Rent 9780205464593 | Creating Literacy Instruction for All Students in Grades 4 to 8, MyLabSchool Edition

Summary Table of Contents Author Biography

Based on its highly successful parent text, this comprehensive, practical text provides its readers with step-by-step guidance for teaching children in grades 4 to 8 all major aspects of reading and writing. In response to today's needs to tailor instruction for the middle grades (4-8), this new text features sample lessons for virtually every major literacy skill/strategy and offers numerous reinforcement suggestions and generous listings of materials appropriate for the middle grades. The text presents the theories behind the methods, so read... MORE

Preface	p. xii
The Nature of Literacy and Today's Students	p. 2
Anticipation Guide	p. 3
Using What You Know	p. 3
The Nature of Reading	p. 4
Importance of Language	p. 4
Role of Cognitive Development	p. 5
Importance of Experience	p. 6
Importance of the Students' Culture	p. 6
The Reader's Role in the Reading Pro... MOREcess	p. 6
Approaches to Reading Instruction: Whole versus Part Learning	p. 7
Bottom-Uppers	p. 7
Top-Downers	p. 8
Interactionists	p. 8
Importance of Literacy Models	p. 9
Approach Taken by This Text	p. 9
Scientifically Based Literacy Instruction	p. 10
Standards Movement	p. 10
A Reading and Writing Program for Today's Students	p. 11
Highly Effective Teachers	p. 16
Caring and High Expectations	p. 16
Balanced Instruction	p. 16
Extensive Instruction	p. 17
Scaffolding	p. 17
Classroom Management	p. 17
High-Quality Materials	p. 17
Matching of Materials and Tasks to Student Competence	p. 18
Action Plan	p. 18
Summary	p. 18
Extending and Applying	p. 19
Developing a Professional Portfolio	p. 19
Developing a Resource File	p. 19
Evaluation	p. 20
Anticipation Guide	p. 21
Using What You Know	p. 21
The Nature of Evaluation	p. 22
The Starting Point	p. 22
The Standards Movement	p. 22
High-Stakes Testing	p. 23
Three Perspectives of Evaluation	p. 23
Authentic Assessment	p. 24
Product versus Process Measures	p. 25
Questions to Be Asked	p. 25
Placement Information	p. 26
Informal Reading Inventory	p. 26
Running Records	p. 36
Group Inventories	p. 38
Norm-Referenced versus Criterion-Referenced Tests	p. 39
Norm-Referenced Tests	p. 39
Criterion-Referenced Tests	p. 40
Judging Assessment Measures	p. 41
Reliability	p. 41
Validity	p. 41
Reporting Performance	p. 42
Norm-Referenced Reporting	p. 42
Criterion-Referenced Reporting	p. 43
Functional Level Assessment	p. 46
Other Methods of Assessment	p. 47
Retelling	p. 47
Think-Aloud Protocols	p. 49
Observation	p. 51
Anecdotal Records	p. 51
Ratings	p. 52
Questionnaires	p. 52
Interviews	p. 53
Self-Evaluation	p. 54
Logs and Journals	p. 55
Conferences	p. 56
Evaluating Writing	p. 56
Holistic Scoring	p. 56
Analytic Scoring	p. 57
Using a Combination of Techniques	p. 58
Portfolios	p. 58
Types of Portfolios	p. 58
Writing Samples	p. 59
Reading Samples	p. 59
Reviewing Portfolios	p. 59
Basal Reader Assessment	p. 62
Assessing English Language Learners	p. 63
Assessing Materials	p. 63
ATOS (Advantage-TASA Open Standard)	p. 64
Lexile Scale	p. 64
Degrees of Reading Power	p. 64
Other Readability Formulas	p. 64
Leveling Systems	p. 66
Action Plan	p. 71
Verifying Readability Levels	p. 72
Summary	p. 72
Extending and Applying	p. 73
Developing a Professional Portfolio	p. 73
Developing a Resource File	p. 73
Teaching Phonics, High-Frequency Words, and Syllabic Analysis	p. 74
Anticipation Guide	p. 75
Using What You Know	p. 75
Phonics Elements	p. 76
Consonants	p. 77
Vowels	p. 79
Onsets and Rimes	p. 80
Teaching Phonics to Older Students	p. 81
Major Word Patterns	p. 84
Teaching Vowel Generalizations	p. 84
Introducing Syllabic Analysis Early	p. 90
Using Word Analysis References	p. 90
Using an Integrated Approach	p. 90
Teaching Phonics to English Language Learners	p. 91
Strategy Instruction	p. 92
Building Independence	p. 93
High-Frequency Words	p. 93
Teaching High-Frequency Words	p. 96
