{"product_id":"literate-lives-teaching-reading-and-writing-in-elementary-classrooms-paperback-softback-9780471652984","title":"Literate Lives; Teaching Reading and Writing in Elementary Classrooms (Paperback \/ softback) 9780471652984","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eLiterate Lives\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eTeaching Reading and Writing in Elementary Classrooms\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eAmy Seely Flint (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780471652984, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 21 December 2007\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e464 pages\u003cbr\u003e27.4 x 21.1 x 1.5 cm, 0.771 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003ci\u003eLiterate Lives: Teaching Reading and Writing in Elementary Classrooms\u003c\/i\u003e invites readers to consider the complexities of the reading process in diverse settings.  The text is designed to meet the challenges and needs of undergraduate and graduate teacher candidates in elementary education programs, helping them to have a better first year (in the classroom) experience.  \u003cp\u003eThe text introduces teacher candidates to the notion that reading is a complex, multi-layered process that begins early in a child’s life.  Reading by all accounts, is more than decoding symbols on a page. While this is one component of the reading process, it is important for teacher candidates to see a broader more complete picture of reading. Given the role that reading plays in the elementary school curriculum, it is imperative that teachers have a well-developed understanding of the reading process and what it means to be a teacher of readers.\u003c\/p\u003e \u003cp\u003e \u003ci\u003eLiterate Lives: Teaching Reading and Writing in the Elementary Classroom\u003c\/i\u003e covers the major theories and application strategies of the reading process as well as current debates in the field using a unique framework that builds upon the following themes:\u003c\/p\u003e \u003cul\u003e \u003cli\u003ebelieving that literacy is based in social, cultural, and historical contexts\u003c\/li\u003e \u003cli\u003eassuming an inquiry stance - being ‘problem posers’ and wondering ‘why’\u003c\/li\u003e \u003cli\u003eusing “kidwatching” (Goodman, 1985) as an assessment tool to make informed instructional decisions\u003c\/li\u003e \u003cli\u003erecognizing and using the multiple literacies that children bring to the classroom\u003c\/li\u003e \u003cli\u003elingering and reflecting on one’s decisions in light of what one knows and believes.\u003c\/li\u003e \u003c\/ul\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cb\u003ePart I: \u003c\/b\u003e\u003cb\u003eGaining a Knowledge Base about Reading and Learners\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 \u003c\/b\u003e\u003cb\u003eExamining Literacy in the Twenty-First Century \u003c\/b\u003e\u003cb\u003e2\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Discovering What Makes a Good\u003c\/p\u003e \u003cp\u003eReader and a Good Teacher of Readers 2\u003c\/p\u003e \u003cp\u003eTHE GAP: LITERACY PRACTICES IN SCHOOL AND OUTSIDE OF SCHOOL 4\u003c\/p\u003e \u003cp\u003ePERSPECTIVES ON WHAT IT MEANS TO BE LITERATE 5\u003c\/p\u003e \u003cp\u003eMODELS OF SCHOOLING THAT IMPACT LITERACY DEVELOPMENT 6\u003c\/p\u003e \u003cp\u003eLearning Is about Skill Building: Industrial Model 6\u003c\/p\u003e \u003cp\u003eInvestigating a Question: Inquiry Model 8\u003c\/p\u003e \u003cp\u003eProblematizing the Status Quo: Critical Model 9\u003c\/p\u003e \u003cp\u003eSIX GUIDING PRINCIPLES FOR TEACHING READING AND WRITING IN THE TWENTY-FIRST CENTURY 11\u003c\/p\u003e \u003cp\u003ePrinciple #1: Literacy Practices Are Socially and Culturally Constructed. 