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Tables of Contents for Teaching Reading and Writing in Elementary Classrooms
Chapter/Section Title
Page #
Page Count
Preface
xi
SECTION I How Students Develop Literacy
1
70
Developing Readers and Writers
2
22
Chapter Goals for the Reader
3
1
Chapter Overview
3
1
How Do Children Learn to Read and Write?
4
8
What Goals Should You Have for Literacy Instruction?
12
2
How Can You Help Students Develop as Readers and Writers?
14
3
How Can You Meet the Needs of Special Learners?
17
1
How Do Classroom Realities Influence Instruction?
18
2
How Can You Develop Professionally?
20
1
How Does This Book Support Your Professional Development?
21
1
Summary
22
1
In the Field
22
1
Portfolio Suggestion
23
1
For Further Reading
23
1
The Role of Whole Language in a Balanced Reading Program
24
47
Chapter Goals for the Reader
25
1
Chapter Overview
25
1
What Is Whole Language?
26
6
How Can You Implement Whole Language in a Balanced Reading Program?
32
35
Summary
67
1
In the Field
68
1
Portfolio Suggestion
68
1
For Further Reading
69
2
SECTION II Teaching Strategies: Planning and Implementing Instruction
71
194
Knowledge of Print: Its Development and Instructional Support
72
35
Chapter Goals for the Reader
73
1
Chapter Overview
73
1
How Do Children Develop Knowledge of Print?
74
9
How Can You Plan Appropriate Instruction?
83
7
How Do You Develop Effective Teaching Strategies?
90
10
What Strategies Are Effective with Students Experiencing Difficulty?
100
4
Summary
104
1
In the Field
105
1
Portfolio Suggestion
105
1
For Further Reading
105
2
Prior Knowledge, Vocabulary, and Purpose Setting
107
42
Chapter Goals for the Reader
108
1
Chapter Overview
108
2
What Areas Do You Need to Target for Prereading Instruction?
110
5
What Are Some Instructional Strategies You Can Use for Prereading?
115
26
What Will Help You Plan Prereading Instruction?
141
5
Summary
146
1
In the Field
147
1
Portfolio Suggestion
147
1
For Further Reading
147
2
Strategic Reading: Guiding, Facilitating, and Empowering Students' Comprehension
149
46
Chapter Goals for the Reader
150
1
Chapter Overview
150
1
What Do Theory and Research Say about Students' Text Comprehension?
151
6
What Can You Do to Help Students Comprehend Text?
157
3
How Can You Provide Effective Strategic Reading Instruction?
160
23
What Do You Do When Students Are Not Comprehending?
183
7
What Model Is Useful for Teaching Strategic Reading?
190
1
How Do You Address Students' Special Needs?
191
2
Summary
193
1
In the Field
193
1
Portfolio Suggestion
194
1
For Further Reading
194
1
Making the Reading and Writing Connection: Consolidating and Extending Students' Comprehension
195
28
Chapter Goals for the Reader
196
1
Chapter Overview
196
1
Why Should You Connect the Reading and Writing Processes?
197
2
What Writing Strategies Help Students Consolidate Their Thinking about Text?
199
11
What Writing Strategies and Activities Expand Students' Reading Development?
210
11
Summary
221
1
In the Field
222
1
Portfolio Suggestion
222
1
For Further Reading
222
1
Guiding the Writing Process
223
42
Chapter Goals for the Reader
224
1
Chapter Overview
224
1
What Research and Theory Should Be Linked to Instruction?
225
8
How Can You Teach Writing Effectively?
233
11
How Do You Organize Writing Workshop?
244
11
How Do You Assess Writing?
255
2
How Can Spelling Be Integrated into the Writing Process?
257
6
Summary
263
1
In the Field
264
1
Portfolio Suggestion
264
1
For Further Reading
264
1
SECTION III Background Knowledge: Organizing for Literacy Instruction
265
170
Knowing and Using Children's and Adolescents' Literature
266
49
Chapter Goals for the Reader
267
1
Chapter Overview
267
1
What Is Literature and Why Do We Use It?
268
4
What Kinds of Literature Do We Need to Use for Instruction?
272
22
How Do You Choose Literature?
294
14
How Can Literature Be Used for Instruction?
308
4
Summary
312
1
In the Field
313
1
Portfolio Suggestion
314
1
For Further Reading
314
1
Published Programs for Teaching Reading and Writing
315
38
Chapter Goals for the Reader
316
1
Chapter Overview
316
1
What Is the Common Elementary Reading and Writing Published Program?