Building Fluency	p. 98
Phrasing of Text	p. 98
Repeated Readings	p. 100
Repeated Reading versus Wide Reading	p. 103
Reading to Others	p. 103
Modelled Techniques for Building Fluency	p. 103
Syllabic Analysis	p. 104
Generalization Approach to Teaching Syllabic Analysis	p. 105
Pattern Approach to Teaching Syllabic Analysis	p. 106
Multisyllabic Patterns	p. 109
Combining the Generalization and Pattern Approaches	p. 109
Using the Pronounceable Word Part and Analogy Strategies	p. 113
Keeping Instruction Functional	p. 114
Help for Struggling Readers and Writers	p. 114
Essential Standards	p. 115
Assessment	p. 115
Action Plan	p. 115
Summary	p. 116
Extending and Applying	p. 116
Developing a Professional Portfolio	p. 117
Developing a Resource File	p. 117
Building Vocabulary	p. 118
Anticipation Guide	p. 119
Using What You Know	p. 119
The Need for Vocabulary Instruction	p. 120
Stages of Word Knowledge	p. 120
Seven Principles of Developing Vocabulary	p. 121
Building Experiential Background	p. 121
Relating Vocabulary to Background	p. 122
Building Relationships	p. 123
Developing Depth of Meaning	p. 123
Presenting Several Exposures	p. 124
Creating an Interest in Words	p. 125
Teaching Students How to Learn New Words	p. 125
Techniques for Teaching Words	p. 126
Graphic Organizers	p. 127
Dramatizing	p. 132
Exploring Word Histories	p. 133
Enjoying Words	p. 134
Discovering Sesquipedalian Words	p. 135
Word of the Day	p. 135
Labeling	p. 136
Feature Comparison	p. 137
Using Word-Building Reference Books	p. 137
Predicting Vocabulary Words	p. 137
Word Sorts	p. 139
Vocabulary Self-Collection Strategy (VSS)	p. 139
Wide Reading	p. 140
Reading to Students	p. 141
Speaking and Writing	p. 142
Using a Thesaurus	p. 142
Introducing New Words	p. 143
Adapting Basal Reader and Anthology Instruction	p. 143
Teaching Vocabulary to English Language Learners	p. 144
Using Cognates	p. 145
A Planned Program	p. 146
A Balanced Blend	p. 147
Remembering Vocabulary	p. 147
Key Word Approach	p. 147
Teaching Special Features of Words	p. 149
Homophones	p. 149
Homographs	p. 149
Figurative Language	p. 150
Multiple Meanings	p. 151
Connotations	p. 151
Learning How to Learn Words	p. 152
Morphemic Analysis	p. 152
Contextual Analysis	p. 159
Dictionary Usage	p. 164
Supplying Corrective Feedback	p. 170
Applying a Corrective Cues Hierarchy	p. 171
Using Prompts	p. 171
Using Think-Alouds	p. 172
Help for Struggling Readers and Writers	p. 172
Essential Standards	p. 173
Assessment	p. 173
Action Plan	p. 174
Summary	p. 174
Extending and Applying	p. 175
Developing a Professional Portfolio	p. 175
Developing a Resource File	p. 175
Comprehension: Theory and Strategies	p. 176
Anticipation Guide	p. 177
Using What You Know	p. 177
The Process of Comprehending	p. 178
Schema Theory	p. 178
Situation Models	p. 179
Remembering and Learning	p. 180
Role of Reasoning	p. 180
Role of Attention	p. 181
Role of Interest	p. 181
Comprehension Strategies	p. 181
Scaffolds for Comprehension	p. 183
Preparational Strategies	p. 183
Organizational Strategies	p. 185
Elaboration Strategies	p. 203
Monitoring	p. 213
Special Comprehension Strategies for Bilingual Readers	p. 219
Social-Constructivist Nature of Comprehension	p. 220
Reciprocal Teaching	p. 220
Questioning the Author	p. 223
Integration of Strategies	p. 226
Making Strategy Instruction Work	p. 227
Importance of Affective Factors	p. 227
Explicit versus Nonexplicit Instruction of Strategies	p. 228
Help for Struggling Readers and Writers	p. 228
Essential Standards	p. 229
Assessment	p. 229
Action Plan	p. 230
Summary	p. 230
Extending and Applying	p. 231
Developing a Professional Portfolio	p. 231
Developing a Resource File	p. 231
Comprehension: Text Structures and Teaching Procedures	p. 232
Anticipation Guide	p. 233
Using What You Know	p. 233
Nature of the Text	p. 234
Narrative Text and Story Schema	p. 234
Expository Text	p. 238
Using Narrative and Expository Text for Mutual Support	p. 242
The Role of Questions in Comprehension	p. 243
Planning Questions	p. 243