11\u003c\/p\u003e \u003cp\u003ePrinciple #2: Literacy Practices Are Purposeful. 12\u003c\/p\u003e \u003cp\u003ePrinciple #3: Literacy Practices Contain Ideologies and Values. 13\u003c\/p\u003e \u003cp\u003eAutonomous model 13\u003c\/p\u003e \u003cp\u003eIdeological model 14\u003c\/p\u003e \u003cp\u003ePrinciple #4: Literacy Practices Are Learned through Inquiry. 14\u003c\/p\u003e \u003cp\u003ePrinciple #5: Literacy Practices Invite Readers and Writers to Use Their Background Knowledge and Cultural Understandings to Make Sense of Texts. 15\u003c\/p\u003e \u003cp\u003ePrinciple #6 Literacy Practices Expand to Include Everyday Texts and Multimodal Texts. 16\u003c\/p\u003e \u003cp\u003eTHE ROLE OF NO CHILD LEFT BEHIND IN LITERACY INSTRUCTION 18\u003c\/p\u003e \u003cp\u003eScientifically Based Reading Instruction and the National Reading Panel 19\u003c\/p\u003e \u003cp\u003eReading First Initiative 20\u003c\/p\u003e \u003cp\u003eCREATING A VISION FOR EFFECTIVE LITERACY INSTRUCTION 21\u003c\/p\u003e \u003cp\u003eIN CLOSING 22\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 \u003c\/b\u003e\u003cb\u003eOral Language Learning in and Out of the Classroom \u003c\/b\u003e\u003cb\u003e24\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: My Heart be Beepin’: Ms. Adams Learns From Angie 24\u003c\/p\u003e \u003cp\u003eORAL LANGUAGE DEVELOPMENT FROM A SOCIOCRITICAL PERSPECTIVE 26\u003c\/p\u003e \u003cp\u003eLanguage Practices Are Dialogic and Evolving 27\u003c\/p\u003e \u003cp\u003eLanguage Practices Are Culturally and\u003c\/p\u003e \u003cp\u003eSocially Situated 29\u003c\/p\u003e \u003cp\u003eLanguage Practices Reflect Power and Politics 29\u003c\/p\u003e \u003cp\u003eVARIATIONS IN ORAL LANGUAGE 30\u003c\/p\u003e \u003cp\u003eIncrease of Multiple Languages in Classroom Settings 31\u003c\/p\u003e \u003cp\u003eLinguistic Variation within English: Is there a Standard? 34\u003c\/p\u003e \u003cp\u003eRegister 34\u003c\/p\u003e \u003cp\u003eDialects 35\u003c\/p\u003e \u003cp\u003eAfrican American Vernacular or “Ebonics” 36\u003c\/p\u003e \u003cp\u003eClassroom approaches to issues of dialect 36\u003c\/p\u003e \u003cp\u003eLanguage Variation as a Resource, Not a Deficit 37\u003c\/p\u003e \u003cp\u003eLanguage Policies: Implications for Teaching Literacy 39\u003c\/p\u003e \u003cp\u003eCONDITIONS AND MODELS FOR ORAL LANGUAGE ACQUISITION 41\u003c\/p\u003e \u003cp\u003eCambourne’s Model of Oral Language Development 41\u003c\/p\u003e \u003cp\u003eCambourne’s conditions for oral language development 42\u003c\/p\u003e \u003cp\u003eCambourne’s conditions for reading and writing 43\u003c\/p\u003e \u003cp\u003eHalliday’s Model of Language Acquisition 44\u003c\/p\u003e \u003cp\u003eLearning language 44\u003c\/p\u003e \u003cp\u003eLearning about language 44\u003c\/p\u003e \u003cp\u003eLearning through language 48\u003c\/p\u003e \u003cp\u003eLANGUAGE CUEING SYSTEMS THAT SUPPORT\u003c\/p\u003e \u003cp\u003eREADING AND WRITING DEVELOPMENT 50\u003c\/p\u003e \u003cp\u003eGraphophonemic: Sounds and Symbols 50\u003c\/p\u003e \u003cp\u003ePhonemes and phonemic awareness 50\u003c\/p\u003e \u003cp\u003ePhonetics and phonics 52\u003c\/p\u003e \u003cp\u003eSemantics: The Meaning of Words 53\u003c\/p\u003e \u003cp\u003eSyntactics: The Structure of Language 54\u003c\/p\u003e \u003cp\u003ePragmatics: Language in Use 55\u003c\/p\u003e \u003cp\u003eIN CLOSING 56\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 \u003c\/b\u003e\u003cb\u003eGetting to Know Students: Developing Culturally Relevant Practices for Reading and Writing \u003c\/b\u003e\u003cb\u003e58\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Ms. Garrity Learns from Bianca 58\u003c\/p\u003e \u003cp\u003eEXAMINING CULTURAL DIVERSITY IN\u003c\/p\u003e \u003cp\u003eCLASSROOM SETTINGS 61\u003c\/p\u003e \u003cp\u003eThe Divide between the Teacher’s Culture and Students’\u003c\/p\u003e \u003cp\u003eCultures 61\u003c\/p\u003e \u003cp\u003eRecognizing Differences within English Language\u003c\/p\u003e \u003cp\u003eLearners 62\u003c\/p\u003e \u003cp\u003eLearning about Home and Community Practices 63\u003c\/p\u003e \u003cp\u003eFunds of knowledge 64\u003c\/p\u003e \u003cp\u003eVirtual school bags 65\u003c\/p\u003e \u003cp\u003eTEACHING FROM A CULTURALLY RELEVANT PERSPECTIVE 66\u003c\/p\u003e \u003cp\u003eSupporting Linguistically Diverse Learners in Reading and Writing 67\u003c\/p\u003e \u003cp\u003eConnect students’ background knowledge and personal experiences to literacy events 68\u003c\/p\u003e \u003cp\u003eCreate opportunities for students to meaningfully and authentically apply oral language skills 69\u003c\/p\u003e \u003cp\u003eEncourage students’ primary language and\/or code switching during literacy events 70\u003c\/p\u003e \u003cp\u003eContextualize instruction of language through authentic literature 70\u003c\/p\u003e \u003cp\u003eDocumenting students’ home and community literacy practices 72\u003c\/p\u003e \u003cp\u003eEstablishing Culturally Relevant Interaction Patterns in Literacy Events 72\u003c\/p\u003e \u003cp\u003eRead aloud from a teacher-centered perspective 73\u003c\/p\u003e \u003cp\u003eRead aloud from a student-centered perspective 74\u003c\/p\u003e \u003cp\u003eUSING EARLY ASSESSMENT TO KNOW YOUR STUDENTS 76\u003c\/p\u003e \u003cp\u003eKidwatching 77\u003c\/p\u003e \u003cp\u003eAttitudes and Interest in Reading and Writing 80\u003c\/p\u003e \u003cp\u003eAttitude questionnaires and surveys 80\u003c\/p\u003e \u003cp\u003eInterviews 81\u003c\/p\u003e \u003cp\u003eIN CLOSING 82\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 \u003c\/b\u003e\u003cb\u003eTheories of Literacy Development \u003c\/b\u003e\u003cb\u003e84\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Ms Young Herr Discovers the Role of Theory in Creating Curriculum 84\u003c\/p\u003e \u003cp\u003eWHAT DOES THEORY HAVE TO DO WITH CURRICULUM BUILDING? 87\u003c\/p\u003e \u003cp\u003eUncovering your Beliefs about Teaching and Instruction 87\u003c\/p\u003e \u003cp\u003eFOUR CLASSROOM PORTRAITS AND FOUR THEORIES OF LITERACY DEVELOPMENT 88\u003c\/p\u003e \u003cp\u003eRobyn Teal’s Classroom: Learning to Read Means Focusing on Skills 88\u003c\/p\u003e \u003cp\u003eBottom-up theory of literacy development 91\u003c\/p\u003e \u003cp\u003eSkills model 91\u003c\/p\u003e \u003cp\u003eAnother glimpse into Ms. Teal’s classroom 92\u003c\/p\u003e \u003cp\u003eMs. Sharonda Battle’s Classroom: Learning to Read Means Understanding the Meaning of Words 92\u003c\/p\u003e \u003cp\u003eTop-down theory of literacy development 96\u003c\/p\u003e \u003cp\u003eWhole language model of literacy development 96\u003c\/p\u003e \u003cp\u003eAnother glimpse into Ms. Battle’s classroom 97\u003c\/p\u003e \u003cp\u003eMr. Thomas Ruby’s Classroom: Learning to Read Means Learning How to Respond to Text 98\u003c\/p\u003e \u003cp\u003eTransactional theory of reading 99\u003c\/p\u003e \u003cp\u003eReader response model 101\u003c\/p\u003e \u003cp\u003eAnother glimpse into Mr. Ruby’s classroom 102\u003c\/p\u003e \u003cp\u003eMs. Pauline Fuller’s Classroom: Learning How to Read Means Critically Examining the Text 103\u003c\/p\u003e \u003cp\u003eCritical theories and critical literacy 104\u003c\/p\u003e \u003cp\u003eFour-resource model 105\u003c\/p\u003e \u003cp\u003eHalliday + 107\u003c\/p\u003e \u003cp\u003eAnother glimpse into Ms. Fuller’s classroom 107\u003c\/p\u003e \u003cp\u003eLOOKING ACROSS THE FOUR READING MODELS 108\u003c\/p\u003e \u003cp\u003eIN CLOSING 110\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 \u003c\/b\u003e\u003cb\u003eLiteracy Programs and Approaches \u003c\/b\u003e\u003cb\u003e112\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Ms. Binns Rethinks Sustained, Silent Reading Time 112\u003c\/p\u003e \u003cp\u003eFOUR DECADES OF CHANGE IN READING AND WRITING CURRICULUM 115\u003c\/p\u003e \u003cp\u003eSkills: Grammar, Decoding, and Drills 115\u003c\/p\u003e \u003cp\u003eWhole Language: Authentic Texts and Meaning Making 116\u003c\/p\u003e \u003cp\u003eThe Balanced Approach to Literacy Development\u003c\/p\u003e \u003cp\u003ePrescriptive Reading Programs and Materials:\u003c\/p\u003e \u003cp\u003eConnections to “Scientifically Based Reading\u003c\/p\u003e \u003cp\u003eResearch” 117\u003c\/p\u003e \u003cp\u003eBASAL READERS: THE MOST FAMILIAR READING MATERIAL IN THE CLASSROOM 119\u003c\/p\u003e \u003cp\u003eCommon Characteristics and Features 119\u003c\/p\u003e \u003cp\u003eDifferences among Basal Programs 121\u003c\/p\u003e \u003cp\u003eLiterature-based basals 121\u003c\/p\u003e \u003cp\u003ePhonics-oriented basals 121\u003c\/p\u003e \u003cp\u003eClassroom Organizational Structures when Using Basal Materials 122\u003c\/p\u003e \u003cp\u003eOrganizing Daily Instruction When Using Reading Anthologies and Leveled Texts 123\u003c\/p\u003e \u003cp\u003eReading anthology lesson 123\u003c\/p\u003e \u003cp\u003eGuided reading group lesson 124\u003c\/p\u003e \u003cp\u003eCONCERNS WITH PRESCRIPTIVE APPROACHES 126\u003c\/p\u003e \u003cp\u003eOne Size Does Not Fit All 126\u003c\/p\u003e \u003cp\u003eThe Lack of Additional Support or Alternatives 127\u003c\/p\u003e \u003cp\u003eTHE READER\/WRITER WORKSHOP APPROACH FOR LITERACY DEVELOPMENT 128\u003c\/p\u003e \u003cp\u003eDesigning a Literacy-Rich Reader\/Writer Workshop 128\u003c\/p\u003e \u003cp\u003eOrganizing a Reader\/Writer Workshop 129\u003c\/p\u003e \u003cp\u003eSpaces and places in the classroom to support literacy development 130\u003c\/p\u003e \u003cp\u003eFlexible reading groups 132\u003c\/p\u003e \u003cp\u003eStructure of a Reader\/Writer Workshop 132\u003c\/p\u003e \u003cp\u003eMini-lessons 133\u003c\/p\u003e \u003cp\u003eIndependent reading and literature discussions 135\u003c\/p\u003e \u003cp\u003eWriting and responding 135\u003c\/p\u003e \u003cp\u003eReading and writing conferences 138\u003c\/p\u003e \u003cp\u003eStatus of the class 138\u003c\/p\u003e \u003cp\u003eSharing 138\u003c\/p\u003e \u003cp\u003eSummary of Teaching Structures for Reader\/Writer Workshops 139\u003c\/p\u003e \u003cp\u003eIN CLOSING 142\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: \u003c\/b\u003e\u003cb\u003eUnderstanding the Reading Process in Classrooms\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 \u003c\/b\u003e\u003cb\u003eEntering into the Literacy Landscape: Emergent Readers and Writers \u003c\/b\u003e\u003cb\u003e144\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Kadin Reads at Home 144\u003c\/p\u003e \u003cp\u003eHISTORICAL BEGINNINGS OF EMERGENT\u003c\/p\u003e \u003cp\u003eLITERACY 146\u003c\/p\u003e \u003cp\u003eReading Readiness 147\u003c\/p\u003e \u003cp\u003eEmergent Literacy 148\u003c\/p\u003e \u003cp\u003eORAL LANGUAGE LEARNING: WHAT ITMEANS FOR\u003c\/p\u003e \u003cp\u003eEMERGENT READING AND WRITING PRACTICES 150\u003c\/p\u003e \u003cp\u003eConditions for Developing Oral Language Skills 151\u003c\/p\u003e \u003cp\u003eConditions to Support Young English Language\u003c\/p\u003e \u003cp\u003eLearners in Preschool Settings 