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Helping Children Learn to Read : Creating a Classroom Literacy Environment

ISBN: 9780205270194 | 0205270190
Edition: 4th
Format: Paperback
Publisher: Pearson
Pub. Date: 7/20/2000

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SummaryTable of Contents
This K-8 methods text shows how to implement a balanced classroom literacy program. Helping Children Learn to Read presents, in a clear, readable style, the current theories and techniques for creating a literacy program in elementary grades. There is strong coverage of the role of commercial and basal materials, the whole language perspective, and the integrated language arts curriculum. The book has a teaching-strategies orientation to decoding, vocabulary, comprehension, studying, and writing. There is also extensive discussion of emergent l... MORE
Prefaceix
Setting the Stage for Literacy Instruction
1(22)
Literacy and Reading
2(3)
... MORE
Defining Literacy
3(1)
Defining Reading
4(1)
Language Principles
5(14)
Principle 1: The Function of Language Is to Communicate
6(1)
Principle 2: Reading Is a Constructive and Meaning-Making Process
7(1)
Principle 3: The Vast Amount of Language Children Bring to School Should Be Recognized and Used in Helping Them Learn to Read and Write
8(2)
Principle 4: The Whole of Language Is Not the Sum of Its Parts
10(2)
Principle 5: The Interaction of Thought and Language Is Essential for Both Cognitive Development and Language Development
12(1)
Principle 6: The Language of Classroom Instruction Differs from Other Language Found Outside of School
13(2)
Principle 7: Reading Is One of the Communication Tools
15(3)
Principle 8: Assessment Guides and Directs Literacy Instruction
18(1)
Summary
19(4)
Creating a Community of Literacy Learners
23(28)
Creating a Print-Rich Classroom Environment
24(2)
Trade Books
26(11)
Multicultural Literature for Children
27(1)
Sources of Trade Books
28(1)
Organizing and Arranging Trade Books
29(2)
Using Trade Books
31(6)
Reference and Information Materials
37(1)
Magazines
38(2)
Print Production Area
40(1)
Computer Area
41(2)
Software
41(1)
Word Processing
42(1)
Internet
42(1)
Day-to-Day Print Area
43(4)
Newspapers
43(3)
Other Day-to-Day Materials
46(1)
Summary
47(4)
Early Literacy
51(35)
Young Children and Reading---An Historical View
52(2)
Young Children and Reading---A Current View
54(2)
Assessing Early Literacy
56(1)
Print Awareness
57(4)
Assessing Print Awareness
58(1)
Activities for Developing Print Awareness
59(2)
Concepts of Print
61(3)
Assessing Concepts of Print
61(2)
Activities for Developing Concepts of Print
63(1)
Story Sense
64(3)
Assessing Story Sense
65(1)
Activities for Developing Story Sense
66(1)
Oral Language
67(9)
Assessing Oral Language
68(2)
Activities for Developing Oral Language
70(6)
Emerging Writing
76(5)
Assessing Emerging Writing
78(1)
Activites for Developing Emerging Writing
79(2)
Summary
81(5)
Instruction Using Commercial Materials
86(17)
Basal Reader Approach
87(1)
Adjusting Basal Reader Instruction
88(1)
The Basal Reader in the Classroom Print Environment
89(10)
Know the Basal Reader You Are Going to Be Using
90(1)
Organize Your Classroom as a Print-Rich Environment
90(1)
Take Control of the Teacher's Manual
90(6)
Teach Only High-Utility Decoding Skills
96(1)
Integrate Reading Instruction with Oral Language and Writing
96(1)
Use Workbook-Type Materials for Meaningful Reinforcement
97(1)
Use Flexible Grouping
98(1)
Summary
99(4)
Balanced Literacy Instruction
103(39)
Defining Balanced Literacy Instruction
105(1)
Rationale for an Integrated Language Arts Curriculum
105(1)
Starting a Journey of Change
106(2)
Consider Yourself in Good Company
106(1)
Be Prepared for the Tension That Comes with Change
106(1)
Learn to Find Your Own Literate Voice
107(1)
Look for Allies
107(1)
Write, Write, Write about Change
107(1)
Find a Focus
108(1)
Get Out of the Building and Out of Town Whenever Possible
108(1)
Implementing an Integrated Language Arts Curriculum
108(2)
Strategies for Transitional Readers
110(5)
Language Experience Approach
110(4)
Shared Book Reading
114(1)
Frameworks for Organizing Balanced Literacy
115(9)
Reading/Writing Workshop
115(4)
Book Club
119(2)
Thematic Units
121(3)
Informal Assessment
124(11)
Informal Reading Inventories
124(8)
Observation
132(2)
Running Records
134(1)
Creating Balance
135(1)
Summary
136(6)
Decoding
142(32)