Placement of Questions	p. 243
Types of Questions	p. 243
Using Wait Time	p. 244
Classroom Atmosphere	p. 245
Techniques for Asking Questions	p. 245
Frameworks for Fostering Comprehension	p. 248
Guided Reading	p. 248
Directed Reading Activity	p. 249
Directed Reading-Thinking Activity	p. 256
The Cloze Procedure	p. 259
Classic Cloze	p. 259
Scoring Cloze	p. 259
Discussion for Comprehension	p. 260
Constructing Cloze Exercises	p. 260
Modified Cloze	p. 261
Critical Reading	p. 261
Uses of Language	p. 262
Understanding Factual Statements and Opinions	p. 263
Recognizing the Author's Purpose	p. 264
Drawing Logical Conclusions	p. 264
Judging Sources	p. 265
Help for Struggling Readers and Writers	p. 266
Essential Standards	p. 267
Action Plan	p. 267
Assessment	p. 268
Summary	p. 268
Extending and Applying	p. 268
Developing a Professional Portfolio	p. 269
Developing a Resource File	p. 269
Reading and Writing in the Content Areas and Study Skills	p. 270
Anticipation Guide	p. 271
Using What You Know	p. 271
Overall Goals of Literacy Instruction in the Content Areas	p. 272
Using Content-Area Textbooks	p. 272
Choosing Materials	p. 273
Trade Books in the Content Areas	p. 276
Talking CD-ROM Books	p. 277
Using Trade Books to Provide Better Coverage	p. 277
Adding a Multicultural Perspective	p. 278
Using Periodicals	p. 279
Group Inventory Placement	p. 280
Instructional Techniques	p. 280
Before Reading	p. 281
During Reading	p. 285
After Reading	p. 291
KWL Plus: A Technique for Before, During, and After Reading	p. 296
Writing to Learn	p. 298
Learning Logs	p. 299
Sheltered English for English Learners	p. 300
Reading to Remember	p. 302
Fostering Retention	p. 303
Principles for Improving Memory	p. 304
Memory Devices	p. 305
Metacognitive Awareness	p. 307
Distributed versus Massed Practice	p. 307
SQ3R: A Theory-Based Study Strategy	p. 307
Principles of SQ3R	p. 308
Teaching SQ3R	p. 309
Test-Taking Strategies	p. 310
Test-Taking Tips	p. 310
Preparation for High-Stakes Tests	p. 311
Study Habits	p. 312
Introducing Study Strategies and Habits	p. 313
Expressive Study Skills	p. 313
Taking Notes	p. 313
Outlining	p. 316
Using the Internet to Obtain Information	p. 316
Metacognitive Study Strategies	p. 319
Help for Struggling Readers and Writers	p. 320
Essential Standards	p. 321
Assessment	p. 321
Action Plan	p. 322
Summary	p. 322
Extending and Applying	p. 323
Developing a Professional Portfolio	p. 323
Developing a Resource File	p. 323
Reading Literature	p. 324
Anticipation Guide	p. 325
Using What You Know	p. 325
Experiencing Literature	p. 326
Reader Response Theory	p. 327
Using Literature Discussion Groups to Elicit Responses	p. 332
Developing Aesthetic Judgment	p. 338
Types of Literature	p. 338
Folklore	p. 338
Poetry	p. 339
Novels	p. 342
Drama	p. 346
Nonfiction	p. 349
Reading Aloud to Students	p. 351
Voluntary Reading	p. 352
Determining Interests and Attitudes	p. 353
The Classroom Library	p. 353
Setting Aside Time for Voluntary Reading	p. 355
Modeling the Process of Selecting and Discussing Books	p. 356
Activities for Motivating Voluntary Reading	p. 356
Help for Struggling Readers and Writers	p. 358
Essential Standards	p. 359
Assessment	p. 359
Action Plan	p. 360
Summary	p. 360
Extending and Applying	p. 360
Developing a Professional Portfolio	p. 361
Developing a Resource File	p. 361
Approaches to Teaching Reading	p. 362
Anticipation Guide	p. 363
Using What You Know	p. 363
Changing Approaches to Teaching Reading	p. 364
Basal Approach	p. 364
Advantages of Basals	p. 365
Disadvantages of Basals	p. 366
Adapting Basals	p. 367
Selecting a Basal	p. 368
Literature Anthologies	p. 368
Literature-Based Book Approach	p. 369
Core Literature	p. 369
Text Sets	p. 370
Literature Discussion Groups	p. 370
Thematic Units	p. 370
Self-Selection	p. 373
Advantages and Disadvantages of a Literature-Based Approach	p. 373
Adapting a Literature-Based Approach	p. 374
Individualized Reading-Reading Workshop	p. 374
Preparation Time	p. 374
