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Tables of Contents for Teaching Children to Read and Write
Chapter/Section Title
Page #
Page Count
Preface
xxvii
6
Acknowledgments
xxxiii
2
About the Author
xxxv
Chapter One Becoming an Influential Literacy Teacher
1
26
Characteristics of Influential Teachers
4
1
Believing in Influential Teaching
4
3
Understanding Children's Literacy Development
7
1
Understanding Links between Literacy Theory, Research, and Practice
7
1
The NAEP Reading Report Card
8
1
Responses to the NAEP Findings
8
1
Using Effective Instructional Strategies
8
2
An Overview of Effective Instructional Approaches
10
1
The Basal Reader Approach
10
1
The Literature-Based Approach
11
1
The Whole Language Approach
12
1
An Historical Perspective on Literacy Instruction in the United States
13
1
Reading and Writing from Colonial Times to the Modern Era, 1607-1910
14
4
Reading and Writing in the Twentieth Century
18
1
Literacy Trends and Implications
19
3
Optimal Conditions for Literacy Learning
22
2
The Challenge of Becoming an Influential Teacher
24
1
CHAPTER SUMMARY
25
1
BRIDGES TO THE CLASSROOM
26
1
Chapter Two Understanding Meaning Making and the Reading and Writing Process
27
29
Expert Reader Competencies
28
1
Word Analysis
29
1
Meaning Clues
29
1
Story Schemata
29
1
Motivation
29
1
Hypothesizing
30
1
Comprehension Strategies
30
1
Children's Oral Language Development
31
1
Mastering Phonology
31
1
Mastering Grammar
31
1
Mastering Syntax
32
1
Developing Vocabulary
32
1
Children's Emergent Literacy and Literacy Development in the Elementary School Years
33
1
Emergent Writing
34
1
Invented Spelling and Patterns of Spelling Development
34
2
Writing Development
36
2
Writing in the Primary Grades
37
1
Writing in the Intermediate Grades
38
1
Reading Acquisition in the Primary Grades
38
2
Phonics and Other Word Analysis Skills in Grades K-3
39
1
Comprehension in Grades K-3
39
1
Story Reading in Grades K-3
40
1
Reading Development in the Intermediate Grades
40
1
Word Analysis in Grades 4-6
40
1
Story Comprehension in Grades 4-6
40
1
Content Area Reading in Grades 4-6
41
1
Influences on Oral and Written Language Development
41
1
Motivation for Literacy Learning
41
1
Learning Functions of Language
42
2
Influence of Home, Community, and Classroom
44
1
The Sociocognitive Theory of Language Development
44
1
Piaget's Theory of Cognitive Development
45
1
Vygotsky's Zone of Proximal Development
46
1
Schema Theory
47
1
Background Knowledge as the Basis for Comprehension
48
1
Comprehension as a Constructive Process
48
1
The Comprehension Process--A Synthesis
48
1
Selectively Activating Background Knowledge
48
1
Activating and Applying Monitoring Strategies
49
1
Using Constructed Meaning for Expected Outcomes
50
1
Helping Students Develop Expert Reader Competencies
50
4
CHAPTER SUMMARY
54
1
BRIDGES TO THE CLASSROOM
55
1
Chapter Three Understanding Early Reading and Writing Development
56
39
Types of Meaning in Meaning Negotiation
58
2
Ambiguity and Risk in Meaning Negotiation
60
1
Children's Early Reading Development
61
1
Developing Literacy Awareness
62
2
Teaching Conventions of Reading
64
2
Directional Concepts
65
1
Geometric Shape Language
65
1
Class Participation Rules
65
1
Language of Instruction
66
1
Teaching Picture and Print Awareness
66
5
Concepts about Pictures and Print
66
1
Picture Books and Picture Storybooks
67
1
Big Books and Oral Story Reading
68
1
Language Experience Charts
69
1
Letter Recognition
70
1
Teaching Phonemic Awareness
71
3
Alphabet and Rhyming Books
72
1
Phonemic Segmentation
72
2
