Description
Book SynopsisCHARLES 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 Inst
Table of Contents
Brief Table of Contents
- Approaches to Teaching Reading
- The Social and Cultural Contexts for Teaching All Children to Read
- What Reading Teachers Need to Know About Language
- Emergent Literacy
- Phonics and Word Knowledge
- Helping Readers Build Fluency
- The Importance of Vocabulary Development
- Reading Comprehension, Part I: Making Sense of Literature
- Reading Comprehension, Part II: Understanding and Learning with Informational Texts
- Critical Thinking and Critical Literacy
- Teaching Children to Spell and Write
- Assessing Literacy
- Integrating Language and Literacy Instruction Across the Grades
- 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
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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 WeGot Where We Are
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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 TheyWant to Read
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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
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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
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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
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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
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The Importance of Vocabulary Development
- What Is Vocabulary?
- What Does the Research Say About Vocabulary?
- Teaching Vocabulary
- Teaching Strategies for Independent Word Learning
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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
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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
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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
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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
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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
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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
-
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 Learnerto 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
