Holdings: Teaching children to read

Teaching children to read: the teacher makes the difference

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Bibliographic Details
Main Authors:	Reutzel, Douglas Ray 1953- (Author), Cooter, Robert B. (Author)
Format:	Book
Language:	English
Published:	Boston ; Munich [u.a.] Pearson 2012
Edition:	6. ed.
Subjects:	Reading (Elementary) Reading (Elementary) > Language experience approach Language arts (Elementary) Grundschule Leseunterricht USA
Online Access:	Inhaltsverzeichnis
Item Description:	Includes bibliographical references and index
Physical Description:	XXIX, 610 S. Ill., graph. Darst.
ISBN:	9780132566063 0132566060

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MARC


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245	1	0	\|a Teaching children to read \|b the teacher makes the difference \|c D. Ray Reutzel, Robert B. Cooter, Jr
250			\|a 6. ed.
264		1	\|a Boston ; Munich [u.a.] \|b Pearson \|c 2012
300			\|a XXIX, 610 S. \|b Ill., graph. Darst.
336			\|b txt \|2 rdacontent
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500			\|a Includes bibliographical references and index
650		4	\|a Reading (Elementary)
650		4	\|a Reading (Elementary) \|x Language experience approach
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Record in the Search Index

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adam_text	IMAGE 1 BRIEF CONTENTS PART ONE CHAPTERONE INTRODUCTION EFFECTIVE READING INSTRUCTION:THE TEACHER MAKES THE DIFFERENCE 2 PARTTWO ESSENTIALS OF READING INSTRUCTION 27 CHAPTERTWO CHAPTER THREE CHAPTER FOUR CHAPTER FIVE DEVELOPING CHILDREN S ORAL LANGUAGE 28 EARLY READING INSTRUCTION: GETTING STARTED WITH THE ESSENTIALS 88 PHONICS AND WORD RECOGNITION: LEARNING TO READ WORDS 128 READING FLUENCY ~ 180 CHAPTER SIX INCREASING READING VOCABULARY 212 CHAPTER SEVEN- TEACHING READING COMPREHENSION 256 CHAPTER EIGHT WRITING 312 PART THREE THE READINGTEACHER S TOOLBOX 373 CHAPTER NINE EVIDENCE-BASED PROGRAMS, INTERVENTIONS, AND STANDARDS FOR READING INSTRUCTION 374 CHAPTERTEN ASSESSMENT 422 PART FOUR BRINGING IT ALL TOGETHER IN THE CLASSROOM 455 CHAPTER ELEVEN EFFEETIVE READING INSTRUCTION AND ORGANIZATION IN GRADES K-3 456 CHAPTER TWELVE EFFECTIVEACADEMIC LITERACY INSTRUCTION IN GRADES 4-8 508 VI IMAGE 2 CONTENTS PREFACE XXI PART ONE INTRODUCTION ~EETIVE READING INSTRUETION: J THETEACHERMAKESTHE DIFFERENCE 2 BECOMING A MASTER TEACHER OF READING 5 ABRIEF HISTORY OF CURRENT TRENDS IN READING INSTRUCTION 7 INABILITY TO READ: A NATIONAL HEALTH RISK 7 POLITICAL RESPONSES TO THE LITERACY CRISIS 7 I WHAT IS READING? 