|
|
544 | (1) |
|
|
|
544 | (3) |
|
Writing Activities that Support Reading |
|
|
545 | (1) |
|
|
|
|
|
|
|
|
|
545 | (2) |
|
|
|
547 | (1) |
|
|
|
547 | (1) |
|
|
|
547 | (1) |
|
|
|
548 | (1) |
| 14 Creating and Managing a Literacy Program |
|
549 | (26) |
|
|
|
550 | |
|
|
|
511 | (39) |
|
Constructing a Literacy Program |
|
|
550 | (5) |
|
|
|
551 | (1) |
|
|
|
551 | (1) |
|
Selecting Techniques and Strategies |
|
|
552 | (1) |
|
|
|
553 | (2) |
|
Building a Sense of Community |
|
|
555 | (1) |
|
Managing, Assessing, and Improving a Literacy Program |
|
|
555 | (8) |
|
|
|
555 | (1) |
|
Providing for Individual Differences |
|
|
556 | (3) |
|
|
|
|
Reading Achievement Groups |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Effective, Flexible Grouping |
|
|
|
Advantages And Disadvantages Of Grouping |
|
|
|
|
|
559 | (1) |
|
A Framework Based On An Overview Of Intervention Programs |
|
|
|
Building Literacy: A Classroom Intervention Program |
|
|
559 | (1) |
|
|
|
560 | (1) |
|
|
|
561 | (1) |
|
Working with Other Professionals |
|
|
562 | (1) |
|
Evaluating and Improving the Literacy Program |
|
|
562 | (1) |
|
Using Reading to Close the Gap |
|
|
563 | (1) |
|
|
|
563 | (5) |
|
Digital Devices as Electronic Learning Tools |
|
|
564 | (1) |
|
|
|
|
Selecting and Using Websites |
|
|
564 | (1) |
|
Using the Internet to Conduct Inquiries |
|
|
564 | (1) |
|
|
|
|
Personal Digital Inquiry (POI) |
|
|
|
Using Student-Friendly Databases |
|
|
565 | (1) |
|
Producing and Sharing Information |
|
|
566 | (1) |
|
|
|
|
|
|
|
|
|
|
|
|
566 | (1) |
|
|
|
567 | (1) |
|
|
|
567 | (1) |
|
Digital Literacy in Today's and Tomorrow's Worlds |
|
|
567 | (1) |
|
|
|
568 | (5) |
|
Study Groups and Grade-Level Meetings |
|
|
568 | (1) |
|
Professional Learning Communities |
|
|
569 | (1) |
|
Professional Development Webinars, Blogs, and Podcasts |
|
|
569 | (1) |
|
Other Sources of Professional Development |
|
|
569 | (1) |
|
Reflection and Setting Professional Goals |
|
|
570 | (3) |
|
|
|
573 | (1) |
|
|
|
573 | (1) |
|
|
|
574 | (1) |
|
|
|
574 | (1) |
| References |
|
575 | (33) |
| Subject Index |
|
608 | (10) |
| Name Index |
|
618 | |