The Decoding Process
143(1)
Decoding Strategies
144(3)
Decoding Skills as a Foundation for Decoding Strategies
147(1)
Initial Decoding Skills
147(3)
Function Words
148(1)
Phonemic Awareness
148(2)
Permanent Decoding Skills
150(18)
Teaching the Use of Context Clues
152(3)
Phonics and Structural Analysis: An Overview
155(4)
Should Phonic Generalizations Be Taught?
159(2)
What Phonic Generalizations Should Be Taught?
161(1)
Is There a Sequence to Phonics Instruction?
161(1)
What Is the Role of Letter-Name Knowledge in Phonics Instruction?
162(1)
Teaching Phonic Generalizations
162(4)
Phonics Beyond Beginning Reading Instruction
166(1)
Teaching Structural Analysis Generalizations
167(1)
Assessing Decoding Strategies and Skills
168(1)
Summary
169(5)
Vocabulary
174(39)
Guidelines for Developing Word Meaning
176(3)
Getting Ready to Teach Vocabulary
179(2)
Strategies Emphasizing Context
181(6)
Contextual Redefinition
181(3)
Vocabulary Self-Collection Strategy
184(1)
Possible Sentences
185(2)
Categorization Strategies
187(8)
Word Fluency
187(2)
List-Group-Label
189(4)
Feature Analysis
193(2)
Strategies for Visually Representing Information
195(6)
Graphic Organizer
195(3)
Word Map
198(3)
Extension Activities
201(7)
Reinforcing Definitions
202(1)
Reinforcing Meanings
203(5)
Summary
208(5)
Comprehension
213(35)
Making Comprehension Strategies Work Across the Curriculum
215(1)
Using Questioning to Develop Comprehension
216(4)
Levels of Comprehension
217(1)
Some Considerations about Questions
218(2)
Promoting Active Comprehension
220(6)
Modeling of Questioning by Teachers
221(1)
Reciprocal Questioning
222(2)
Questioning by Children
224(2)
Guiding Comprehension Before, During, and After Reading
226(9)
Anticipation Guides
227(3)
Reading Guides
230(3)
Guided Reading Procedure
233(2)
Using Retelling to Develop Comprehension
235(2)
Critical Reading
237(2)
Assessing Comprehension
239(5)
Word Association
239(2)
Retelling
241(3)
Summary
244(4)
Promoting Independent Learning
248(29)
Metacognition
250(2)
Transfer to Content Areas
252(2)
Strategies for Independent Learning
254(1)
Time Management
254(5)
Organizing and Retaining Information
259(6)
PREP System
259(3)
KWL
262(1)
Guided Lecture Procedure
263(2)
Locating Information
265(1)
Test-Taking
266(2)
Preparing for the Test
266(1)
Taking the Test
266(2)
Writing
268(1)
Assessing Independent Learning Strategies
269(4)
Summary
273(4)
Writing and Reading
277(33)
The Integrated Reading and Writing Process
279(2)
Journal Writing
281(2)
Writing to Learn
283(12)
Semantic Mapping
283(2)
Probable Passages
285(2)
Cubing
287(1)
Writing Roulette
288(3)
Guided Writing Procedure
291(4)
Imaginative Writing to Learn and Inform
295(7)
Poetry
295(2)
Music
297(3)
Who Am I?
300(1)
Student-Authored Math Problems
301(1)
``Choose Your Own Adventure'' Stories
302(1)
Assessing Writing
302(3)
Individual Conferences
303(1)
Self Evaluation
304(1)
Peer Evaluation
304(1)
Summary
305(5)
Assessing Reading Abilities
310(20)
Guidelines for Reading Assessment
312(1)
Purposes of Reading Assessment
312(1)
Principle of Reading Assessment
312(1)
How Test Types Differ
313(3)
Standardized Tests
316(4)
Portfolios
320(5)
Some Cautions and Comments
325(1)
Summary
326(4)
Adapting Instruction for Children with Disabilities
330(36)
Legislation and the Least Restrictive Environment
332(2)
Current Trends in Special Education
334(1)
The Debate about Inclusion
335(3)
Benefits for Students with Disabilities
335(1)
Benefits for Students without Disabilities
336(2)
Characteristics of Children with Disabilities
338(1)
Collaboration among Educators
339(10)
Collaborative Consultative Model
342(4)
Working with Educational Assistants
346(3)
Instructional Adaptations
349(5)
General Management of a Reading Program
349(1)
General Adaptations to a Reading Program
350(1)
Assessment
351(3)
Teaching Reading to Students with Disabilities
354(3)
Summary
357(9)
Second Language Learners
366(28)
Language and Reading Instruction
368(4)
Making the Most of the Environment
372(3)
A Literate and Collaborative Classroom Environment
372(1)
Environmental Print
373(2)
Making Use of Language Experiences
375(2)
Using Oral and Written Personal Narratives
377(3)
Working with Varied Literary Forms
380(5)
Predictable Books
381(2)
Alphabet Books
383(1)
Reading Aloud
384(1)
Literature Response
385(1)
Summary
386(8)
Photo Credits394(1)
Index395

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