Teaching Observation and Writing Awareness
74
3
Expression through Art
74
1
Descriptive Language from Observation
74
1
Descriptive Language from Sensory Experience
74
1
Language Experience Stories
75
1
Collecting and Recording Words and Images
75
2
Teaching Concepts of Story and Narrative
77
5
Shared Book Experiences
78
1
Predictable Books
78
2
The Directed Listening-Thinking Activity (DL-TA)
80
2
Teaching Positive Reading and Literacy Attitudes
82
1
Early Literacy Classrooms
83
1
Organization of K-1 Classrooms
83
4
Home Tables
84
1
Circle Area
84
1
Reading Center
84
1
Writing Center
84
2
Art, Activity, and Play Centers
86
1
Organization of the Kindergarten Day
87
3
Managing the Classroom
87
1
Establishing Rules and Routines
88
2
Showing Children How to "Do" School
90
1
Observations and Recording of Children's Progress
90
3
CHAPTER SUMMARY
93
1
BRIDGES TO THE CLASSROOM
94
1
Chapter Four Using Instructional Strategies to Develop Reading Comprehension
95
46
Children's Comprehension Development
97
1
Comprehension Instruction in the Classroom
98
1
The Teacher's Role in Comprehension Instruction
98
2
Encouraging Active Thinking
98
2
Facilitating Active Involvement
100
1
Four Levels of Thinking
100
1
Using the Four Levels of Thinking in the Classroom
101
1
Seven Comprehension Skills
102
2
Identifying Details
103
1
Establishing Sequence of Events
103
1
Associating Cause and Effect
103
1
Determining Main Idea
103
1
Predicting Outcomes
104
1
Valuing
104
1
Problem Solving
104
1
Eight Questioning and Discussion Strategies
104
4
Focusing
104
1
Extending
104
1
Clarifying
104
1
Raising
104
1
Receiving
104
1
Controlling
104
1
Ignoring
104
1
Wait Time
104
4
Group Reading Approaches for Comprehension
108
1
The Directed Reading-Thinking Activity (DR-TA)
108
6
First Phase of the DR-TA
108
4
An Example of Cognitive Commerce
112
1
Second Phase of the DR-TA
113
1
Tips for Using the DR-TA
113
1
The Directed Reading Activity (DRA)
114
6
Five Steps of the DRA
114
1
A DRA Lesson Plan
115
1
Comparing DR-TA and DRA
115
5
Strategies That Target Specific Comprehension Processes
120
1
PReP (PreReading Plan)
120
3
PReP Instructional Phase
122
1
PReP Response Analysis Phase
123
1
QAR (Question-Answer Relationship) Strategy
123
6
Day One: Introducing QAR
124
2
Day Two: Review and Practice
126
2
Day Three: Extension to Longer Passages
128
1
Day Four: Application to Classroom Reading
128
1
ReQuest (Reciprocal Questioning)
129
2
Reciprocal Teaching
131
3
GMA (Group Mapping Activity)
134
5
CHAPTER SUMMARY
139
1
BRIDGES TO THE CLASSROOM
139
2
Chapter Five Building Vocabulary and Comprehension Connections
141
29
Vocabulary Acquisition
142
1
Goals and Objectives of Vocabulary Instruction
143
2
Active Learning in Vocabulary Learning Contexts
145
1
Word Reasoning
145
2
Motivation for Word Learning
147
1
Criteria for Word Selection
148
1
Before-Reading Vocabulary Instruction: Teaching Vocabulary in Context (TVC)
149
2
During-Reading Vocabulary Instruction: The Context-Structure-Sound Reference (CSSR) System
151
1
After-Reading Vocabulary Instruction: The Vocabulary Self-Collection Strategy (VSS)
152
3
Instruction to Support Word Learning and Build Meaning Connections
155
1
Interactive Cloze
155
2
Synonyms and Antonyms
157
1
Similes and Metaphors
158
1
Concept Webs
158
1
Semantic Maps
159
5
A First-Grade Semantic Map for "Kate and the Zoo"
160
1
A Fourth- and Fifth-Grade Map for Sharks
161
3
Semantic Feature Analysis (SFA)
164
1
Vocabulary Logs or Journals
164
2
Word Sleuthing Strategies
166
2
CHAPTER SUMMARY
168
1
BRIDGES TO THE CLASSROOM
169
1
Chapter Six Building Word Analysis Strategies and Skills
