Teaching Children to Read : Putting the Pieces Together

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ISBN: 9780130998354 | 0130998354
Cover: Hardcover
Copyright: 8/1/1999

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For courses in Reading Methods in Elementary School. This Elementary Reading Methods text is the only one on the market that offers a transitional perspective to teach reading in a balanced way. It provides theoretical guidelines and methodology to combine both the use of basals and skills based instruction with a more balanced approach to teaching reading. The authors introduce seven principles that support literacy development and examine them closely throughout the text. These principles undergird the philosophical methodology pre-service teachers use to develop their own model of balanced literacy instruction.

PART I: UNDERSTANDING AND SUPPORTING LITERACY DEVELOPMENT: RESEARCH AND PRACTICE

Reading Instruction: Making the Transition to a Balanced Perspective

(12)

Transitions: A Model for Changing Teachers' Instructional Practices

(3)

Traditional Approaches

(1)

Whole Language

(1)

Balanced Literacy Programs

(3)

Making Transitions Towards Balanced Literacy Instruction

(4)

Transitions Means Philosophical Movement

(1)

Transitions Takes Time

(1)

Transitions Involves Curriculum Integration

(1)

Transitions Involves Risk Taking

(1)

The Transitions Model: A Modest Proposal for Change

(2)

Challenges Facing Preservice Teachers in Making Transitions

(1)

Disharmony with Past Belief Systems

(1)

Conflicting Views Among Educators

(1)

Overcoming Tradition in the Schools

(1)

Challenges Facing In-Service Teachers

(1)

Time Commitment

(1)

Comfort Zones

(1)

Administrative Risk Taking

(1)

Concept Applications

(1)

In the Classroom

(1)

Recommended Readings

(1)

Understanding Reading: The Theoretical Roots of Instruction

(26)

Reading in Today's Society: A Sketch of the Problem

(1)

The Need for Understanding How Children Learn to Read

(1)

Reading Theories and Their Relationship to Reading Instruction

(18)

Behaviorism and a Parts-to-Whole Bottom-Up Reading Process

(2)

The Relationship of Behaviorism to Subskills or Phonics-First Reading Instruction

(3)

Cognitivism and the Interactive Reading Process

(3)

The Relationship of Cognitivism to Skills Reading Instruction

(3)

Constructivism and the Transactional Reading Model

(2)

The Relationship of Constructivism to Balanced Literacy Instruction

(2)

Defining and Refining Instructional Beliefs

(2)

Transitional Instructional Change Model

(1)

Summary

(1)

Concept Applications

(1)

In the Classroom

(1)

In the Field

(1)

Recommended Readings

(2)

Emergent Literacy: Understanding the Literacy Development of Young Children

(46)

On Becoming Literate

(1)

Emergent Literacy

(1)

Cognitive and Affective Aspects of Language Development

(8)

Contributions of Piaget

(4)

Contributions of Vygotsky

(1)

Contributions of Affect

(3)

Understanding Language

(5)

The Semantic Cueing System in Language

(2)

The Syntactic Cueing System in Language

(2)

The Visual-Graphophonic Cueing System in Language

(1)

Pragmatics

(1)

Oral Language Acquisition

(2)

Behaviorist Theory

(1)

Innatist Theory

(1)

Interactionist Theory

(1)

Stages of Oral Language Development

(3)

Parents' Baby Talk: One Way of Getting Attention

(1)

The First 12 Months: A Time for Hope

(1)

From 1 to 2: By Leaps and Bounds

(1)

From 2 to 3: What Does It Mean When I Say No?!

(1)

From 3 to 4: The Why Years

(1)

From 4 to 6: Years of Growth and Refinement

(1)

Development of Reading Behaviors

(5)

The Mystery of Reading: The Magical Stage

(1)

``Look, Mom, I'm Reading'': The Self-Concepting Reading Stage

(1)

Spanning the Gap: The Bridging Stage

(1)

Blast Off!: The Takeoff Stage

(1)

I Can Do It by Myself!: The Independent Stage

(1)

Reaching the Summit: The Skilled Reader

(1)

Development of Storybook Reading Behaviors

(2)

Picture-Governed

(2)

Print-Governed

(1)

Development of Writing Behaviors

(10)

Scribbling and Drawing Stage

(4)

Prephonemic Stage

(1)

Early Phonemic Stage

(2)

Letter-Naming Stage

(1)

Transitional Stage

(2)

Developing a Sense of Story

(2)

Story Grammar Elements

(1)