317
25
Are There Published Programs for Beginning Readers and Writers?
342
1
Is There Computer Technology to Develop Literacy?
343
7
Summary
350
1
In the Field
351
1
Portfolio Suggestion
352
1
For Further Reading
352
1
Linking Instruction with Assessment
353
47
Chapter Goals for the Reader
354
1
Chapter Overview
354
1
How Should We Think about Literacy Assessment?
355
3
How Can You Assess the Literacy Development of Your Students?
358
26
How Can You and Your Students Develop Portfolios?
384
9
How Can You Use Knowledge from Assessment to Develop Appropriate Instruction?
393
4
Summary
397
1
In the Field
398
1
Portfolio Suggestion
398
1
For Further Reading
399
1
Organizing Students for Literacy Instruction
400
35
Chapter Goals for the Reader
401
1
Chapter Overview
401
1
What Are Your Beliefs about and Goals for Literacy Instruction?
402
5
How Can You Organize Students for Literacy Instruction?
407
11
How Can You Combine Models of Organizational Arrangements?
418
2
How Can You Organize Daily and Weekly Activities?
420
7
How Can You Make Changes in Organization during the Year?
427
5
Summary
432
1
In the Field
433
1
Portfolio Suggestion
433
1
For Further Reading
433
2
SECTION IV Classroom Perspectives: The Developmental Nature of the Literacy Program
435
148
Supporting Emergent Literacy
436
39
Pam Pifer
Chapter Goals for the Reader
437
1
Chapter Overview
437
1
What Goals Should You Have for an Early Literacy Program?
438
5
How Should You Prepare for the School Year?
443
6
How Can You Plan, Implement, and Evaluate Literacy Instruction?
449
7
What Instructional Strategies Are Effective?
456
9
How Can You Meet the Needs of Reluctant Readers and Writers?
465
7
Summary
472
1
In the Field
473
1
Portfolio Suggestion
473
1
For Further Reading
474
1
Developing Literacy in the Primary Grades
475
39
Chapter Goals for the Reader
476
1
Chapter Overview
476
1
What Are Your Goals for Primary-Grade Literacy Instruction?
477
4
What Decisions Will You Make before the School Year Begins?
481
6
What Decisions Will You Make throughout the School Year?
487
12
What Teaching Strategies Are Effective?
499
7
How Can You Meet the Needs of Readers Who Encounter Difficulty?
506
5
Summary
511
1
In the Field
512
1
Portfolio Suggestion
512
1
For Further Reading
513
1
Developing Literacy in the Intermediate Grades
514
33
Chapter Goals for the Reader
515
1
Chapter Overview
515
1
What Factors Do You Need to Consider before You Teach?
516
1
What Are the Major Literacy Goals for the Intermediate Grades?
516
8
How Do You Organize, Plan, Implement, and Assess and Evaluate Literacy Instruction?
524
14
How Can You Provide Effective Intermediate-Grade Literacy Instruction?
538
1
How Can You Meet the Needs of Less Skilled Learners?
538
7
Summary
545
1
In the Field
545
1
Portfolio Suggestion
546
1
For Further Reading
546
1
Developing Literacy across the Curriculum in Middle and Junior High Schools
547
36
Claudia Katz
Sue Ann Johnson Kuby
Chapter Goals for the Reader
548
1
How Do You Start the Process?
549
1
How Do You Plan the Project?
550
4
How Do You Work with Special-Needs Students?
554
5
How Do You Set the Scene for Inquiry?
559
4
How Do Students Locate Resources and Determine a Focus?
563
2
How Do You Acquire and Manage Information?
565
8
How Do Students Work toward a Final Draft?
573
3
How Do You Evaluate?
576
2
How Can You Extend Inquiry?
578
1
Summary
579
1
In the Field
580
1
Portfolio Suggestion
580
1
For Further Reading
581
2
SECTION V Communication and Professional Growth
583
Communication with Others and Professional Development
584
Chapter Goals for the Reader
585
1
Chapter Overview
585
1
What Does It Mean to Develop Professionally?
586
1
How Do You Inquire about Your Teaching and Your Students' Learning?
587
6
How Do You Grow Professionally through Good Relations with Parents?
593
12
How Can You Foster Your Own Professional Development?
605
10
Summary
615
1
In the Field
616
1
Portfolio Suggestion
616
1
For Further Reading
616
Appendix
A-1
References
R-1
Index
I-1