Rent 9780131184862 | Readers and Writers in Primary Grades: A Balanced and Integrated Approach, K-3

Summary Table of Contents

For courses in Elementary Reading Methods. Focusing on the integration of theory and practice, the third edition of Readers and Writers in Primary Grades: A Balanced and Integrated Approach presents a sound learning and teaching literary framework for K-4 classrooms and uses it to organize chapter discussions. Divided into four sections, the text first discusses understanding early literacy development, shared reading, and guided reading experiences, and then developing independent readers and writers. New to this edition are margin notes that ... MORE

Part I Literacy Methods for K--4 Classrooms

(394)

Foundations of Language and Literacy

(22)

Looking into Classrooms. .... MORE

(1)

Building a Theory Base . . .

(1)

Literacy Issues in the 21st Century

(3)

Defining Literacy

(1)

Current Achievement Levels in Reading and Writing

(1)

Concerns about Literacy Instruction

(2)

Who Are Today's Students?

(1)

Principles to Guide Teaching and Learning

(1)

Principle 1: Language and Literacy Development

(5)

Language and Literacy in Preschool Years

(3)

Language and Literacy in the Primary Grades, K--4

(1)

Principle 1: Learning English as a New Language

(1)

Preproduction Stage

(1)

Early Production Stage

(1)

Speech Emergence Stage

(1)

Intermediate Fluency

(1)

Advanced Fluency

(1)

Principle 2: Teaching-Learning Relationships

(2)

Learning in the Zone of Proximal Development

(1)

Scaffolding Children's Learning

(1)

Guidance toward Self-Regulated Behaviors

(1)

Principle 3: Meaningful Learning Environments

(1)

Encouraging Independence

(1)

Respecting and Valuing Individuals

(1)

A Framework for Literacy Teaching and Learning

(6)

Components of the Framework

(1)

Instructional Strategies in the Framework

(5)

Learning about Words I: Making the Transition to Print

(50)

Looking into Classrooms...

(1)

Building a Theory Base...

(1)

An Overview of the Emergent Stage

(2)

Developing a Schema for Words and Print

(1)

Concepts about Print

(3)

Permanence of Print

(1)

Directionality of Print

(1)

Language to Talk about Print

(1)

Principles of Written Language

(2)

Recurring Principle

(1)

Generative Principle

(1)

Sign Concept

(1)

Flexibility Principle

(1)

Directionality

(1)

Foundations for Decoding Print

(4)

High-Frequency Sight Words

(2)

Context

(1)

Phonics and Morphemic Analysis

(1)

Decoding in the Emergent Stage

(5)

Rhyming

(1)

Syllable Units

(1)

Onset and Rime

(1)

Phonemes

(1)

Recognizing Letters of the Alphabet

(2)

Letter Names

(1)

Letter Shapes

(1)

Connecting Letters to Sounds

(2)

Writing Alphabet Letters

(1)

Putting Theory into Practice...

(1)

Using Music to Focus on Sounds

(4)

Rhyming

(1)

Blending Syllables

(1)

Blending Phonemes

(1)

Splitting Syllables

(1)

Onset and Rime

(1)

Matching Phonemes

(1)

Changing Phonemes

(1)

Games

(1)

Sorting Activities

(5)

Sorting Phonemes

(3)

Sorting by Letters

(2)

Using Sound Boxes

(2)

Say-It-and-Move-It

(1)

Say-It-and-Write-It

(1)

Using Environmental Print to Focus on Letters and Sounds

(1)

Environmental Print Books

(1)

Environmental Word Wall

(1)

Using Children's Literature to Focus on Sounds and Letters

(3)

Alphabet Books

(1)

Feed the Hungry Thing

(2)

Assessment: Monitoring Early Concepts of Sounds and Letters

(6)

Phonological Skills

(1)

Alphabet Recognition

(1)

Letter-Sound Relationships

(1)

Concepts about Print (CAP)

(3)

Keeping Records of Children's Development

(1)

Respecting Diversity in Development of Word Knowledge

(4)

Experience Sets Children Apart

(1)

Language of Instruction

(1)

Learning about Words II: Phonics and Morphemic Analysis

(54)

Looking into Classrooms...

(1)

Building a Theory Base...

(1)

Who Are the Developing Readers and Writers?

(1)

Who Are the Transitional Readers and Writers?

(1)

The Importance of Learning about Words

(1)

How Do Children Learn about Words?

