Classrooms That Work
Pearson (Verlag)
978-0-13-408959-1 (ISBN)
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This popular resource provides comprehensive, balanced, practical literacy instruction for all students in today’s increasingly diverse classrooms, especially students from culturally diverse backgrounds and those struggling with reading and writing. As the Common Core raises the bar for all children, Classrooms That Work helps educators meet the challenges by presenting lesson frameworks for providing reading and language arts instruction that helps all children achieve their highest literacy levels. In a clear, friendly writing style, the authors emphasize the importance of promoting the integration of phonics and literature-based process writing and reading instruction to enhance all students’ learning and reading skills. The book clarifies concepts, defines key terms, and offers just the right balance of research and practical coverage to make the content complete without being overwhelming.
Patricia M. Cunningham is a Professor of Education at Wake Forest University. She has over 30 years of experience, taught in various elementary grades and remedial reading, and was a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children and currently engages in staff development across the United States. Richard L. Allington is a Professor of Education at the University of Tennessee at Knoxville. He is past president of the International Reading Association and the National Reading Conference, co-recipient of the Albert J. Harris Award, and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers.
Chapter 1 Creating Classrooms That Work
Observing in the Classrooms of Unusually Effective Teachers 3
Observing in the Most Successful Schools 7
What We Know About Effective Classrooms 9
Common Core Raises the Bar 11
Creating Your Classroom That Works in the Common Core Era 12
Chapter 2 Creating Independent Readers
Assess and Document Your Students’Independent Reading 14
Make a Teacher Read-Aloud an Everyday Event 14
Schedule Time Every Day for Independent Reading 20
Accumulate the Widest Possible Variety of Reading Materials 21
Schedule Conferences So You Can Talk with Your Students
About Their Reading 22
Make Time for Sharing and Responding 24
Summary 26
Chapter 3 Building the Literacy Foundation
Concepts That Form the Foundation for Literacy 30
Activities for Building the Foundation 33
Summary 44
Chapter 4 Fluency
Mandate Easy Reading for Everyone 47
Model Fluent, Expressive Reading 49
Provide Engaging Rereading Opportunities 51
Use a Word Wall to Teach High-Frequency Words 53
Summary 57
Chapter 5 Teaching Phonics and Spelling Patterns
Guess the Covered Word 61
Using Words You Know 64
Making Words 67
The Nifty-Thrifty-Fifty 76
Summary 80
Chapter 6 Meaning Vocabulary
How Do We Learn All the Words We Know? 84
Teach Vocabulary with “Real Things” 86
Talking Partners 88
Maximize Word Learning from Reading 90
Teach Independent Word Learning Strategies 96
Promote Word Wonder 99
Summary 100
Chapter 7 Comprehension
Comprehension Strategies 103
Think-Alouds to Teach Comprehension Strategies 104
Lesson Frameworks for Comprehending Narrative Text 109
Summary 118
Chapter 8 Reading Informational Text
Lesson Frameworks for Close Reading and Making Inferences 122
Summary 148
Chapter 9 Writing
Writer’s Workshop 152
Adding Editing to Writer’s Workshop 155
Adding Conferencing, Publishing, and Author’s Chair to Writer’s Workshop 159
Adding Revising to Writer’s Workshop 163
Focused Writing 170
Summary 175
Chapter 10 Reading and Writing Across the Curriculum
Reading-Writing Connections 178
Main Idea Trees 178
Time Lines 180
Compare/Contrast Bubbles 181
Think-Writes 183
Summary 191
Chapter 11 Assessment
What Is Assessment? 193
Determining Student Reading Level 193
Identifying Good Literacy Behaviors and Documenting Student Progress 196
Summary 203
Chapter 12 Differentiation and Interventions for Struggling Readers
Targeted Tier 2 Interventions for Struggling Readers 209
Summary 226
References 227
Index 229
| Sprache | englisch |
|---|---|
| Maße | 220 x 280 mm |
| Gewicht | 583 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 0-13-408959-6 / 0134089596 |
| ISBN-13 | 978-0-13-408959-1 / 9780134089591 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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