9 TEACHERS MAKE THE DIFFERENCE 11 WBAT DO READING TEACHERS NEED TO KNOW AND DO? THE SEVEN PILLARS OF FFFECTIVE READING INSTRUCTION 2 - ~ PILL~ONE: TEACHER KNOWLEDGE 13 PILLAR TWO: CLASSROOM ASSESSMENT 14 PILLAR THREE: EVIDENCE-BASED TEACHING PRACTICES 14 PILLAR FOUR: RESPONSE TO INTERVENTION (RTI) 16 PILLAR FIVE: MOTIHTION AND ENGAGEMENT 18 PILLAR SIX: TE~HNOROGY AND NEW LITERACIES 19 PILLAR SEVEN: FAMILY AND COMMUNITY CONNECTIONS 20 SUMMARY 21 FIELD AND CLASSROOM APPLICATIONS 22 RECOMMENDED RESOURCES 22 STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPLES FOR EDUCATORS 24 R VII IMAGE 3 VIII CONTENTS PARTTWO ESSENTIALSOF READINGINSTRUCTION 27 DEVELOPING CHILDRENTS ORAL LANGUAGE 28 * WHAT DO TEACHERS NEED TO KNOW ABOUT ORAL LANGUAGE? 31 WHAT IS LANGUAGE? 32 HOW DO CHILDREN DEVELOP ORAL LANGUAGE? 39 THE DEVELOPMENTAL STAGES OF ORAL LANGUAGE DEVELOPMENT 43 WHAT DOES RESEARCH SAY ABOUT THE RELATIONSHIP BETWEEN ORAL LANGUAGE AND READING? 46 EFFECTS OF POVERTY ON ORAL LANGUAGE AND READING DEVELOPMENT 46 ENGLISH LEARNERS AND VOCABULARY DEVELOPMENT 47 ORAL LANGUAGE IS THE GREAT PREDICTOR 49 TEACHERS CAN MAKE A DIFFERENCE 49 * ASSESSING CHILDREN S ORAL LANGUAGE DEVELOPMENT AND USE 49 TEACHER RATING OF ORAL LANGUAGE AND LITERACY (TROLL) 50 GET IT, GOT IT, GO!-PICTURE-NAMING TEST 54 ! THE ORAL LANGUAGE ACQUISITION INVENTORY (OLAI) 54 A RULE OF THUMB FOR DETERMINING CHILDREN S MEAN LENGTH OF UTTERANCE (MLU) 55 * PRINCIPLES OF EFFECTIVE ORAL LANGUAGE INSTRUCTION 56 PROMOTING ORAL LANGUAGE LEARNING WITH INSTRUCTIONAL CONVERSATION~ 57 ORAL LANGUAGE INSTRUCTIONAL STRATEGIES 59 INSTRUMENTAL ORAL LANGUAGE INSTRUCTION: INTERVIEWS 59 REGULATORY ORAL LANGUAGE INSTRUCTION: GIVING AND FOLLOWING COMMANDS 60 INTERACTIONAL ORAL LANGUAGE INSTRUCTION: PHONE AND SMALL-GROUP CONVERSATIONS 61 PERSONAL ORAL LANGUAGE INSTRUCTION: ABOUT ME! 62 HEURISTIC ORAL LANGUAGE INSTRUCTION: EXPLAINING AND CONVINCING 62 IMAGINATIVE ORAL LANGUAGE INSTRUCTION: LET S PRETEND 65 REPRESENTATIONAL ORAL LANGUAGE: INSTR:UCTIONS AND DIRECTIONS 65 DIVERTIVE ORAL LANGUAGE INSTRUCTION: THAT S FUNNY! 66 AUTHORITATIVE ORAL LANGUAGE INSTRUCTION: NOW HEAR THIS! 68 PERPETUATING ORAL LANGUAGE INSTRUCTION: REMEMBER THIS! 68 * TIER 2 ADAPTATIONS 69 RESOURCES AND PROGRAMS FOCUSED ON ORAL LANGUAGE DEVELOPMENT 69 ENGLISH LEARNERS: IMPORTANT CONSIDERATIONS 70 * MOTIVATION AND ENGAGEMENT IN ORAL LANGUAGE DEVELOPMENT 71 JOINT PRODUETIVE AETIVITY OPA) 72 IMAGE 4 CONTENTS IX * TECHNOLOGY AND NEW LITERACIES FOR ORAL LANGUAGE DEVELOPMENT 74 