(1)

Phonics in the Developing and Transitional Stages

(3)

Consonants

(1)

Vowels

(2)

What Do Children Need to Learn about Phonics?

(1)

What Are Morphemes?

(4)

Free and Bound Morphemes

(1)

Base Words and Roots

(1)

Affixes

(1)

What Do Children Need to Learn about Morphemes?

(1)

Instruction in the Developing and Transitional Stages

(3)

Instruction in the Developing Stage (Early/Mid-First-Grade to Early-Third-Grade Reading Level)

(1)

Instruction in the Transitional Stage (Third-through Sixth-Grade Reading Level)

(2)

Guiding Principles for Instruction

(3)

Systematic Instruction

(1)

Explicit Instruction

(1)

Embedded Instruction

(1)

Putting Theory into Practice...

(1)

Building Words---A Whole-Class Approach to Word Study

(7)

Selecting a Focus for Building Words

(1)

Preparing Materials

(1)

Basic Procedures for Building Words

(1)

Building Phonetic Words

(1)

Building Morphemic Words

(3)

Sorting Words---A Small-Group Approach to Word Study

101

(4)

Guiding Small-Group Word Study

103

(1)

Forming Developmental Groups for Word Study

104

(1)

Selecting Words for Study

105

(1)

Words Have Multiple Possibilities

105

(1)

Patterns Have Levels of Complexity

106

(1)

Types of Sorts

106

(2)

Using a Word Study Notebook

108

(4)

Assessment: Monitoring Growth in Word Knowledge

112

(3)

Assessing Word Knowledge in Reading

115

(1)

Miscues in Oral Reading

115

(1)

High-Frequency Sight Words

115

(1)

Phoneme and Word Recognition

116

(1)

Assessing Word Knowledge in Writing

116

(6)

Unfocused Writing Sample

116

(2)

Focused Writing Sample

118

(4)

Keeping Records of Word Knowledge Development

122

(1)

Respecting Diversity in Learning Words

122

(6)

Reading Aloud to Children: Foundations for Comprehension of Text

128

(48)

Looking into Classrooms...

129

(1)

Building a Theory Base...

130

(1)

Why Read and Study Quality Literature?

131

(1)

Literature Comes in a Variety of Genres

131

(2)

Multicultural Literature

132

(1)

Comprehension of Text---Learning to Think Like a Reader

133

(1)

A Reader's Intentions

133

(1)

An Author's Intentions

134

(1)

Comprehension of Text---Ways of Thinking about Written Language

134

(3)

Literal Comprehension---Text-Explicit Thinking

134

(1)

Inferential Comprehension---Text-Implicit Thinking

134

(1)

Personal and/or Critical Comprehension---Scriptal Thinking about Text

135

(1)

Assessing Children's Comprehension of Text

136

(1)

Putting Theory into Practice...

137

(1)

Reading to/with Children---An Invitation into Literature

138

(2)

Create a Comfortable Environment

138

(1)

Expose Children to New Literature

138

(1)

Provide Time to Revisit Old Favorites

139

(1)

Encourage Responses to Literature

139

(1)

Help Children Interpret and Appreciate Literature

140

(1)

Guiding Children's Comprehension of Text

140

(2)

Comprehension of Narrative and Expository Texts

142

(2)

Guiding Comprehension of Narrative Text---A Chair for My Mother by Vera B. Williams

144

(4)

Guiding Comprehension of Expository Text---Trains by Gail Gibbons

148

(5)

Sample Mediated Read-Aloud with Expository Text---Trains by Gail Gibbons

149

(4)

Extending Comprehension of Text---Rereading and Revisiting Texts

153

(2)

Developing Vocabulary and Book Language

154

(1)

Enhancing Understanding and Appreciation of Text

154

(1)

Building Comprehension through Retelling

155

(3)

Retelling with Text Illustrations

155

(1)

Retelling with a Story Map

156

(1)

Retelling with Drawings

156

(1)

Retelling with a Flannel Board

157

(1)

Retelling through Writing

157

(1)

Retelling through Drama

158

(1)

Building Comprehension through Response

158

(4)

Response in Journals

159

(1)

Response with Chants and Rhythms

160

(1)

Response with Creative Movement

161

(1)

Response with Art

161

(1)

Read-Aloud Literature Study

162

(2)

Focusing Literature Study

163

(1)

Read-Aloud Literature Study---Picture Books

164

(2)

Read-Aloud Literature Study---Chapter Book

166

(5)

Chocolate Fever by Robert Kimmel Smith

166

(3)

Developing Discussion Skills

169

(2)

Assessment: Monitoring Comprehension during Read-Aloud

171

(1)

Respecting Diversity during Read-Aloud

171

(5)

Shared Reading: Participating in a Community of Readers

176

(40)

Looking into Classrooms...