170
37
Phonics and Word Analysis: A History of Controversy
172
1
The Debate about Why Johnny Can't Read
173
1
Research on Beginning Reading
174
1
Whole Language and Phonics Today
175
1
Developmental Stages in Word Recognition
176
1
The General Learning Order of Word Analysis Skills
177
2
Individual Variability in Reading Development
179
1
Goals and Objectives for Teaching Word Analysis Skills
179
2
Instructional Strategies for Teaching Word Analysis Skills
181
1
Teaching Letter-Sound Relationships
181
3
Developing Consonants in Pictures and Print Context
184
4
Introducing and Developing Vowels
188
1
Teaching Letter Pattern Recognition through Rhyme
189
2
Teaching Syllable Identification through Pattern Clues
191
3
Using Consonant Clusters to Identify Pronounceable Units
194
1
Teaching Compound Words
194
2
Teaching Prefixes, Suffixes, and Roots
196
1
Using Context Clues in Word Identification
197
3
Developing Rapid Recognition of Frequently Used Words
200
5
CHAPTER SUMMARY
205
1
BRIDGES TO THE CLASSROOM
206
1
Chapter Seven Using Literature and Reader Response to Enhance Motivation and Comprehension
207
36
Goals of a Literature Program
209
1
Three Steps in the Reader Motivation and Response Process
210
1
Reader Identification
211
1
Catharsis
211
1
Insight
211
1
Influence of Instructional Stances on Reader Response
212
1
The Efferent Stance
212
1
The Aesthetic Stance
212
2
Sources of Reader Motivation
214
1
Internal Reader Motivations
214
1
External Reader Motivations
215
1
Selecting Literature
216
1
Children's Reading Interests in the Primary Grades
217
1
Children's Reading Interests in the Intermediate Grades
217
1
Working with Librarians
218
1
Helping Children Choose Books Independently
219
1
Types of Children's Literature
219
1
Fiction
219
2
Plot
219
1
Characterization
220
1
Setting
221
1
Point of View
221
1
Theme
221
1
Nonfiction
221
1
Poetry, Rhymes, and Jingles
222
1
Developing the Classroom Reading Center
223
2
Instructional Strategies for Teaching Literature
225
1
Reading Aloud: Sharing Stories and Poems
226
1
Storytelling
227
2
Literature Response Journals
229
2
Reading Response Groups
231
2
Book Sharing Strategies
233
1
Sustained Silent Reading (SSR)
234
2
Readers Theatre
236
1
Investigative Questioning Procedure (InQuest)
237
1
Evaluating Children's Progress in Responding to Literature
238
3
CHAPTER SUMMARY
241
1
BRIDGES TO THE CLASSROOM
242
1
Chapter Eight Developing Children's Reading and Writing in Content Areas
243
39
Relationships among Reading, Writing, and Learning
245
1
Content Area Literacy in Perspective
246
1
Reading in the Content Areas
247
1
Writing in the Content Areas
248
1
Guiding Children's Reading in Content Area Instruction
249
1
Content DR-TA
249
1
Group Mapping Activity (Content GMA Study Maps)
250
1
Content Vocabulary Self-Collection Strategy (VSS)
251
1
Other Vocabulary Development Strategies
252
1
K-W-L Plus
252
2
Directed Inquiry Activity (DIA)
254
3
Guiding Children's Writing in Content Area Instruction
257
1
Writing Workshop
257
8
Writing Workshop Time
257
1
Writing Workshop Environment and Organization
258
1
Writing Workshop Instruction
259
1
Writing Time
260
1
Writing Conferences
260
3
Sharing Time
263
1
Record Keeping and Evaluation
263
2
Six Steps of the Writing Process
265
1
Guided Writing
266
2
Content Area Journals
268
1
Double Entry Journals
268
1
Learning Logs
269
1
Beginning Researchers and Embedded Study Skills
269
3
Phase One: Taking Notes and Developing Research Ideas from Listening
269
1
Phase Two: Reading and Taking Notes
270
1
Phase Three: Initiating and Carrying Out Research