Self-Selected Reading and Responding	p. 375
Conferences	p. 376
Using Dialogue Journals	p. 380
Student Sharing	p. 381
Organizing the Program	p. 381
Advantages and Disadvantages of Reading Workshop	p. 382
Adapting Reading Workshop	p. 382
Language-Experience Approach	p. 383
An Individual Approach	p. 385
The Language-Experience Approach and ELL Students	p. 386
Variant Dialects	p. 386
The Language-Experience Approach in the Content Areas	p. 387
Other Uses for the Language-Experience Approach	p. 387
Advantages and Disadvantages of the Language-Experience Approach	p. 387
Adapting the Language-Experience Approach	p. 387
Whole Language	p. 388
Guided Reading	p. 388
Advantages and Disadvantages of Guided Reading	p. 389
An Integrated Approach	p. 389
Action Plan	p. 390
Help for Struggling Readers and Writers	p. 390
Summary	p. 391
Extending and Applying	p. 391
Developing a Professional Portfolio	p. 391
Developing a Resource File	p. 391
Writing and Reading	p. 392
Anticipation Guide	p. 393
Using What You Know	p. 393
The Roots of Writing	p. 394
Guided Writing	p. 395
The Process Approach to Writing	p. 396
Prewriting	p. 396
Composing	p. 400
Revising	p. 402
Editing	p. 405
Publishing	p. 407
Conferences	p. 408
Writing Workshop	p. 411
Minilesson	p. 411
Guided Writing/Strategic Writing	p. 411
Writing Strategies	p. 413
Writing Time	p. 414
Management of the Writing Workshop	p. 415
Thinking and Reading Like a Writer	p. 417
Improving Expository Writing	p. 417
Guiding the Writing of Reports	p. 421
Assessing and Improving Writing: The Key Traits Approach	p. 423
Technology and Writing	p. 426
Desktop Publishing	p. 427
E-Mail	p. 427
Reading Helps Writing	p. 428
A Full Menu	p. 429
Help for Struggling Readers and Writers	p. 430
Essential Standards	p. 431
Assessment	p. 431
Action Plan	p. 432
Summary	p. 432
Extending and Applying	p. 433
Developing a Professional Portfolio	p. 433
Developing a Resource File	p. 433
Diversity in the Classroom	p. 434
Anticipation Guide	p. 435
Using What You Know	p. 435
Teaching All Students	p. 436
Students at Risk	p. 436
Economically Disadvantaged Students	p. 437
Linguistically and Culturally Diverse Students	p. 439
Bilingual Learners	p. 440
Using Technology	p. 446
Students with Learning Disabilities	p. 446
Impact of No Child Left Behind Act of 2001	p. 448
Title 1 and Remedial Programs	p. 448
Intervention Programs	p. 449
Help for Struggling Readers and Writers	p. 450
Action Plan	p. 452
Summary	p. 453
Extending and Applying	p. 453
Developing a Professional Portfolio	p. 453
Developing a Resource File	p. 453
Creating and Managing a Literacy Program	p. 454
Anticipation Guide	p. 455
Using What You Know	p. 455
Constructing a Literacy Program	p. 456
Setting Goals	p. 456
Choosing Materials	p. 457
Selecting Techniques and Strategies	p. 458
Building Motivation	p. 458
Building a Sense of Community	p. 460
Managing a Literacy Program	p. 461
Using Time Efficiently	p. 461
Providing for Individual Differences	p. 461
Continuous Monitoring of Progress	p. 465
Involving Parents	p. 465
Working with Other Professionals	p. 466
Literacy and Technology	p. 466
Using the Internet	p. 467
Other Uses of Computers	p. 470
Selecting Software	p. 471
Getting the Most Out of Computers	p. 472
Other Technologies	p. 473
Literacy in Today's and Tomorrow's World	p. 473
Professional Development	p. 474
Essential Standards	p. 477
Action Plan	p. 477
Summary	p. 478
Extending and Applying	p. 478
Developing a Professional Portfolio	p. 479
Developing a Resource File	p. 479
Graded Listing of 800+ Children's Books	p. 480
Informal Assessment of Key Skills and Strategies	p. 490
Word Pattern Survey	p. 490
Syllable Survey	p. 491
References	p. 492
Professional	p. 492
Children's Books and Periodicals	p. 510
Index	p. 512
Photo Credits	p. 526
Table of Contents provided by Ingram. All Rights Reserved.

Dr. Thomas Gunning currently teaches a variety of reading methods courses at Central Connecticut State University

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