9780134515496

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A practical and applied K-8 reading methods book with a focus on new literacies and developmental, cultural, and linguistic diversities.

Written by one of the most dynamic author teams in the field of reading and literacy, Revel for All Children Read, Fifth Edition, continues to offer K-8 teachers the best practices for developing reading and writing in all students. As with earlier editions, six critical themes are interwoven throughout: the struggling reader; family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness. The fifth edition further integrates Common Core State Standards and Response to Intervention (RTI), includes separate chapters on teaching reading fluency and vocabulary, emphasizes the teaching of English Learners, and equips teachers-in-training with the foundational knowledge they will need for their professional qualifying examinations. This focus on contemporary and critical learning prepares future teachers for the demands of helping all students succeed in the classroom.

Revel is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience—for less than the cost of a traditional textbook.

0134515498 / 9780134515496 All Children Read: Teaching for Literacy in Today's Diverse Classrooms, with Revel -- Access Card Package

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013451596X / 9780134515960 All Children Read: Teaching for Literacy in Today's Diverse Classrooms, Loose-Leaf Version
0134515978 / 9780134515977 Revel All Children Read: Teaching for Literacy in Today's Diverse Classrooms -- Access Card

CHARLES TEMPLE is a professor of education at Hobart and William Smith Colleges in Geneva, New York, where he teaches courses on literacy, children’s literature, storytelling, and international education. He has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children’s literature, as well as books for children. He codirects Critical Thinking International, Inc., a nonprofit organization that does children’s book development and literacy work around the world.

DONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, was CoDirector of the Literacy Partners Project, and codirects the Reading Leadership Institute. Donna also serves as a literacy consultant internationally and is part of Critical Thinking International and an editorial reviewer for Grupo SM in Latin America, The Reading Teacher, and the Journal of Adolescent and Adult Literacy. Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She is the author of many books, book chapters, professional articles, and curriculum materials.

ALAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador and Morocco, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for

second language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of Lectura y Vida. He served as IRA’s representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989—90). He is currently a director of Critical Thinking International. He frequently presents seminars and workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa.

CODRUTA TEMPLE is associate professor of second language education at the State University of New York College at Cortland. She has coauthored two college textbooks, The Beginnings of Writing and Understanding Reading Problems: Assessment and Instruction, as well as several articles and book chapters on literacy development in mathematics classrooms.

Brief Table of Contents

1. Approaches to Teaching Reading

2. The Social and Cultural Contexts for Teaching All Children to Read

3. What Reading Teachers Need to Know About Language

4. Emergent Literacy

5. Phonics and Word Knowledge

6. Helping Readers Build Fluency

7. The Importance of Vocabulary Development

8. Reading Comprehension, Part I: Making Sense of Literature

9. Reading Comprehension, Part II: Understanding and Learning with Informational Texts

10. Critical Thinking and Critical Literacy

11. Teaching Children to Spell and Write

12. Assessing Literacy

13. Integrating Language and Literacy Instruction Across the Grades

14. Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue

Appendix A: Addressing the Common Core Standards

Appendix B: Teach It! Instructional Activities

References

Glossary

Name Index

Subject Index

Detailed Table of Contents

1. Approaches to Teaching Reading

Why Does Literacy Matter?

How Well Do Children in the United States Read?

Components of Reading Ability

Phases of Reading Development

The Recent History of Reading Instruction: How We Got Where We Are

2. The Social and Cultural Contexts for Teaching All Children to Read

The Social Contexts of Literacy

Planning for a Literate Classroom

Meeting the Literacy Needs of All Children

Response to Intervention (RTI)

Finding the Books and Materials They Want to Read

3. What Reading Teachers Need to Know About Language

Phonology: The Sounds of English

Morphology: How English Words Are Built

Vocabulary: Words and Their Meanings

Syntax: Ordering and Inflecting Classes of Words

Text Structure

4. Emergent Literacy

What Is Emergent Literacy?

Language-Based Learning and Emergent Literacy

Print-Based Learning and Emergent Literacy

Comprehensive Strategies to Nurture Emergent Literacy

Teaching Specific Skills

Environmental Strategies to Support

Emergent Literacy

Involving Families in Emergent Literacy

5. Phonics and Word Knowledge

What Is Phonics? What Is Word Knowledge?

Words as Wholes: The Logographic Phase

Letter-by-Letter Reading: The Alphabetic Phase

Chunking: The Orthographic Phase

Meaningful Word Parts: The Morphological Phase

Word Histories and Families: The Derivational Phase

Helping Students Read Words in Context

6. Helping Readers Build Fluency

Fluency in Reading

Modeling Fluent Oral Reading

Supporting Children’s Reading for Fluency

Practicing Fluency With and Without the Teacher’s Guidance

Embedding Repeated Reading in Performance

7. The Importance of Vocabulary Development

What Is Vocabulary?

What Does the Research Say About Vocabulary?

Teaching Vocabulary

Teaching Strategies for Independent Word Learning

8. Reading Comprehension, Part 1: Making Sense of Literature

How Students Understand Literature

Teaching for Comprehension: General Strategies

Teaching for Comprehension: Specific Skills

Close Reading

Assessing Comprehension

9. Reading Comprehension, Part II: Understanding and Learning with Informational Texts

Characteristics of Informational Texts

Understanding How Readers Comprehend Informational Texts

Teaching Students to Use Features of Informational Texts

Teaching with Informational Texts

Classrooms That Develop Independent Learners

10. Critical Thinking and Critical Literacy

Critical Thinking and Critical Literacy

Looking Critically at Works of Literature

Thinking Critically About Texts Other Than Stories

Teaching Strategies for Critical Thinking

11. Teaching Children to Spell and Write

Spelling Development and Assessment

Teaching Children to Spell

A Writing Process in Five Parts
Writing in Different Genres

Assessment of Writing

Writing to Learn

12. Assessing Literacy

What Is Assessment and Why Do We Assess?

Approaches to Assessment

Terms Used in Testing

Assessing Emergent Readers

Assessing Beginning Readers and Beyond

Other Uses of Assessment

13. Integrating Language and Literacy Instruction Across the Grades

Teaching Print Concepts and Phonological Awareness in Context

Teaching Phonics in Context

Teaching Morphology in Context

Teaching Grammar in Context

Teaching Text Structure

14. Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue

Options for Teaching the English Language Learner

Major Principles of Second-Language Acquisition

Instructional Strategies for Second-Language Acquisition

Options for Teaching the English Language Learner to Read

Mother Tongue Support in the Bilingual Classroom

Appendix A: Addressing the Common Core Standards

Appendix B: Teach It! Instructional Activities

References

Glossary

Name Index

Subject Index

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All Children Read Teaching for Literacy in Today's Diverse Classrooms, with REVEL -- Access Card Package

All Children Read Teaching for Literacy in Today's Diverse Classrooms, with REVEL -- Access Card Package

0134515498

Summary

Author Biography

Table of Contents

Supplemental Materials