HEADSPROUT EARLY READING 74 WORDS AND CONCEPTS 74 WHISPERPHONE 75 ELECTRONIC TALKI~G BOOKS (ETB) 75 WEB TOOLS YOU CAN USE IN THE CLASSROOM 76 * HOW FAMILY AND COMMUNITY CONNECTIONS ENCOURAGE ORAL LANGUA GE DEVELOPMENT 76 PARENT READ-ALOUDS 76 DIALOGUE READING FOR PARENTS HAVING LIMITED ENGLISH OR READING ABILITY 77 SUMMARY 79 FIELD AND CLASSROOM APPLICATIONS 80 RECOMM;NDED RESOURCES 80 STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPLES FOR EDUCATORS 82 EARLY /READING INSTRUETION: GETTINGSTARTEDWITH THE ESSENTIALS 88 R * EARLY READING CONCEPTS, SKIUS, AND STRATEGIES 91WHAT IS EARLY READING AND HOW DO YOUNG CHILDREN BECOME READERS? 91WHAT DOES RESEARCH SAY ABOUT THE ESSENTIALS OF EARLY READING INSTRUCTION? 94* EARLY READING CLASSROOM ASSESSMENT 95ASSESSING CONCEPTS ABOUT PRINT (CAP) 95ASSESSING PHONEMIC AWARENESS 97ASSESSING LETTER NAME KNOWLEDGE 99* EVIDENCE-BASED EARLY READING INSTRUCTION PRACTICES 100THE ESSENTIALJI OF EARLY READING INSTRUCTION 101PRINT CONCEPTS INSTRUCTION 101STRATEGIES FOR TEACHING YOUNG CHILDREN CONCEPTS ABOUT PRINT 102PHONOLOGICAL AND PHONEMIC AWARENESS INSTRUCTION 106LETTER NAME INSTRUCTION 111 IMAGE 5 X CONTENTS 117 116 119 120 120 122 * DIFFERENTIATING AND ADAPTING EARIY READING INSTRUCTION STRUGGLING READERS 116 SOME SPECIAL CONSIDERATIONS FOR ENGLISH LEARNERS (ELS) * MOTIVATION ANDENGAGEMENT OF EARIY READERS 118 READ ALOUD WITH EXPOSITORY BOOKS 118 STUDENT INTERESTS AND CHOICE MATTER 118 * TECHNOIOGY AND NEW LITERACIES FOR EARIY READERS WEB TOOLS YOU CAN USE IN THE CIASSROOM * FAMILY AND COMMUNITY SUPPORT FOR EARIY READERS SUMMARY 121 FIELD AND CLASSROOM APPLICATIONS RECOMMENDED RESOURCES 122 STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPIES FOR EDUCATORS 124 .,J PHONICS ANDWORD RECOGNITION: LEAMINGTO READWORDS 128 * WHAT TEACHERS NEED TO KNOW TO TEACH PHONIES 131 WHAT IS PHONICS? 131 LEARNING THE ALPHABETIC PRINCIPLE 132 PHONICS FOR TEACHERS 132 CONSONANT LETTERS AND SOUNDS 133 VOWEL LETTERS AND SOUNDS 135 WORD PATTERNS 136 ONSET AND RIME 136 WORD RECOGNITION: TEACHING HIGH-FREQUENCY SIGHT WORDS 138 STRUCTURAL ANALYSIS: ATOOL FOR RECOGNIZING MULTISYLLABIC WORDS 140 PUTTING IT ALL TOGETHER: A SEQUENCE FOR PHONICS AND WORD IDENTIFICATION SKILL INSTRUETION 141 * ASSESSING AND MONITORING STUDENT PROGRESS IN LEARNING PHONIES 144 LETTER-NAMING TESTS 144 HIGH-FREQUENCY SIGHT WORD READING TEST 145 IMAGE 6 CONTENTS XI THE CONSORTIUM ON READING EXCELLENCE (CORE) PHONICS SURVEY 145 THE RUNNING RECORD 147 COMMERCIAL DIAGNOSTIC READING TESTS 155 * EFFECTIVE PHONIES INSTRUCTION 155 FIVE