Understanding Print Concepts and the Language of Instruction

(2)

Environmental Print Studies

(1)

Student Perceptions of Reading

(1)

Understanding Concepts About Print

(1)

Summary

(1)

Concept Applications

(1)

In the Classroom

(1)

In the Field

(1)

Recommended Readings

(2)

Basal Readers: Determining How to Use Basals Effectively

(42)

Understanding the Basal Reader

(4)

Anatomy of the Basal Reading Approach

(8)

The Teacher's Edition

(1)

The Student's Basal Text

(2)

The Workbook

(2)

Assessment

(1)

Record Keeping

(2)

Production and Organization of Basal Readers

100

(5)

Strengths and Weaknesses of Basal Readers

100

(2)

Organization of the Basal Reader

102

(3)

Instructional Beliefs and Basal Readers

105

(1)

Decoding Basals

105

(1)

Literature-Based Basals

105

(1)

Adopting and Evaluating Basal Readers From a Transitional Perspective

106

(6)

The Process of Basal Reader Adoption

107

(1)

Evaluating Basal Readers From a Balanced Reading Perspective

108

(4)

Taking Control of the Basal Teacher's Manual

112

(8)

Balanced Reading Program

112

(2)

Reconciled Reading Lesson

114

(1)

Using the Language Experience Approach With Basal Reader Lessons

115

(1)

Reciprocal Questioning

116

(2)

Directed Reading Thinking Activity

118

(2)

Teaching Effective Skill Lessons: From Whole to Parts to Whole

120

(3)

Selection and Analysis of a ``Whole'' Text Example: Analyzing a Basal Selection for Skills to Include in a Mini-lesson

120

(3)

Helping Students With Special Needs Succeed With Basal Reader Instruction

123

(1)

Helping Students With Diverse Cultural or Language Needs Succeed With Basal Readers

124

(1)

Summary

125

(1)

Concept Applications

125

(1)

In the Classroom

125

(1)

In the Field

126

(1)

Recommended Readings

126

(2)

From Basals to Books: Making the Transition

128

(46)

Transitions: Implementing Balance in Reading Instruction

130

(1)

Transitions in Instructional Beliefs

131

(5)

``I Don't Know Enough Yet to Know Where I Stand'' Stance

131

(1)

Combative Stance

132

(1)

Tentative Stance

132

(1)

Responsive Stance

133

(1)

Explorative Stance

133

(1)

An Off-the-Record Stance

133

(1)

A Cautiously Out-in-the-Open Stance

133

(1)

An Advocate's Stance

134

(2)

Transitions in Using Instructional Materials

136

(5)

Basals as Springboards: Mitigating Weaknesses

136

(1)

Treating the Basal as an Anthology of Literature---Not a Textbook!

137

(1)

Working out of Worksheet Dependency: Toward Reader Response

138

(1)

Teaching With Text

139

(1)

Oral Reading With Basals and Books: Breaking Away From Round-Robin Reading

139

(1)

Components of the Oral Recitation Lesson

139

(1)

Asking Comprehension Questions: The Reading Inquisition

140

(1)

Transitions in Curriculum Design: Standards Based Instruction

141

(10)

Developing a Nonnegotiable Skills List

143

(1)

Levels of Integration: Breaking Down Curriculum Barriers

144

(1)

Language to Literacy Units With Basals and Books

145

(3)

Transitions in Grouping: From Whole-Class (No Grouping) to Flexible Grouping

148

(3)

Transitions in Community Involvement: Seeking Support for Change

151

(4)

Parent Involvement: Information and Volunteerism

151

(2)

Seeking Administrative Support

153

(1)

Colleague Collaboration: Establishing Support Groups

154

(1)

Transitions in the Classroom Environment

155

(2)

Institutional Versus Homelike Classroom Environments

155

(1)

Classroom Design Considerations

156

(1)

Transitions in Assessment

157

(2)

Freedom From the Bondage of Teaching to Texts

157

(1)

Portfolios: Movies, Not Snapshots

158

(1)

Transitions in Diversity: Monoculture to Multiculture

159

(2)

From Caterpillar to Butterfly: The Metamorphosis of Three Transitional Reading Teachers

161

(11)

Summary

172

(1)

Concept Applications

173

(1)

In the Classroom

173

(1)

In the Field

173

(1)

Recommended Readings

173

(1)

Reading Comprehension: Focusing on Instruction

174

(48)

Comprehension: Instruction and Assessment

176

(1)

