All Children Read: Teaching for Literacy in Today's Diverse ClassroomsWritten by one of the most dynamic author teams in the field of Reading and Literacy, the second edition ofAll Children Readcontinues to offer K-8 teachers the best practices for nurturing emergent literacy, teaching early literacy concepts, and developing reading and writing inallstudents — those of varying reading levels and abilities, as well as those who are English language learners. The new edition increases its emphasis on the professional aspects of literacy instruction, and also includes significant new coverage of fluency and vocabulary, differentiated instruction (and connections to the SIOP), and the all-important topics of literacy assessment. Central to the text are the six overriding themes--the troubled reader, family/community literacy, technology, writing and reading connections, language diversity, and phonics/phonetic awareness---interwoven throughout, making this book the most contemporary and critical learning aid to come out in the field in years. |
Contents
itting Effective | 1979 |
Are Learning Standards? 16 | 1983 |
Grades | 8 |
Standards for Literacy Stress Comprehension | 54 |
NOLOGY CONNECTIONS 470 | 67 |
Incorporating Authentic Childrens Literature | 95 |
Reading Aloud | 105 |
age and Print Together | 115 |
ferentiated Instruction | 345 |
Phonics in the Context of Childrens Needs | 359 |
Lesson Structures | 363 |
First Day of Kindergarten | 366 |
FirstGrade Routines | 369 |
Standards as a Guide | 381 |
Semantic Feature Analysis | 398 |
ministering the Informal Reading Inventory 406 | 406 |
Sample Writing Lessons | 126 |
Word Hunts | 152 |
Demonstrating Fluent Reading | 171 |
Conducting a DRTA | 216 |
Dramatizing a Story | 223 |
Knowledge of Text Structure | 245 |
Nature of Informational Texts | 251 |
Using the Table of Contents to Predict | 253 |
eading Strategies | 266 |
Reciprocal Teaching | 268 |
REVIEW | 275 |
aching Children | 287 |
Writing in Different Genres | 293 |
Persuasive Essays | 299 |
Using Technology in Teaching Writing | 306 |
at Do We Need to Know from Assessing Children? 327 Practi | 327 |
Descriptive Writing | 332 |
Assessing Word Recognition | 333 |
Assessing Comprehension | 339 |
nglish Language Proficiency | 410 |
cabulary Development | 413 |
rouping Students without Tracking | 420 |
REVIEW | 427 |
page | 430 |
Historical Development of English | 441 |
Content Reading | 448 |
Reaching All Students | 455 |
ECT WITH RESEARCH | 470 |
Immersion Instruction | 476 |
CommunicativeBased Approaches | 482 |
Sheltered Instruction Observation Protocol | 489 |
Methodologies for Teaching Reading in Spanish | 495 |
essing the Oral Language Proficiency and Reading Proficiency | 501 |
REFERENCES | 515 |
NAME INDEX | 535 |
Test 65 | 540 |
TEXT AND PHOTO CREDITS | 549 |