APPROACHES TO PHONICS INSTRUCTION 155 EFFEETIVE STRATEGIES FOR TEACHING PHONICS 156 EFFECTIVE STRATEGIES FOR TEACHING HIGH-FREQUENCY SIGHT WORDS 161 * MEETING THE NEEDS OF DIVERSE LEARNERS IN PHONIES INSTRUCTION 164 1 INTERACTIVE STRATEGIES FOR STRUGGLING READERS 164 HELPING STILDENTS WITH DYSLEXIA 165 ENGLISH LEARNERS 166 * MOTIVATION AND ENGAGEMENT STRATEGIES FOR TEACHING PHONICS 167 MOTIVATING STUDENTS WITH GAMES 167 CREATING NONSENSE WORDS 169 * USING TECHNOLOGY AND NEW LITERACIES TO ENHANCE PHONICS INSTRUCTION 170 , WEB TOOLS YOU CAN USE IN THE CLASSROOM 171 * HOW FAMILY AND COMMUNITY CONNECTIONS CAN FOSTER PHONIES DEVELOPMENT OUTSIDE THE CLASSROOM 171 WORDS FROM PIETURES 171 NURSERY RHYMES 172 RHYMING PICTURE CARDS 172 SILLY WORDS F72 SUMMARY 172 HELD AND CLASSROOM APPLICATIONS 173 RECOMMENDED RESOURCES 174 .AI , MY~.J AII.N 174 STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPLES FOR EDUCATORS 175 READINGFLUENCY 180 * DESCRIBING READING FLUENCY 183 HOW DO DLILDREN DEVELOP READING FLUENCY? 183 WHAT DO WE KNOW FROM RES~CH ABOUT READING FLUENCY? 184 IMAGE 7 XII CONTENTS * CLASSROOM FLUENCY ASSESSMENT 186 ASSESSING EXPRESSIVE READING 188 STUDENT SELF-ASSESSMENT OF READING FLUENCY 188 * EFFECTIVE EVIDENCE-BASED TEACHING STRATEGIES THAT ENHANCE FLUENCY 191 CHARACTERISTICS OF EFFECTIVE FLUENCY INSTRUCTION 191 EVIDENCE-BASED TEACHING STRATEGIES 193 * DIFFERENTIATING READING FLUENCY INSTRUCTION FOR DIVERSE LEAMERS 198 STRUGGLING READERS 199 ENGLISH LEARNERS 200 * MOTIVATION AND ENGAGEMENT STRATEGIES THAT PROMOTE FLUENCY 200 * USING TECHNOLOGY AND NEW LITERACIES TO PROMOTE READING FLUENCY 204 WEB TOOLS YOU CAN USE IN THE CLASSROOM 205 .. * HOW FAMILY AND COMMUNITY CONNECTIONS CAN HELP STUDENTS IMPROVE READING FLUENCY 205 SUMMARY 206 FIELD AND CLASSROOM APPLICATIONS 206 RECOMMENDED RESOURCES 206 STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPLES FOR EDUCATORS 208 INCREASING READING VOCABULARY 212 * WHATDOES RESEARCH TELL US ABOUT VOCABULARY LEAMING? 214 HOW DO STUDENTS ACQUIRE NEW VOCABULARY? 216 RESEARCH ON VOCABULARY LEARNING 216 VOCABULARY IS BUHT THROUGH LANGUAGE INTERACTIONS 217 THE FOUR TYPES OF VOCABULARY 217 LEVELS OF VOCABULARY LEARNING 218 LEVELS OF WORD LEARNING 218 WHAT RESEARCH TEILS US ABOUT TEACHING VOCABULARY 218 WH ICH WORDS SHOULD BE TAUGHT? 219 * HOW CAN TEACHERS EFFECTIVELY ASSESS STUDENTS VOCABULARY KNOWLEDGE? 