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Literacy for the 21st Century
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Literacy for the 21st Century: A Balanced ApproachFifth editionTABLE OF CONTENTS Chapter 3: Assessing Students' Literacy DevelopmentVignette: Mrs. McNeal Conducts Second-Quarter AssessmentIntroductionCLASSROOM ASSESSMENT TOOLS Determining Students' Reading Levels Monitoring Students' Progress Diagnosing Students' Strengths and Weaknesses Documenting Students' LearningPORTFOLIO ASSESSMENT Why Are Portfolios Worthwhile? Collecting Work in Portfolios Involving Students in Self-Assessment Showcasing Students' PortfoliosHIGH-STAKES TESTING Problems with High-Stakes Testing Preparing for Standardized Tests The Politics of High-Stakes TestingReview: How Effective Teachers Assess Students' Literacy DevelopmentProfessional ReferencesChildren's Book References Chapter 4: Working with the Youngest Readers and WritersVignette: Ms. McCloskey's Students Become Readers and WritersIntroductionFOSTERING AN INTEREST IN LITERACY Concepts about Print Assessing Students' Concepts about Print Concepts About Words Environmental Print Literacy Play Centers Concepts about the AlphabetHOW CHILDREN DEVELOP AS READERS AND WRITERS Stage 1: Emergent Reading and Writing Stage 2: Beginning Reading and Writing Stage 3: Fluent Reading and WritingINSTRUCTIONAL PRACTICES Shared Reading Language Experience Approach Interactive Writing Manuscript Handwriting Writing CentersReviewProfessioal References Chapter 5: Cracking the Alphabetic CodeVignette: Mrs. Firpo Teaches Phonics Using a Basal Reading ProgramIntroductionPHONEMIC AWARENESS Components of Phonemic Awareness Teaching Phonemic Awareness Assessing Children's Phonemic Awareness Why Is Phonemic Awareness Important?PHONICS Phonics Concepts Teaching Phonics Assessing Students' Phonics Knowledge What's the Role of Phonics in a Balanced Literacy Program?SPELLING Stages of Spelling Development Teaching Spelling Assessing Students' Spelling What's the Controversy About Spelling Instruction?ReviewProfessional ReferencesChildren's Book References Chapter 6: Developing Fluent Readers and WritersVignette: Ms. Williams' Students Learn High-Frequency Words IntroductionLEARNING TO READ AND WRITE WORDS Word Recognition Word IdentificationWHAT IS FLUENCY? The Components of Fluency Promoting Reading Fluency Developing Writing Fluency Assessing Students' FluencyReviewProfessional ReferencesChildren's Book References Chapter 7: Expanding Students' Knowledge of WordsVignette: Mrs. Sanom's Word Wizards ClubIntroductionHOW DO STUDENTS LEARN VOCABULARY WORDS? Levels of Word Knowledge Incidental Word Learning Why Is Vocabulary Knowledge Important?TEACHING STUDENTS TO UNLOCK WORD MEANINGS Word-Study Concepts Words to Study Teaching Students about Words Word-Study Activities Word-Learning Strategies Word Consciousness Assessing Students' Vocabulary KnowledgeReview: How Effective Teachers Expand Students' Knowledge of WordsProfessional References Children's Book References Chapter 8: Facilitating Students' Comprehension: Reader FactorsVignette: Mrs. Donnelly Teaches Comprehension StrategiesIntroductionWHAT IS COMPREHENSION? Reader and Text Factors Prerequisites to Comprehension Background Knowledge Vocabulary Fluency Comprehension Strategies Activating Background Knowledge Setting a Purpose Predicting Connecting Visualizing Questioning Determining Importance Summarizing Drawing Inferences Monitoring Repairing Evaluating Comprehension SkillsTEACHING STUDENTS ABOUT READER FACTORS Explicit Comprehension Instruction Developing Comprehension Through Reading Developing Comprehension Through Writing Assessing Students' Comprehension Motivation The Teacher's Role Students' Role How to Engage Students in Reading and Writing Assessing Students' Motivation Comparing Capable and Less Capable Readers and WritersReview: How Effective Teachers Facilitate Readers' ComprehensionProfessional ReferencesChildren's Book References Chapter 9: Facilitating Students' Comprehension: Text FactorsVignette: Mr. Abrams's Fourth Graders Learn About FrogsIntroductionTEXT FACTORS OF STORIES Formats of Stories Narrative Genres Elements of Story Structure Narrative Devices Looking at the Text Factors in a StoryTEXT FACTORS OF INFORMATIONAL BOOKS Nonfiction Genres Expository Text Structures Nonfiction Features Looking at the Text Factors in an Informational BookTEXT FACTORS OF POETRY Formats of Poetry Books Poetic Forms Poetic Devices Looking at the Text Factors in a Book of Poetry TEACHING STUDENTS ABOUT TEXT FACTORS Minilessons Comprehension Strategies Reading and Writing Activities Assessing Students' Knowledge About Text FactorsReview: How Effective Teachers Focus on Text FactorsProfessional References Chapter 10: Organizing for Instruction Vignette: Fourth Graders Participate in a Yearlong Author StudyIntroductionTEACHING WITH BASAL READING PROGRAMS Components of Basal Reading Programs Materials Included in Basal Reading Programs Managing a Basal Reading ProgramTEACHING WITH LITERATURE FOCUS UNITS Steps in Developing a Unit Units Featuring a Picture Book Units Featuring a Novel Units Featuring a Genre Units Featuring an Author Managing Literature Focus UnitsORCHESTRATING LITERATURE CIRCLES Key Features of Literature Circles Implementing Literature Circles Using Literature Circles With Young Children Managing Literature CirclesIMPLEMENTING READING AND WRITING WORKSHOP Reading Workshop Writing Workshop Managing a Workshop ClassroomReview: How Effective Teachers Organize for InstructionProfessional ReferencesChildren's Book References Chapter 11: Differentiating Reading and Writing Instruction Vignette: Mrs. Shasky Differentiates Instruction Introduction WAYS TO DIFFERENTIAT INSTRUCTION Grouping for Instruction Text Sets of Reading Materials Tiered Activities Differentiated ProjectsSTRUGGLING READERS AND WRITERS Struggling Readers Struggling Writers Working with Struggling Students Review: How Effective Teachers Differentiate Literacy Instruction Professional ReferencesChildren's Book References Chapter 12: Reading and Writing in the Content AreasVignette: Mrs. Zumwalt's Third Graders Create Multigenre ProjectsIntroductionCONNECTING READING AND WRITING Reading Nonfiction Books Writing as a Learning Tool Writing to Demonstrate LearningCONTENT-AREA TEXTBOOKS Features of Content-Area Textbooks Making Content-Area Textbooks More Comprehensible Learning How to Study Why Aren't Content-Area Textbooks Enough?THEMATIC UNITS How to Develop a Thematic Unit A First-Grade Unit on Trees A Fourth-Grade Unit on Desert Ecosystems A Sixth-Grade Unit on Ancient EgyptReview: How Effective Teachers Use Reading and Writing in the Content AreasProfessional ReferencesChildren's Book References

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