177

(1)

Building a Theory Base...

178

(1)

Texts for Shared Reading

179

(6)

Big Books

179

(1)

Enlarge a Book Using an Overhead Projector

179

(1)

Charts: Songs, Poems, Chants, Letters, and Recipes

180

(2)

Shared Writing or Language Experience Charts

182

(1)

Using a Pocket Chart

183

(1)

Scripts for Reader's Theater

183

(1)

Multiple Copies of a Text

184

(1)

Criteria for Selecting Quality Texts

185

(4)

Quality of Illustrations

185

(1)

Size and Amount of Print

185

(1)

Structure or Predictability of Text

186

(1)

Shared Rereading

187

(2)

Why Do Shared Reading?

189

(2)

Confidence and a Sense of Control

189

(1)

Concepts about Print

189

(1)

Decoding Skills

190

(1)

Developing Vocabulary

190

(1)

Comprehension of Text

190

(1)

Fluency

190

(1)

Putting Theory into Practice...

191

(1)

Planning Shared Reading Experiences

191

(2)

Clear Goals/Purpose(s) for Instruction

191

(1)

Analyzing the Demands of Text

192

(1)

Observing What Children Know

192

(1)

Organizing Shared Reading Experiences

193

(1)

First Shared Reading

193

(1)

Shared Rereadings

194

(1)

Sample Shared Reading: Big Book

194

(3)

Sample Shared Reading: Experience Chart

197

(4)

Extending Shared Reading Experiences

201

(3)

Retelling and Responding to a Shared Reading

202

(1)

Using Enlarged Text to Create Wall Stories

202

(1)

Creating Floor Puzzles

203

(1)

Preparing for Reader's Theater

203

(1)

Shared Reading of Challenging Text

204

(2)

Developing Word Knowledge through Shared Reading

206

(3)

Concepts about Print

206

(1)

High-Frequency Sight Words

207

(1)

Using Context Clues

207

(2)

Decoding Words

209

(1)

Integrating Writing with Shared Reading

209

(2)

Assessment: Monitoring Development in Shared Reading

211

(2)

Concept of Word (COW)

211

(2)

Respecting Diversity through Shared Reading

213

(3)

Safety and Support of a Group

214

(1)

Support through Modeling and Guided Participation

214

(1)

Language Support through Predictability

214

(1)

Extending Learning through Sheltered Text

214

(2)

Guided Reading: Scaffolding Children's Reading

216

(50)

Looking into Classrooms...

217

(1)

Building a Theory Base...

218

(1)

What Is Guided Reading?

218

(1)

Matching Children and Texts

219

(3)

Reading Potential

220

(1)

Frustration Level

220

(1)

Instructional Level

220

(1)

Independent Level

221

(1)

Comparing Levels of Text

221

(1)

Stages of Development and Levels of Difficulty

221

(1)

Selecting Appropriate Texts

222

(3)

Length of the Text

223

(1)

Size of the Print and Layout on the Page

223

(1)

Illustration Support

223

(1)

Genre and Text Structure

223

(1)

Language Structures and Concepts

224

(1)

Predictability and Pattern

224

(1)

Linking Learning Experiences

224

(1)

The Need for Flexible Grouping

225

(1)

Developing Strategies for Self-Monitoring

226

(2)

Meaning Cues

226

(1)

Language Cues

226

(1)

Visual Cues

226

(1)

Becoming a Strategic Reader

227

(1)

Putting Theory into Practice...

228

(1)

Planning for Guided Reading

228

(3)

Setting Up Flexible Groups

228

(1)

Selecting Texts for Guided Reading

229

(1)

Guiding the Reading of a Text

230

(1)

Engaging Children in Guided Reading Experiences

231

(8)

Guided Reading of More Challenging Text

235

(4)

Selecting Teaching Points for Guided Reading

239

(1)

Guided Literature Study in Small Groups

240

(9)

Guided Literature Study: Picture Books

241

(2)

Guided Literature Study: Chapter Books

243

(3)

Organizing for Guided Chapter Book Study

246

(3)

Teaching Skills/Strategies through Mini-Lessons

249

(1)

Assessment: Monitoring Growth in Guided Reading

250

(13)

Scripted Reading Record

253

(4)

Unscripted Reading Record

257

(4)

Assessing Fluency

261

(2)

Keeping Accurate Records

263

(1)

Respecting Diversity through Guided Reading

263

(3)

Children Vary in Their Reading Interests

263

(1)

Children Vary in Reading Ability

263

(1)

Text Can Influence Comprehension

263

(3)

Independent Reading and Reader's Workshop: Encouraging Independence

266

(26)

Looking into Classrooms...