270
2
Developing Children's Handwriting
272
1
Integrating Reading and Writing across the Curriculum
272
1
Project-Based Reading and Writing--The Authoring Cycle
273
2
Content Area Theme Cycles
275
1
Thematic Units--Integrating Literature
276
4
CHAPTER SUMMARY
280
1
BRIDGES TO THE CLASSROOM
280
2
Chapter Nine Understanding Language and Cultural Diversity and Special Needs
282
48
Understanding the Impact of Diversity
284
1
Your Beliefs and Values about Diversity
284
2
Principles and Guidelines for Teaching Diverse Learners
286
1
Multicultural Education
287
3
Children's Language Acquisition Strategies
290
1
Literacy Background and Linguistic Interdependence
290
1
Development of Metalinguistic Awareness
291
1
Children's Language and Culture
292
1
Standard English Dialects
292
1
Nonstandard English Vernaculars
292
3
Bilingual Learners
295
1
Programs for Students with Limited English Proficiency
296
2
English as a Second Language (ESL) Programs
298
1
Bilingual Education
298
1
Transitional Programs
298
1
Maintenance Programs
298
1
Two-Way Bilingual Programs
298
1
Bilingual Teachers
299
1
Specially Designed Academic Instruction in English (SDAIE)
299
2
Classroom Strategies for Teaching Bilingual Learners
301
1
Determining Instructional Needs
302
1
Developing Background and Conceptual Knowledge
303
2
Vocabulary Self-Collection Strategy (VSS)
304
1
Vocabulary Logs and Journals
304
1
Developing and Monitoring Meaning Construction
305
1
DL-TA and DR-TA
305
1
Question-Answer Relationships (QAR)
305
1
ReQuest and Reciprocal Teaching
305
1
Group Mapping Activity (GMA)
305
1
Motivating Individual and Group Response to Literature
306
2
Read-Aloud Strategy
307
1
Literature Response Journals
307
1
Investigative Questioning Procedure (InQuest)
308
1
Using Multicultural Literature and Multicultural Thematic Units
308
6
Understanding Students with Special Needs
314
1
Children with Disabilities
314
1
Special Education and Inclusion
314
1
Your Beliefs and Values about Student's Abilities and Disabilities
315
1
Your Role in Planning and Adapting Instruction for Students with Special Needs
316
1
Principles and Guidelines for Teaching Students with Special Needs
317
1
Ideas for Adapting Instruction
318
5
Students with Learning Disabilities
320
1
Students with Emotional Disturbances
320
1
Students Learning and Dyslexia
321
1
Students Who Are Gifted
322
1
Literacy Intervention Programs and Services
323
1
Early Intervention in Reading (EIR)
323
1
Reading Recovery
324
1
Remedial Reading
324
1
Tutoring
325
3
CHAPTER SUMMARY
328
1
BRIDGES TO THE CLASSROOM
329
1
Chapter Ten Evaluating Children's Progress in Literacy Development
330
39
Principles of Assessment
332
2
Classroom Observations
334
1
Sources of Information for Assessment
334
2
Quick Notes for Recording Observations
336
1
Using an Interest Inventory
336
2
Using the Developmental Inventory (DI)
338
4
Approach to Understanding Text
338
1
Knowledge of How Text Works
338
3
Patterns of Meaning Construction and Meaning Negotiation
341
1
Strategies for Overcoming Comprehension Difficulties
342
1
Using Informal Reading Inventories
342
1
Oral Reading Miscue Analysis
343
4
Questions for Identifying Miscues
343
3
System for Recording Miscues
346
1
Using a Running Record
347
2
Estimating Approximate Reading Levels
349
2
Portfolio Assessment
351
2
Establishing Instruction Purposes
353
1
Determining What Should Be Included in Students' Portfolios
354
1
Involving Students in Portfolio Development and Evaluation
355
1
Criteria for Evaluating Student Portfolios
355
4
Formal Assessment
359
1
Formal Testing Instruments