Issues in Teaching Reading Comprehension

176

(2)

Teaching Versus Testing

176

(1)

Basals Don't Teach Reading Comprehension

177

(1)

Don't Be Afraid to Teach

177

(1)

Theories About Comprehending Text

178

(6)

Schema Theory

178

(1)

Understanding the Process of Comprehending Text

179

(2)

Explaining Comprehension Difficulties

181

(2)

Instructional Implications of Schema Theory

183

(1)

Generative Learning Theory

184

(1)

A Model for Effective Comprehension Instruction

184

(1)

Gradual Release of Responsibility Instruction Model

184

(1)

Text-Based Comprehension Instruction: Focus on Narrative Structure

185

(10)

Narrative Structure: Story Grammars

185

(2)

Story Mapping

187

(2)

Story Frames

189

(4)

Schema Stories

193

(1)

Discussion Webs

194

(1)

Text-Based Comprehension Instruction: Focus on Expository Structure

195

(6)

Expository Structures

195

(1)

Pattern Guides

195

(2)

Concept-Text-Application

197

(4)

Teaching Reading Comprehension: Focus on Context

201

(3)

The Cloze Procedure

201

(1)

Cohesive Ties

202

(2)

Typographic Features

204

(1)

Activating Background Knowledge

204

(4)

Prereading Plan

204

(1)

K-W-L

205

(1)

Generating Reciprocal Inferences Procedure (GRIP)

206

(2)

Monitoring Comprehension and Fix-Up Strategies

208

(2)

Assessing Comprehension of Text: Strategies for Effective Questioning

210

(7)

Retellings as Comprehension Assessment

210

(1)

Questioning Taxonomies

210

(2)

Question-Answer Relationships

212

(2)

Asking Prereading Versus Postreading Questions

214

(1)

Reciprocal Questioning

214

(1)

Wait Time

214

(1)

Questions Can Help Students Reconstruct a Model of the Text for Remembering

215

(2)

Increasing Student Involvement

217

(1)

Helping Students With Special Comprehension Needs

217

(1)

Reciprocal Teaching

217

(1)

Helping Students With Special Cultural and Language Needs

218

(2)

Contextual Diagrams

218

(1)

Active Listening to First-and Second-Language Literature

218

(2)

Summary

220

(1)

Concept Applications

220

(1)

In the Classroom

220

(1)

In the Field

220

(1)

Recommended Readings

221

(1)

Acquiring Vocabulary: Words for Reading and Writing

222

(38)

Hypotheses About Vocabulary Learning

224

(1)

The Instrumental Hypothesis

224

(1)

The Aptitude Hypothesis

224

(1)

The Knowledge Hypothesis

224

(1)

The Access Hypothesis

224

(1)

Which Hypothesis Is Correct?

225

(1)

Research on Vocabulary Learning

225

(1)

Principles for Effective Vocabulary Instruction

226

(2)

Which Words Should We Teach?

227

(1)

Developing Sight Words

228

(6)

Word Banks

229

(1)

Key Vocabulary

230

(1)

Basal Words

230

(1)

Basal Words for Bilingual Classrooms (Spanish)

230

(1)

Discovery Words

230

(2)

Function (``Four-Letter'') Words

232

(2)

Strategies for Building Students' Background Knowledge

234

(4)

Gipe's Cluing Technique

234

(1)

RIVET

235

(1)

Predict-O-Gram

236

(1)

Frayer Model

236

(1)

Opin

237

(1)

Word Cards

237

(1)

Structured Overview

238

(1)

Strategies for Extending Students' Vocabulary Knowledge

238

(11)

Semantic Mapping

238

(1)

Making Words

239

(1)

Semantic Feature Analysis

239

(3)

The Essential Vocabulary Words: Grades 4--6

242

(5)

Exclusion Brainstorming

247

(1)

Concept Ladder

248

(1)

Free-Form Outline

248

(1)

Capsule Vocabulary

248

(1)

Strategies for Helping Students Acquire New Vocabulary Independently

249

(1)

Encouraging Wide Reading

249

(8)

Shared Reading and Vocabulary Learning

251

(1)

Computer-Assisted Vocabulary Learning

251

(1)

Vocabulary Overview

252

(1)

Word Maps

252

(1)

Studying Word Functions and Changes

253

(4)

Assisting Students in Multicultural Settings With Vocabulary Development

257

(1)

Summary

258

(1)

Concept Applications

258

(1)

In the Classroom

258

(1)

In the Field

258

(1)