152\u003c\/p\u003e \u003cp\u003eDimensions of Emergent Literacy 153\u003c\/p\u003e \u003cp\u003eConcepts of Texts 154\u003c\/p\u003e \u003cp\u003eConcepts of Words 156\u003c\/p\u003e \u003cp\u003eConcepts of Letters and Sounds 157\u003c\/p\u003e \u003cp\u003eAlphabet knowledge 157\u003c\/p\u003e \u003cp\u003ePhonemic awareness 158\u003c\/p\u003e \u003cp\u003eAssessing the Dimensions of Emergent Literacy 160\u003c\/p\u003e \u003cp\u003eEMERGENT WRITING 161\u003c\/p\u003e \u003cp\u003eInventing and Refining Written Language Forms 161\u003c\/p\u003e \u003cp\u003eEmergent Spelling 162\u003c\/p\u003e \u003cp\u003eRandom marks 162\u003c\/p\u003e \u003cp\u003ePrephonemic 163\u003c\/p\u003e \u003cp\u003eEarly phonemic 163\u003c\/p\u003e \u003cp\u003eLetter-naming 163\u003c\/p\u003e \u003cp\u003eTransitional 164\u003c\/p\u003e \u003cp\u003eEmergent Writing and Meaning Making 165\u003c\/p\u003e \u003cp\u003eLITERACY AND TECHNOLOGY IN EARLY LITERACY SETTINGS 166\u003c\/p\u003e \u003cp\u003eConcepts of Screen 167\u003c\/p\u003e \u003cp\u003eElectronic\/Talking Books 168\u003c\/p\u003e \u003cp\u003eLITERACY EVENTS AND PRACTICES: PROMOTING EMERGENT READING AND WRITING 169\u003c\/p\u003e \u003cp\u003eNoticing Environmental Print 169\u003c\/p\u003e \u003cp\u003eWriting Centers 170\u003c\/p\u003e \u003cp\u003eStorybook Reading 170\u003c\/p\u003e \u003cp\u003eStorybook Reading as a Cultural Practice 171\u003c\/p\u003e \u003cp\u003eSociodramatic Play Settings 172\u003c\/p\u003e \u003cp\u003eLanguage Experience Approach Stories (LEA) and Digital Language Experience Approach (D-LEA) 172\u003c\/p\u003e \u003cp\u003eIN CLOSING 176\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 \u003c\/b\u003e\u003cb\u003eBeginning Readers and Writers \u003c\/b\u003e\u003cb\u003e178\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Ms. Simon’s Class Reads There Was an Old Lady Who Swallowed a Fly 178\u003c\/p\u003e \u003cp\u003eGUIDING PRINCIPLES TO PROMOTE BEGINNING READING AND WRITING 181\u003c\/p\u003e \u003cp\u003eEXPLORING BEGINNING READING THROUGH THE FOUR-RESOURCE MODEL 184\u003c\/p\u003e \u003cp\u003eCode Breaking to Exemplify How Words Work 184\u003c\/p\u003e \u003cp\u003eLanguage Play and Rhymes 186\u003c\/p\u003e \u003cp\u003eWord Families 187\u003c\/p\u003e \u003cp\u003eAlphabet Knowledge 188\u003c\/p\u003e \u003cp\u003eHigh-frequency words 192\u003c\/p\u003e \u003cp\u003eMini-lessons for Code Breaking 192\u003c\/p\u003e \u003cp\u003eBecoming a Text Participant 193\u003c\/p\u003e \u003cp\u003eMaking connections 193\u003c\/p\u003e \u003cp\u003eMaking predictions and inferences 194\u003c\/p\u003e \u003cp\u003eVisualizing 196\u003c\/p\u003e \u003cp\u003eUnderstanding How Texts Are Used 196\u003c\/p\u003e \u003cp\u003eThinking Critically about Texts 197\u003c\/p\u003e \u003cp\u003eREADER\/WRITER WORKSHOPS FOR BEGINNING READERS 199\u003c\/p\u003e \u003cp\u003eCreating a Routine for Primary Grade Reading and Writing Workshops 199\u003c\/p\u003e \u003cp\u003eMini-lessons 200\u003c\/p\u003e \u003cp\u003eReading and Responding 200\u003c\/p\u003e \u003cp\u003eRead aloud in workshop settings 201\u003c\/p\u003e \u003cp\u003eQuality picture books for reading aloud 201\u003c\/p\u003e \u003cp\u003eApproaches to reading aloud 202\u003c\/p\u003e \u003cp\u003eShared reading events 205\u003c\/p\u003e \u003cp\u003eLiterature discussions 207\u003c\/p\u003e \u003cp\u003eIndependent and partner reading 207\u003c\/p\u003e \u003cp\u003eWriting 208\u003c\/p\u003e \u003cp\u003eReading and Writing Conferences and Record Keeping 210\u003c\/p\u003e \u003cp\u003eCONNECTIONS TO STANDARDS AND BENCHMARKS 212\u003c\/p\u003e \u003cp\u003eIN CLOSING 214\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 \u003c\/b\u003e\u003cb\u003eIntermediate and Accomplished Readers and Writers \u003c\/b\u003e\u003cb\u003e216\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Ms Bell Discovers Her Fifth Grade Readers 216\u003c\/p\u003e \u003cp\u003eGUIDING PRINCIPLES FOR INTERMEDIATE AND ACCOMPLISHED READERS AND WRITERS 218\u003c\/p\u003e \u003cp\u003eCharacteristics of Intermediate and Accomplished Readers 219\u003c\/p\u003e \u003cp\u003eTHE FOUR-RESOURCE MODEL FOR INTERMEDIATE AND ACCOMPLISHED READERS AND WRITERS 219\u003c\/p\u003e \u003cp\u003eCode Breaking for Intermediate and Accomplished Readers 222\u003c\/p\u003e \u003cp\u003eWord study strategy 222\u003c\/p\u003e \u003cp\u003eDevelopmental word study and spelling 224\u003c\/p\u003e \u003cp\u003eReading with fluency 227\u003c\/p\u003e \u003cp\u003eText Participant Practices with Intermediate and Accomplished Readers 230\u003c\/p\u003e \u003cp\u003eReading easy books with understanding 231\u003c\/p\u003e \u003cp\u003eVocabulary development inside text participant practices 232\u003c\/p\u003e \u003cp\u003eConnecting to the meaning of a text 235\u003c\/p\u003e \u003cp\u003eRetelling as an avenue for understanding 239\u003c\/p\u003e \u003cp\u003eText Use with Intermediate and Accomplished Readers and Writers 240\u003c\/p\u003e \u003cp\u003eCritical Practices with Intermediate and Accomplished Readers 242\u003c\/p\u003e \u003cp\u003eREADER\/WRITER WORKSHOP STRUCTURE FOR INTERMEDIATE AND ACCOMPLISHED READERS AND WRITERS 244\u003c\/p\u003e \u003cp\u003eText Sets for Intermediate and Accomplished Readers 244\u003c\/p\u003e \u003cp\u003eMini-lessons in Reader\/Writer Workshops for Intermediate and Upper Grades 245\u003c\/p\u003e \u003cp\u003eLiterature Discussions with Intermediate and Accomplished Readers and Writers 246\u003c\/p\u003e \u003cp\u003eReading and Writing Conferences 247\u003c\/p\u003e \u003cp\u003eTeacher roles during reading conferences 247\u003c\/p\u003e \u003cp\u003eCONNECTIONS TO STANDARDS AND BENCHMARKS 248\u003c\/p\u003e \u003cp\u003eIN CLOSING 250\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 \u003c\/b\u003e\u003cb\u003eEffective Assessment Practices for Reading and Writing \u003c\/b\u003e\u003cb\u003e252\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Ms. Taylor Invites Alternative Response 252\u003c\/p\u003e \u003cp\u003eFORMATIVE AND SUMMATIVE ASSESSMENTS 255\u003c\/p\u003e \u003cp\u003eTHE PROLIFERATION OF ASSESSMENTS 255\u003c\/p\u003e \u003cp\u003ePURPOSES FOR ASSESSMENTS 256\u003c\/p\u003e \u003cp\u003eLITERACY ASSESSMENTS REVEAL IDEOLOGIES ABOUT LEARNING AND LITERACY 258\u003c\/p\u003e \u003cp\u003eTHE CYCLE OF REFLECTION – ASSESSMENT – INSTRUCTION 260\u003c\/p\u003e \u003cp\u003eWHO IS INTERESTED IN ASSESSMENT?\u003c\/p\u003e \u003cp\u003eHIGH STAKES FOR PARENTS, TEACHERS, AND SCHOOLS 261\u003c\/p\u003e \u003cp\u003eTRADITIONAL ASSESSMENT 262\u003c\/p\u003e \u003cp\u003eStandardized and Multiple Choice Tests 262\u003c\/p\u003e \u003cp\u003eInformal Reading Inventory and Qualitative Reading Inventory 264\u003c\/p\u003e \u003cp\u003eALTERNATIVE ASSESSMENT PRACTICES 265\u003c\/p\u003e \u003cp\u003eCharacteristics of Alternative Assessments 265\u003c\/p\u003e \u003cp\u003eTYPES OF ALTERNATIVE ASSESSMENT PRACTICES 266\u003c\/p\u003e \u003cp\u003eDocumentary\/Observation 266\u003c\/p\u003e \u003cp\u003eMiscue analysis 267\u003c\/p\u003e \u003cp\u003eRetrospective miscue analysis 267\u003c\/p\u003e \u003cp\u003eRunning records 271\u003c\/p\u003e \u003cp\u003eChecklists 272\u003c\/p\u003e \u003cp\u003eClassroom observations and anecdotal records 274\u003c\/p\u003e \u003cp\u003eResponsive Listening Assessments 275\u003c\/p\u003e \u003cp\u003eRetellings 