267

(1)

Building a Theory Base...

268

(1)

What Is Independent Reading?

268

(1)

What Is Reader's Workshop?

269

(2)

Time

270

(1)

Choice

270

(1)

Response

270

(1)

Community

270

(1)

Structure

271

(1)

Moving toward Independence

271

(1)

Putting Theory into Practice...

272

(1)

Promote a Reading Atmosphere

272

(4)

Book Boxes or Tubs

273

(1)

Teach Children How to Select Books

273

(1)

Ensure Adequate Reading Time

274

(2)

Plan for Independent Reading

276

(2)

Make a Predictable Time to Read

276

(1)

Meet the Range of Reading Levels and Interests

276

(1)

Build an Inviting Classroom Library

276

(1)

Observe Children's Progress

277

(1)

Reader's Workshop: Independent Reading as the Centerpiece

278

(6)

Help Children Select Literature

278

(1)

Promote Silent Reading

279

(1)

Conference with Children

280

(1)

What Happens in a Conference?

280

(4)

Instruction In Reader's Workshop

284

(2)

Mini-Lessons

284

(1)

Flexible Groups

285

(1)

Extending Engagement with Books in Reader's Workshop

286

(2)

Using Literature Response Logs

286

(2)

Independent Book Extensions

288

(1)

Assessment: Monitoring Children's Growth in Independent Reading

288

(2)

Reading Records

288

(1)

Focus Students

289

(1)

Conferences

289

(1)

Samples of Student Work

289

(1)

Respecting Diversity during Independent Reading and Reader's Workshop

290

(2)

Pursuing Personal Reading Interests

290

(1)

Learning about Oneself as a Reader

290

(1)

The Continuing Need for Self-Monitoring

290

(1)

The Need to Be a Kid-Watcher

290

(2)

Shared and Interactive Writing: Participating in a Community of Writers

292

(42)

Looking into Classrooms...

293

(1)

Building a Theory Base...

294

(1)

What Is Shared Writing?

295

(2)

When Does Shared Writing Become Interactive Writing?

297

(2)

Why Use Shared/Interactive Writing?

299

(1)

Thinking about Written Language

300

(2)

Retaining Experience

300

(1)

Re-Collecting Experience

300

(1)

Re-Creating Experience

301

(1)

Re-Constructing Experience

301

(1)

Re-Presenting Experience

302

(1)

How Is Writing Used in Classrooms?

302

(2)

Writing as a Code

303

(1)

Writing as a Medium

303

(1)

Writing as a Product

303

(1)

Writing as an Active Process

303

(1)

The Value of Functional Writing

304

(4)

Lists

305

(1)

Ordered Lists

305

(1)

Descriptions

305

(1)

Clusters

306

(1)

Annotated Drawings

307

(1)

Charts

307

(1)

Graphs

308

(1)

Explanations

308

(1)

Putting Theory into Practice...

308

(1)

Possibilities for Shared and Interactive Writing

309

(4)

Composing as Expressions of Learning

309

(1)

Composing as Organization of Thinking

310

(3)

Grouping for Shared and Interactive Writing

313

(1)

Procedures for Shared/Interactive Writing

314

(3)

Meaningful Shared Experiences

315

(1)

Talking about Experiences and Ideas

315

(1)

Shared Composition and Modeled/Interactive Writing

315

(1)

Shared Reading, Discussion, and Rereading of Text

316

(1)

Extending Interaction with Text

316

(1)

Exploring Composition Processes

317

(2)

Exploring Various Forms of Writing

319

(1)

Extending Interaction with Shared/Interactive Compositions

320

(4)

Building Background before Reading

321

(1)

Making Predictions before Reading

321

(1)

Responding to the Text

321

(1)

Retelling the Text

321

(1)

Innovating with the Text

321

(1)

Group Literature Log

322

(1)

Mini-Lessons

322

(1)

Making Strategy Use Explicit

322

(1)

K-W-L Charts

322

(1)