Recommended Readings

259

(1)

Decoding Skills: Identifying Words in Print

260

(44)

Recent Research Concerning Beginning Reading Instruction

262

(2)

The Relationship of Decoding Instruction With Reading and Writing Processes

264

(2)

Reading Uses ``Segmenting'' and ``Blending''

264

(1)

Writing Uses ``Segmenting'' and ``Blending''

265

(1)

Implications for Early and Emergent Reading Instruction

265

(1)

A Developmental and Instructional Sequence for Phonemic Awareness, Alphabetic Principle, and Phonics

266

(1)

Phonemic Awareness

267

(5)

An Anticipation Guide on Phonemic Awareness

267

(1)

Research on Phonemic Awareness

268

(2)

Five Basic Phonemic Awareness Tasks

270

(1)

Some Tips for Planning Instruction in Phonemic Awareness

271

(1)

Alphabetic Principle

272

(4)

An ``Alphabet Books'' Approach

273

(3)

Phonics Instruction in Balanced Literacy Classrooms

276

(7)

A Phonics Prereading Quiz

276

(1)

Phonics: What We Know From Research and Practice

276

(2)

Seven Phonics Generalizations

278

(2)

Other Important Phonics Terms and Skills

280

(1)

Onset and Rime

280

(1)

Structural Analysis and Morphemic Clues

281

(2)

Putting It All Together: A Sequence of Word-Identification Skills

283

(5)

Teaching Skills Effectively Using Mini-lessons: Whole to Parts to Whole Instruction

284

(4)

Focusing Attention on Print: Bridging From Memory to Text

288

(3)

Recognition

289

(1)

Identification and Matching

289

(1)

Cloze Techniques

289

(1)

Substitution

290

(1)

Error Detection

290

(1)

Spoonerisms

290

(1)

Vowel Substitution

290

(1)

Word Rubberbanding

291

(1)

Teaching Skills Through Raps, Songs, and Chants

291

(4)

Using the Writing Process to Further Enhance Word-Identification Skills

295

(2)

``Temporary'' Spellings

295

(1)

Editing Sessions

296

(1)

Helping Students With Special Needs Develop Word-Identification Strategies

297

(5)

Writing as a Tool to Develop Context Clue Awareness

298

(1)

Vowel and Consonant Sound Practice

298

(1)

Helping SOL (Speakers of Other Languages) Students Develop Phonemic Awareness

299

(3)

Summary

302

(1)

Concept Applications

302

(1)

In the Classroom

302

(1)

In the Field

303

(1)

Classroom Resources for Teachers

303

(1)

Recommended Readings

303

(1)

Literacy Environments: Designing Classrooms That Promote Literacy

304

(42)

Designing the Classroom Environment

306

(1)

Balanced Literacy Classrooms: Understanding the Dynamics of Classroom Environment

306

(4)

Providing Literacy Props Affects Children's Literacy-Learning Opportunities

306

(1)

The Arrangement of Literacy Props Affects the Quality and Quantity of Literacy Learning in Classrooms

307

(1)

Literacy Props Help Focus Human Interaction Toward Acquiring Literacy Behaviors

308

(1)

Literacy Props Can Be Used to Create Authentic Literacy-Learning Settings

309

(1)

Practical Considerations for Organizing the Classroom Environment

310

(11)

Whole-Class Learning and Sharing Area

312

(1)

Writing and Publishing Area

312

(1)

Silent Reading Area

313

(2)

Supported Reading Area

315

(1)

Reading Conference Area

316

(1)

Thematic Studies or Inquiry-Based Study Area

316

(1)

Display Areas

317

(3)

Storage Areas

320

(1)

Instructional Resources

321

(7)

Trade Books

322

(1)

Basal Readers

322

(1)

Workbooks, Worksheets, and Blackline Masters

323

(1)

Leveled Books

323

(1)

Decodable Books

324

(1)

Computers and Other Information Technologies (ITs) in the Classroom

324

(2)

Using Volunteers

326

(2)

Instructional Organization: The Question of Grouping

328

(12)

Ability Grouping

328

(1)

Whole-Class Instruction

329

(1)

Literature-Response Groups or Literature Circles

330

(1)

Basal Reader Visiting Response Groups

331

(1)

Cooperative Learning Groups

332

(1)

Guided Reading Groups: Dynamic Homogeneous Grouping

333

(3)

Needs Groups

336

(2)

Flexible Groups

338

(1)

Flexible Basal Reader Groups: Large-Group Lesson/Small-Group Follow-Up

339

(1)

