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Literacy for the 21st Century : PreK-4 and Teacher Prep Access Code Package

ISBN: 9780131999749 | 0131999745
Edition: 2nd
Format: Package
Publisher: Prentice Hall
Pub. Date: 1/1/2007

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SummaryTable of Contents
More and more k-8 courses are being divided due to new teacher certification into a primary grades course and an intermediate course. This text distills the information from the k-8 literacy text Literacy for the 21st Century, focusing specifically on literacy learners from pre-kindergarten through grade 4. What are the specific needs of these students? How can you predict early literacy difficulties and how best can you scaffold your instruction to prevent reading difficulties in the future? How are the PK student's needs different from the ol... MORE
Becoming an Effective Teacher of Reading
2(32)
Principle 1: Effective Teachers Understand How Children Learn
3(4)
Behavi... MORE
3(2)
Constructivism
5(1)
Interactive Theory
5(1)
Sociolinguistics
5(1)
Reader Response
6(1)
Critical Literacy
6(1)
Principle 2: Effective Teachers Support Children's Use of the Four Cueing Systems
7(4)
The Phonological System
9(1)
The Syntactic System
9(1)
The Semantic System
10(1)
The Pragmatic System
10(1)
Principle 3: Effective Teachers Create a Community of Learners
11(4)
Characteristics of Classroom Communities
12(1)
How to Create a Classroom Community
13(2)
Principle 4: Effective Teachers Adopt a Balanced Approach to Literacy Instruction
15(2)
Principle 5: Effective Teachers Scaffold Children's Reading and Writing Experiences
17(4)
Modeled Reading and Writing
17(1)
Shared Reading and Writing
17(2)
Interactive Reading and Writing
19(1)
Guided Reading and Writing
20(1)
Independent Reading and Writing
20(1)
Principle 6: Effective Teachers Organize Literacy Instruction in Four Ways
21(3)
Basal Reader Programs
21(1)
Literature Focus Units
22(1)
Literature Circles
22(1)
Reading and Writing Workshop
23(1)
Principle 7: Effective Teachers Connect Instruction and Assessment
24(3)
Preassessing
24(1)
Monitoring
25(1)
Assessing
26(1)
Principle 8: Effective Teachers Become Partners With Parents
27(4)
Providing Literacy Information to Parents
27(1)
Classroom Involvement
28(1)
Supporting Literacy at Home
28(2)
Family Literacy
30(1)
Review: How Effective Teachers Teach Reading and Writing
31(1)
Professional References
31(2)
Children's Book References
33(1)
Examining Children's Literacy Development
34(32)
Vignette: Ms. McCloskey's Students Become Readers and Writers
34(8)
Fostering Young Children's Interest in Literacy
42(8)
Oral Language Competence
42(1)
Concepts About Print
43(3)
Concepts About the Alphabet
46(2)
Manuscript Handwriting
48(2)
Young Children Develop as Readers and Writers
50(14)
Emergent Reading and Writing
50(3)
Beginning Reading and Writing
53(1)
Fluent Reading and Writing
54(10)
Review: How Effective Teachers Support Young Children's Literacy Development
64(1)
Professional References
64(1)
Children's Book References
65(1)
Assessing Young Children's Literacy Development
66(24)
Vignette: Mrs. McNeal Conducts Second-Quarter Assessments
66(7)
Literacy Assessment Tools
73(13)
Assessing Children's Concepts About Print
74(1)
Assessing Children's Phonemic Awareness and Phonics
74(2)
Assessing Children's Fluency
76(2)
Determining Children's Instructional Reading Level
78(2)
Assessing Children's Writing
80(3)
Assessing Children's Spelling
83(2)
Monitoring Children's Progress
85(1)
Assigning Grades
86(2)
Assignment Sheets
86(2)
Review: How Effective Teachers Assess Children's Literacy Development
88(1)
Professional References
89(1)
Children's Book References
89(1)
Cracking the Alphabetic Code
90(26)
Vignette: Mrs. Firpo Teaches Phonics Using a Basal Reader Program
90(6)
Phonemic Awareness
96(8)
Components of Phonemic Awareness
97(1)
Teaching Phonemic Awareness
97(6)
Why Is Phonemic Awareness Important?
103(1)
Phonics
104(9)
Phonics Concepts
104(5)
Teaching Phonics
109(2)
What Is the Role of Phonics in a Balanced Literacy Program?
111(2)
Review: How Effective Teachers Assist Children in ``Cracking the Code''
113(1)
Professional References
113(2)
Children's Book References
115(1)
Learning to Spell
116(24)
Vignette: Mrs. Zumwalt Matches Instruction to Children's Stage of Spelling Development
116(6)
Children's Spelling Development
122(4)
Stage 1: Emergent Spelling
122(1)
Stage 2: Letter-Name Spelling
122(2)
Stage 3: Within-Word Pattern Spelling
124(1)
Stage 4: Syllables and Affixes Spelling
125(1)
Stage 5: Derivational Relations Spelling
125(1)
Teaching Spelling
126(12)
Spelling Strategies and Skills
127(2)
Daily Reading and Writing Opportunities
129(1)
Minilessons
129(1)
Word Study Activities
129(7)
Weekly Spelling Tests
136(2)
What Is the Controversy About Spelling Instruction?
138(1)
Review: How Effective Teachers Assist Children in Learning to Spell
138(1)
Professional References
139(1)
Developing Fluent Readers and Writers
140(28)
Vignette: Ms. Williams's Students Learn High-Frequency Words
140(6)
Teaching Children to Read and Write Words
146(12)
Word Recognition