Adapting Difficult Informational Texts

323

(1)

Developing Labeled Drawings

323

(1)

Extending Interactions with the Original Text

324

(2)

Editing Text

324

(1)

Concept of Word in Print

324

(1)

Guided Rereading

324

(1)

Use Context, Written Cloze

325

(1)

Reinforcing Sight Words

325

(1)

Reinforcing Alphabet Recognition

325

(1)

Reinforcing Phonics Patterns

326

(1)

Reinforcing Morphemic Patterns

326

(1)

Extending Interactions with Duplicated Text

326

(4)

Rereading Text

327

(1)

Reconstructing Text

327

(1)

Class-made Big Book

327

(1)

Individual Books

327

(1)

Sentence Building

327

(1)

Word Building

328

(1)

Word Sorts

328

(1)

Word Bank Books

328

(1)

Magic Window Words

329

(1)

Word Hunts

329

(1)

Word Posters

329

(1)

Picture Dictionary

329

(1)

Word Wall

329

(1)

Games

329

(1)

Art

330

(1)

Assessment: Monitoring Children's Development in Shared/Interactive Writing

330

(1)

Respecting Diversity with Shared/Interactive Writing

331

(3)

Respecting the Language of the Learner

331

(2)

Respecting Special Learning Needs

333

(1)

Respecting the Thinking of the Learner

333

(1)

Respecting Experiential Background

333

(1)

Guided and Independent Writing

334

(61)

Looking into Classrooms...

335

(2)

Building a Theory Base...

337

(1)

Writing---Guiding Children's Journey in Thinking

337

(4)

Getting Started

338

(1)

Finding a Focus

338

(1)

Composing

338

(1)

Editing for Meaning and Correctness

339

(2)

Re-Presenting the Writing

341

(1)

Moving toward Independence as Writers

341

(2)

Putting Theory into Practice...

343

(7)

Getting Started in Writer's Workshop---A Visit to Peggy's Classroom

343

(7)

Organizing a Writer's Workshop

350

(1)

Whole-Class Opening Meeting

351

(5)

Demonstrations of Writing: Mini-Lessons

351

(3)

Demonstrations of Writing: Shared/Interactive Writing

354

(1)

Making Plans for the Day

355

(1)

Writing Time

356

(3)

Individual Writing

356

(1)

Writing Conferences

356

(2)

Response Partners/Groups

358

(1)

Editing Partners/Groups

359

(1)

Whole-Class Closing Meeting

359

(2)

The Author's Chair

360

(1)

Closure for the Day

360

(1)

Moving toward Independence as Writers

361

(5)

Trying out a Variety of Journals

361

(4)

Learning Logs

365

(1)

Trying on Different Forms of Writing

366

(14)

Extending Personal Narratives

366

(2)

Experimenting with Fiction

368

(3)

Exploring Poetry

371

(4)

Exploring Informational Writing

375

(5)

Independent Writing in Activity Centers

380

(1)

Extending Writing through Bookmaking

381

(2)

Accordion Books

381

(1)

Fan-Page Books

381

(2)

Pocket Books

383

(1)

Pop-up Books

383

(1)

Sequence Books

383

(1)

Shape Books

383

(1)

Helping Children Develop Legible Handwriting

383

(2)

Assessment: Monitoring Children's Development as Writers

385

(7)

Observing Writers at Work

385

(1)

Evaluating Writing Traits

386

(2)

Conferencing with Writers

388

(1)

Collecting Samples of Writing

389

(3)

Respecting Diversity in Writing Development

392

(3)

Honoring Children's Thinking

393

(1)

Supporting Independence

393

(2)

Part II Making Connections: Linking Children's Learning Experiences within a Balanced Literacy Program

395

(90)

Teaching a Basal Reading/Language Arts Series: Integrating Instruction to Maximize Children's Learning

396

(32)

Looking into Classrooms...

397

(1)

Building a Theory Base...

398

(1)

What Is a Basal Reading/Language Arts Series?

398

(3)

A Little History

398

(2)

A Call for Change

400

(1)

Teacher Decision Making and the Basal Series

401

(1)

Putting Theory into Practice...

401

(1)

What Is in a Basal Reading/Language Arts Series?

402

(1)

How Is a Theme Organized in a Basal Series?

403

(1)

What Is Included with Each Literature Selection?