Adapting the Environment to Assist Children With Special Needs

340

(1)

Adapting the Environment to Assist Linguistically and Culturally Diverse Students

341

(1)

Summary

341

(2)

Concept Applications

343

(1)

In the Classroom

343

(1)

In the Field

343

(1)

Recommended Readings

344

(2)

Assessment: Determining Students' Progress in Literacy

346

(54)

Principles of Classroom Assessment

348

(2)

Traditional Reading Assessment

350

(5)

Informal Reading Inventories

351

(1)

Group Reading Tests

352

(1)

Individual Diagnostic Reading Tests

352

(1)

Recommended Readings

468

(2)

The Elementary Years: Reading and Writing in Grades 3--5

470

(56)

Balanced Literacy Instruction in Grades 3 Through 5

472

(2)

Keeping Our ``Balance''

472

(1)

Literacy ``To, With, and By''

472

(1)

The Role of Basal Readers

472

(1)

The Reading-Writing connection

473

(1)

Literature-Based Reading Instruction

474

(30)

What Kinds of Books Do Students Enjoy Reading?

475

(1)

Core Book Units

475

(3)

Individualized Reading

478

(1)

Using a Themed Literature Units Approach

478

(3)

Teaching Themed Literature Units: The Nuts and Bolts

481

(2)

Themed Literature Unit Time Line: An Example

483

(12)

Evaluating Themed Literature Units

495

(1)

The Reading Workshop: Organizing for Instruction

496

(8)

Developing Reading Fluency as Part of Literature-Based Reading Instruction

504

(3)

Strategies for Improving Fluency

505

(2)

The Writing Process: Making Authors of Readers

507

(11)

Understanding the Writing Process

507

(1)

The Prewriting Stage

507

(3)

The Drafting Stage

510

(1)

Revising and Editing

511

(2)

Publishing

513

(1)

Using the Writing Workshop: Organizing for Instruction

513

(4)

Classroom Computers and Writing Development

517

(1)

Assisting Limited English Proficient (LEP) Students

518

(5)

Environmental Print

519

(1)

Sentence Strips

519

(1)

Active Listening

520

(1)

Personal Dictionaries

521

(1)

Helping LEP Students With Content Area Texts

521

(2)

Summary

523

(1)

Concept Applications

524

(1)

In the Classroom

524

(1)

In the Field

524

(1)

Recommended Readings

524

(2)

Middle School: Reading and Writing in Grades 6---8

526

(40)

Helping Students Succeed With Content Reading Materials

528

(1)

Why Content Reading Is So Challenging for Some Students: The Nature of Expository Texts

528

(7)

Specialized Vocabulary and Concepts

528

(3)

Increased Concept Load

531

(1)

Readability Considerations

531

(3)

Unique Writing Patterns

534

(1)

Preparing to Teach: Analyzing Readings and Creating Study Aids

535

(13)

Performing a Content Analysis

535

(1)

Constructing Learning Tools

536

(6)

Vocabulary Development Activities

542

(3)

Choosing High-Interest Reading Materials

545

(3)

Proven Study Strategies: Helping Students Help Themselves

548

(6)

Efficient (``Speed Reading'') Study Strategies

548

(3)

Comprehension Monitoring (Metacognition)

551

(1)

Writing to Deepen Learning: Having Students Create Their Own Expository Texts

552

(2)

Reading Across the Curriculum: Themed Studies

554

(5)

Guidelines for Conducting Themed Studies

554

(5)

Tactics for Middle Schoolers Having Learning Problems

559

(4)

Comprehension ``Strategy Families''

560

(1)

Fluency Strategies: Improving Reading Speed

561

(1)

Commercial Programs for Low-Performing Readers

562

(1)

Summary

563

(1)

Content Applications

563

(1)

In the Classroom

563

(1)

In the Field

563

(1)

Recommended Readings

564

(2)

Appendix A: Balanced Literacy Resources for Teachers

566

(14)

Appendix B: Selected Resources for Teachers

580

(6)

Appendix C: Literacy Learning: Milestones for Grades K-3

586

(5)

Appendix D: Blank Miscue Grid

591

(3)

References

594

(44)

Name Index

638

(6)

Subject Index

644

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Teaching Children to Read : Putting the Pieces Together

Summary

Author Biography

Table of Contents

Supplemental Materials

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Teaching Children to Read : Putting the Pieces Together

Summary

Author Biography

Table of Contents

Supplemental Materials

Digital License