146(6)
Word Identification
152(6)
What Is Fluency?
158(7)
Promoting Reading Fluency
160(4)
Developing Writing Fluency
164(1)
Review: How Effective Teachers Develop Fluent Readers and Writers
165(1)
Professional References
166(1)
Children's Book References
167(1)
Expanding Children's Knowledge of Words
168(24)
Vignette: Mr. Wagner's Fourth Graders Study Vocabulary Words
168(5)
How Do Children Learn Words?
173(4)
Levels of Word Knowledge
174(1)
Incidental Word Learning
174(3)
Why Is Word Knowledge Important?
177(1)
Explicit Teaching of Words
177(12)
Characteristics of Effective Instruction
177(3)
Components of Word Study
180(4)
Choosing Words to Study
184(1)
Spotlighting Words on Word Walls
184(3)
Activities for Exploring Words
187(2)
Review: How Effective Teachers Expand Children's Knowledge of Words
189(1)
Professional References
190(1)
Children's Book References
190(2)
Facilitating Children's Comprehension: Reader Factors
192(30)
Vignette: Mrs. Chase's Third Graders Become Strategic Readers
192(6)
What Is Comprehension?
198(15)
Reader and Text Factors
198(2)
Background Knowledge
200(1)
Purpose
201(1)
Fluency
202(1)
Comprehension Strategies
202(5)
Making Inferences
207(1)
Motivation and Attention
208(3)
Comparing Capable and Less Capable Readers and Writers
211(2)
Teaching Comprehension
213(6)
Explicit Comprehension Instruction
214(2)
Developing Comprehension Through Reading
216(1)
Developing Comprehension Through Writing
217(2)
Review: How Effective Teachers Facilitate Children's Comprehension
219(1)
Professional References
219(1)
Children's Book References
220(2)
Facilitating Children's Comprehension: Text Factors
222(32)
Vignette: Mrs. Mast's Students Read ``The Three Bears''
222(6)
Stories
228(10)
Narrative Genres
228(3)
Elements of Story Structure
231(5)
Why Do Teachers Need to Know About Story Elements?
236(2)
Informational Books
238(5)
Nonfiction Genres
238(3)
Expository Text Structures
241(2)
Why Do Teachers Need to Know About Expository Text Structures?
243(1)
Poetry
243(7)
Types of Poetry Books
243(1)
Poetic Forms
244(5)
Why Do Teachers Need to Know About Poetic Forms?
249(1)
Review: How Effective Teachers Focus on Text Factors
250(1)
Professional References
250(1)
Children's Book References
251(3)
Scaffolding Children's Reading Development
254(30)
Vignette: Mrs. Ohashi Uses the Reading Process
254(6)
The Reading Process
260(14)
Stage 1: Prereading
261(2)
Stage 2: Reading
263(7)
Stage 3: Responding
270(2)
Stage 4: Exploring
272(2)
Stage 5: Applying
274(1)
Using the Reading Process to Organize for Instruction
274(8)
Basal Reader Programs
274(4)
Literature Focus Units
278(1)
Literature Circles
279(1)
Reading Workshop
280(2)
Review: How Effective Teachers Teach the Reading Process
282(1)
Professional References
282(1)
Children's Book References
283(1)
Scaffolding Children's Writing Development
284(26)
Vignette: First Graders Participate in Writing Workshop
284(6)
The Writing Process
290(10)
Stage 1: Prewriting
290(4)
Stage 2: Drafting
294(1)
Stage 3: Revising
295(1)
Stage 4: Editing
296(2)
Stage 5: Publishing
298(2)
Introducing Young Children to Writing
300(5)
Adapting the Writing Process for Young Children
302(1)
Modeling the Process Through Interactive Writing
302(2)
Writing Centers: Opportunities to Write
304(1)
Reading and Writing Are Similar Processes
305(3)
Comparing the Two Processes
306(1)
Classroom Connections
306(2)
Review: How Effective Teachers Teach the Writing Process
308(1)
Professional References
309(1)
Children's Book References
309(1)
Integrating Reading and Writing Into Thematic Units
310(29)
Vignette: Mrs. Roberts's Class Learns About Penguins
310(7)
Tools for Learning
317(7)
Reading Informational Books
317(2)
Integrating Stories and Poetry
319(1)
Writing to Learn
320(2)
Instructional Conversations
322(2)
Demonstrating Learning
324(4)
Writing Projects
324(1)
Multigenre Projects
325(2)
Oral Presentations
327(1)
Thematic Units
328(8)
How to Develop a Thematic Unit
328(2)
Topics for Thematic Units
330(6)
Review: How Effective Teachers Teach Literacy in Thematic Units
336(1)
Professional References
336(1)
Children's Book References
337(2)
Compendium of Instructional Procedures
339(35)
Alphabet Books
340(1)
Anticipation Guides
340(2)
Book Boxes
342(1)
Book Talks
343(1)
Choral Reading
343(1)
Class Collaborations
344(1)
Clusters
344(1)
Data Charts
345(1)
Directed Reading-Thinking Activity
346(1)
Grand Conversations
347(1)
Graphic Organizers
348(1)
Guided Reading
349(1)
Instructional Conversations
350(1)
Interactive Read-Alouds
351(1)
Interactive Writing
352(1)
K-W-L Charts
353(1)
Language Experience Approach
354(2)
Learning Logs
356(1)
Making Words
356(3)
Minilessons
359(1)
Open-Mind Portraits
359(1)
Quickwriting
360(1)
Quilts
361(1)
Read-Arounds
362(1)
Readers Theatre
362(1)
Reading Logs
363(1)
Repeated Readings
363(1)
Running Records
364(1)
Say Something
365(1)
Semantic Feature Analysis
365(1)
Shared Reading
366(1)
Story Boards
367(1)
Story Maps
367(2)
Word Sorts
369(1)
Word Walls
370(1)
Writing Groups
371(3)
Glossary374(4)
Author and Title Index378(9)
Subject Index387

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