360
1
Concepts of Validity, Reliability, and Standard Error of Measurement
360
1
Interpreting Test Results
361
2
Communicating Student Progress to Parents
363
4
CHAPTER SUMMARY
367
1
BRIDGES TO THE CLASSROOM
368
1
Chapter Eleven Examining Instructional Approaches to Literacy Learning
369
43
The Basal Reader Approach
371
1
Underlying Beliefs and Assumptions about Literacy Learning in the Basal Reader Approach
372
1
Instructional Components of the Basal Reader Approach
372
1
The Teacher's Guide
372
1
Lesson Plans and Annotated Student Text
373
1
The Student Workbook
373
1
Grade-Level and Reading-Level Organization
373
1
Organization and Management of the Basal Reading Classroom
373
7
Reading Group Instructional Area
373
5
Scheduling Reading Groups
378
1
Routines and Rules for Basal Reading Groups
379
1
Effects of Ability Grouping
379
1
Strengths and Limitations of the Basal Reader Approach
380
1
Adapting Basal Reading Programs to Meet Children's Needs
380
1
The Literature-Based Approach
381
1
Underlying Beliefs and Assumptions about Literacy Learning in the Literature-Based Approach
381
1
Identifying Core Readings
382
1
Implementing the Literature-Based Approach
382
1
Organization and Management of the Literature-Based Classroom
383
5
The Reading Center
383
1
Flexible Floor Space
383
1
Routines and Rules for Literature-Based Instruction
383
5
Strengths and Limitations of the Literature-Based Approach
388
1
Adapting the Literature-Based Approach to Meet Program Needs
388
1
The Whole Language Approach
389
1
Underlying Beliefs and Assumptions about Literacy Learning in the Whole Language Approach
390
1
Implementing the Whole Language Approach
391
1
Organization and Management of the Whole Language Classroom
391
3
Large Blocks of Writing Time
391
1
Reflections, Feedback, and Goal Setting
392
1
Creating the Environment for Learning
393
1
Fostering Independence
394
1
Strengths and Limitations of the Whole Language Approach
394
1
Adapting the Whole Language Approach
395
1
Evaluation of Instructional and Supplementary Programs
396
3
Technology-Based Instruction
399
1
Underlying Beliefs and Assumptions about Computer-Based Literacy Learning
399
3
Instructional Uses of Technology in Children's Literacy Development
402
2
Integrating Technology in Your Classroom
404
2
Evaluating Software Programs
406
4
CHAPTER SUMMARY
410
1
BRIDGES TO THE CLASSROOM
411
1
Chapter Twelve Continuing Your Professional Growth as an Influential Teacher
412
25
Process of Professional Development
415
1
A Model of Change
415
1
Five Factors in the Acceptance of Change
416
1
Links between Change and Teacher Characteristics and Beliefs
416
3
Research on Novice and Expert Teachers
419
2
Developing a Personal Teaching Style
421
2
Metaphors for Teaching
421
1
Becoming a Responsive Teacher
421
2
Your Personal and Professional Support Network
423
1
Influential Teachers in Your Past
424
1
Your Background Knowledge and Skills
424
1
Influential Peer and Mentor Teachers
424
1
School Administrators and Staff
425
1
Your Students' Parents
426
1
Your School's Community
427
2
Professional Connections for Reading and Writing Teachers
429
1
Staff Development in Your School District
430
1
Professional Organizations for Teachers
430
2
Internet Resources for Teachers
432
1
Continuing Education for Teachers
432
1
The Role of Professional Reflection
433
2
CHAPTER SUMMARY
435
1
BRIDGES TO THE CLASSROOM
436
1
Appendix A: Newbery Medal Books
437
7
Appendix B: Caldecott Medal Books
444
6
General References
450
28
Children's Literature References
478
8
Name Index
486
8
Subject Index
494