404

(4)

Practice and Resource Materials

405

(1)

Lesson Planner

405

(1)

Cross-Curricular Centers

406

(2)

Teaching a Basal Literature Selection

408

(1)

Whole Group: Oral Language and Word Work (40 to 60 Minutes)

409

(2)

Small-Group/Independent Work: Reading (60 to 90 Minutes)

411

(5)

Whole Group: Language Arts (30 to 45 Minutes)

416

(6)

Assessment: Monitoring Children's Progress in a Basal Series

422

(2)

Respecting Diversity in Basal Instruction

424

(4)

Integrating Elements in a Literacy Framework: Teaching about Amphibians in Second Grade

428

(57)

Looking into Classrooms...

429

(1)

Putting Theory into Practice...

430

(1)

Setting the Stage

430

(1)

Meet the Teachers

430

(1)

Getting Started with Planning

431

(1)

Academic Standards in Language Arts

431

(1)

Academic Standards in Science

432

(1)

Making Instructional Decisions

432

(6)

Shared Reading---Poem of the Week (15--20 Minutes)

433

(1)

Mediated Read-Aloud (20 Minutes, Twice Each Day)

434

(1)

Guided Literature Study (20 Minutes)

434

(1)

Shared/Interactive Writing (15-20 Minutes)

434

(1)

Guided Writing (30-40 Minutes)

435

(1)

Word Study (15--20 Minutes)

435

(1)

Guided Reading Block (60--90 Minutes)

435

(1)

Independent Reading (15--20 Minutes)

436

(2)

Independent Writing (Time Varies)

438

(1)

Planning Key Features of the Unit

438

(1)

Putting the Pieces Together

438

(4)

Lesson Plans for Week 1---Introduction to Amphibians

442

(9)

Poem of the Week---``Frogs and Toads''

442

(1)

Morning Mediated Read-Aloud (Informational Text)

443

(1)

Interactive Writing---T-Chart of Facts

443

(1)

Shared Writing---Narrated Drawing

443

(2)

Shared Writing---Compare/Contrast Chart

445

(1)

Interactive Writing---Summarize Differences

445

(1)

Guided Writing---Learning Logs

446

(1)

Word Study

446

(3)

Guided Reading Block

449

(2)

Afternoon Mediated Read-Aloud (Fiction)

451

(1)

Lesson Plans for Week 2---Salamanders and Amphibian Life Cycles

451

(13)

Poem of the Week---``Salamanders, Salamanders''

451

(1)

Morning Mediated Read-Aloud (Informational Text)

451

(3)

Interactive Writing---Salamander Characteristics and Life Cycle

454

(2)

Interactive Writing---Summarize Amphibian Characteristics and Life Cycles

456

(1)

Guided Writing---Learning Logs

456

(3)

Word Study

459

(2)

Guided Reading Block

461

(1)

Afternoon Mediated Read-Aloud (Fiction)

461

(3)

Lesson Plans for Week 3---Frog and Toad Are Friends and Group Reports

464

(9)

Poem of the Week---``Tadpoles, Tadpoles''

464

(1)

Guided Literature Study---Frog and Toad Are Friends

464

(1)

Interactive Writing---Character T-Chart

465

(1)

Shared Writing---Response to Frog and Toad's Friendship

466

(1)

Guided Writing---Group Reports

466

(1)

Word Study

467

(5)

Afternoon Mediated Read-Aloud (Informational Text)

472

(1)

Lesson Plans for Week 4---Versions of The Frog Prince

473

(7)

Poem of the Week---``Five Little Bumpy Toads''

473

(1)

Guided Literature Study---Versions of The Frog Prince

474

(1)

Shared Writing---Story Elements Chart

474

(1)

Shared Writing---Venn Diagram

475

(1)

Shared Writing---Summarize Comparison

475

(1)

Guided Writing---Literature Logs

475

(3)

Word Study

478

(1)

Guided Reading Block

479

(1)

Afternoon Mediated Read-Aloud (Fiction)

479

(1)

Assessment: Monitoring Children's Learning in a Thematic Unit

480

(5)

Documenting Student Learning

480

(5)

Appendix A Handbook of Children's Literature

485

(21)

Appendix B Sample Word Lists and Word Sorts

506

(14)

Appendix C Pictures for Sorting Activities

520

(31)

References

551

(8)

Name Index

559

(4)

Subject Index

563

RENT TEXTBOOKS

Readers and Writers in Primary Grades: A Balanced and Integrated Approach, K-3

Why Rent from Knetbooks?

Top 5 reasons to order all your textbooks from Knetbooks:

Related Products