276\u003c\/p\u003e \u003cp\u003eGroup discussions 276\u003c\/p\u003e \u003cp\u003eReading and writing conferences 277\u003c\/p\u003e \u003cp\u003eGATHERING INFORMATION TO USE IN ASSESSING READERS’ AND WRITERS’ GROWTH IN LITERACY DEVELOPMENT 277\u003c\/p\u003e \u003cp\u003ePortfolio Systems 278\u003c\/p\u003e \u003cp\u003eWriting portfolios 278\u003c\/p\u003e \u003cp\u003eReading portfolios 279\u003c\/p\u003e \u003cp\u003eASSESSMENT PRACTICES ALIGN WITH CODE BREAKING, TEXT MEANING, TEXT USE, AND CRITICAL PRACTICES 279\u003c\/p\u003e \u003cp\u003eCode Breaking Assessments 280\u003c\/p\u003e \u003cp\u003eText Participant Assessments 283\u003c\/p\u003e \u003cp\u003eText Use Assessments 286\u003c\/p\u003e \u003cp\u003eCritical Practices Assessments 286\u003c\/p\u003e \u003cp\u003eIN CLOSING 288\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: \u003c\/b\u003e\u003cb\u003eRefining Effective Instruction\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 \u003c\/b\u003e\u003cb\u003eFacilitating Meaningful Literature Discussions \u003c\/b\u003e\u003cb\u003e290\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Ms. Wilson’s Fourth Grade Students Talk about The Mouse and the Motorcycle 290\u003c\/p\u003e \u003cp\u003eAN INSIDE LOOK: TWO VERY DIFFERENT LITERATURE DISCUSSION GROUPS 292\u003c\/p\u003e \u003cp\u003eGOALS FOR LITERATURE DISCUSSIONS 294\u003c\/p\u003e \u003cp\u003eHOW READERS MAKE MEANING FROM A TEXT: READER RESPONSE THEORY 295\u003c\/p\u003e \u003cp\u003eReaders Bring Their Sociocultural Backgrounds to the Text 295\u003c\/p\u003e \u003cp\u003eReaders Transact with the Text 296\u003c\/p\u003e \u003cp\u003eMs. Hammel’s first and second grade students discuss Tomas and the Library Lady 296\u003c\/p\u003e \u003cp\u003eStance: A Reader’s Attitude and Purpose 298\u003c\/p\u003e \u003cp\u003eThe Strategic\/Literary Dimension: Is the Text for Information or Enjoyment? 298\u003c\/p\u003e \u003cp\u003eContextual dimension: Where does the discussion occur? 302\u003c\/p\u003e \u003cp\u003eIdeological dimension: What beliefs does the reader have? 302\u003c\/p\u003e \u003cp\u003eMaking Stance Visible in Literature Discussions 304\u003c\/p\u003e \u003cp\u003eINTERPRETIVE AUTHORITY: HOW STUDENTS REACT TO EACH OTHER’S COMMENTS 308\u003c\/p\u003e \u003cp\u003eTeacher-led Discussions 310\u003c\/p\u003e \u003cp\u003eStudent-led Discussions 310\u003c\/p\u003e \u003cp\u003eThe evaluator role in student-led discussions 311\u003c\/p\u003e \u003cp\u003eTeacher-led, Student-centered Discussions 312\u003c\/p\u003e \u003cp\u003eMs. Reiner’s fifth grade students discuss Tomás and the Library Lady 314\u003c\/p\u003e \u003cp\u003eEncouraging Readers to Share Interpretive Authority during Literature Discussions 315\u003c\/p\u003e \u003cp\u003eSUPPORTING THE READER IN HAVING A FLEXIBLE VIEW OF THE TEXT 317\u003c\/p\u003e \u003cp\u003eIN CLOSING 318\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 \u003c\/b\u003e\u003cb\u003eReading to Learn: Using Nonfiction and Electronic Media to Support Literacy Development \u003c\/b\u003e\u003cb\u003e320\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Ms Gallagher and Ms Reiner Invite their Students to Inquire 320\u003c\/p\u003e \u003cp\u003eUSING INQUIRY-BASED LEARNING ACROSS THE CURRICULUM 322\u003c\/p\u003e \u003cp\u003eKey Principles of an Inquiry-based Curriculum 325\u003c\/p\u003e \u003cp\u003eProblem Posing 326\u003c\/p\u003e \u003cp\u003eTopic Choice 327\u003c\/p\u003e \u003cp\u003eIntegrating Reading and Writing Strategies 327\u003c\/p\u003e \u003cp\u003eSources of Knowledge and the Teacher’s Role 328\u003c\/p\u003e \u003cp\u003eTHE ROLE OF NONFICTION IN DEVELOPING READERS AND WRITERS 329\u003c\/p\u003e \u003cp\u003eWhy Nonfiction Matters 330\u003c\/p\u003e \u003cp\u003eInviting Children to Use Nonfiction for Inquiry-based and Content-area Learning 331\u003c\/p\u003e \u003cp\u003eEvaluating Nonfiction Texts 332\u003c\/p\u003e \u003cp\u003eCategories of nonfiction texts 333\u003c\/p\u003e \u003cp\u003eConcept 333\u003c\/p\u003e \u003cp\u003eIdentification 333\u003c\/p\u003e \u003cp\u003eProcedural 333\u003c\/p\u003e \u003cp\u003eBiography 334\u003c\/p\u003e \u003cp\u003eInformational storybooks 334\u003c\/p\u003e \u003cp\u003eINCORPORATING NONFICTION INTO A READING AND WRITING CURRICULUM 334\u003c\/p\u003e \u003cp\u003eRead Informational Texts Aloud 335\u003c\/p\u003e \u003cp\u003eProvide Time to Read in Content Areas 336\u003c\/p\u003e \u003cp\u003ePairing Nonfiction with Fiction 337\u003c\/p\u003e \u003cp\u003eREADING STRATEGIES FOR NONFICTION AND CONTENT AREA READING MATERIAL 337\u003c\/p\u003e \u003cp\u003eCode Breaking Strategies for Nonfiction Text 337\u003c\/p\u003e \u003cp\u003eText Participant Strategies for Nonfiction Texts 340\u003c\/p\u003e \u003cp\u003eText Use Strategies for Nonfiction Texts 340\u003c\/p\u003e \u003cp\u003eCritical Practices Strategies for Nonfiction Texts 343\u003c\/p\u003e \u003cp\u003eNONFICTION TEXTS IN MULTIMODAL ENVIRONMENTS 344\u003c\/p\u003e \u003cp\u003eDimensions of Multimodal Literacy 346\u003c\/p\u003e \u003cp\u003eIntegrating Electronic Media into Literacy Instruction 346\u003c\/p\u003e \u003cp\u003eLinking Electronic Media with Informational Literacy 348\u003c\/p\u003e \u003cp\u003eScaffolding Reading and Writing Strategies with Electronic Media 349\u003c\/p\u003e \u003cp\u003eIN CLOSING 350\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 \u003c\/b\u003e\u003cb\u003eWorking With Struggling Readers and Writers \u003c\/b\u003e\u003cb\u003e352\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOPENING VIGNETTE: Mrs. Laughlin Supports Rakwaun as a Reader and Writer 352\u003c\/p\u003e \u003cp\u003eFACTORS THAT CONTRIBUTE TO STRUGGLING READING AND WRITING 355\u003c\/p\u003e \u003cp\u003eCognitive Processing 355\u003c\/p\u003e \u003cp\u003eMotivation and Engagement 355\u003c\/p\u003e \u003cp\u003eTeacher Beliefs and Attitudes 357\u003c\/p\u003e \u003cp\u003eIDENTIFYING STRUGGLING READERS AND WRITERS DURING LITERACY EVENTS 358\u003c\/p\u003e \u003cp\u003eINSTRUCTIONAL PRACTICES FOR STRUGGLING READERS AND WRITERS 359\u003c\/p\u003e \u003cp\u003eInterest and Background 360\u003c\/p\u003e \u003cp\u003eRead Alouds to Extend Comprehension 361\u003c\/p\u003e \u003cp\u003eIndependent Reading Time 361\u003c\/p\u003e \u003cp\u003eScheduling Easy Reading time to Gain Confidence 363\u003c\/p\u003e \u003cp\u003eScaffolding 364\u003c\/p\u003e \u003cp\u003eComprehension Monitoring Strategies 365\u003c\/p\u003e \u003cp\u003eLITERACY REFORM EFFORTS FOR STRUGGLING SCHOOLS 368\u003c\/p\u003e \u003cp\u003eReading Recovery 368\u003c\/p\u003e \u003cp\u003eLiteracy Collaborative 369\u003c\/p\u003e \u003cp\u003eFour Blocks 370\u003c\/p\u003e \u003cp\u003eSuccess for All 371\u003c\/p\u003e \u003cp\u003eAmerica’s Choice 372\u003c\/p\u003e \u003cp\u003eTEACHING ALL CHILDREN TO LEAD LITERATE LIVES IN THE TWENTY-FIRST CENTURY 373\u003c\/p\u003e \u003cp\u003eIN CLOSING 375\u003c\/p\u003e \u003cp\u003eAPPENDICES 378\u003c\/p\u003e \u003cp\u003eGLOSSARY 398\u003c\/p\u003e \u003cp\u003eREFERENCES 403\u003c\/p\u003e \u003cp\u003eCHILDREN’S LITERATURE REFERENCES 417\u003c\/p\u003e \u003cp\u003eTEXT AND ILLUSTRATION CREDITS 420\u003c\/p\u003e \u003cp\u003ePHOTO CREDITS 423\u003c\/p\u003e \u003cp\u003eINDEX 425\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand 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