220 SCREENING ASSESSMENTS 221 DIAGNOSTIC VOCABULARY ASSESSMENTS 223 IMAGE 8 CONTENTS XI II FORMAL DIAGNOSTIC VOCABULARY ASSESSMENT TOOLS 223 PROGRESS-MONITORING VOCABULARY ASSESSMENTS 225 OUTCOME ASSESSMENTS 225 ., EVIDENCE-BASED INSTRUCTION PRACTICES FOR INCREASING VOCABULARY KNOWLEDGE 226 PRINCIPLES OF EFFECTIVE VOCABULARY 1NSTRUCTION 226 PLANNING VOCABULARY 1NSTRUCTION 227 VOCABULARY 1NSTRUCTION ACTIVITIES AND TOOLS 228 TEACHING WORD FUNCTIONS AND CHANGES 233 ACTIVITIES THAT SUPPORT 1NCIDENTAL VOCABULARY LEARNING 236 HELPING STUDENTS LEARN WORDS 1NDEPENDENTLY 236 * TIER 2 VOCABULARY INSTRUCTION 238. THE VOCABULARY CLUSTER STRATEGY 239 SEMANTIC MAPS 239 LINKING MULTICULTURAL EXPERIENCES WITH VOCABULARY DEVELOPMENT 241 * TEACHING VOCABULARY 242 * USING TECHNOLOGY AND NEW LITERACIES TO ENHANCE VOCABULARY LEAMING 242 DIGITAL JUMPSTARTS 242 USING PODCASTS TO ENHANCE CONTENT VOCABULARY DEVELOPMENT 243 WEB TOOLS ,YOU CAN USE IN THE CLASSROOM 244 * FAMILY AND COMMUNITY CONNECTIONS THAT ENHANCE VOCABULARY LEAMING 244 READING BACKPACKS 244 LANGUAGE WORKSHOP: AFTER-SCHOOL VOCABULARY-BUILDING ACTIVITIES 246 S~MMARY 247 FIELD AND CLASSROOMAPPLICATIONS 248 RECOMMENDED RESOURCES 248 STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPLES FOR EDUCATORS 250 TEACHING READING COMPREHENSION 256 * WHAT IS READING COMPREHENSION? 259 LESS 1SMORE IN COMPREHENSION 1NSTRUCTION 259 HOW DO CHILDREN DEVELOP READING COMPREHENSION? 260 WHAT DOES RESEARCH SAY ABOUT READING COMPREHENSION 1NSTRUCTION? 263 A PROPOSED SEQUENCE FOR READING COMPREHENSION INSTRUCTION 264 IMAGE 9 XIV CONTENTS * ASSESSING READING COMPREHENSION 265 ASSESSING FACTORS WITHIN THE READER AFFECTING COMPREHENSION 266 ASSESSING STUDENTS KNOWLEDGE OF TEXT FEATURES AND STRUCTURE 267 * WHAT ARE THE MOST EFFECTIVE WAYS TO TEACH READING COMPREHENSION? 274 THE READER 274 THE TEXT 276 THE ACTIVITY 282 COMPREHENSION MONITORING AND FIX-UP STRATEGIES 285 THE SITUATIONAL CONTEXT 291 MULTIPLE-STRATEGIES READING COMPREHENSION INSTRUCTION 294 * MEETING DIVERSE NEEDS FOR TIERS 1 AND 2 IN COMPREHENSION INSTRUCTION 296 ALTERNATIVE STRATEGY INSTRUCTION FOR TIERS 1 AND 2: COMPREHENSION UNDER CONSTRUCTION 297 ADAPTING COMPREHENSION INSTRUETION FOR ENGLISH LEARNERS 298 * MOTIVATION AND ENGAGEMENT STRATEGIES FOR TEACHING READING COMPREHENSION 299 AFFECTIVE RESPONSES: INTERPRETING AND ELABORATING MEANING 300 * INTERNET RECIPROCAL TEACHING 302 * FAMILY AND COMMUNITY CONNECTIONS THAT ENHANCE STUDENTS READING COMPREHENSION 303 SUMMARY 304 FIELD AND CLASSROOM APPLICATIONS 304 RECOMMENDED RESOURCES 304 - EDUCATIONIAB J/ ~ RNY* _ __ FT T K L::I I: 305 STANDARDS FOR READING PROFESSIONALS AND GUIDINGLJRINCIPLES FOR EDUCATORS 306 WRITING 312 * WHAT TEACHERS NEED TO KNOW ABOUT TEACHING WRITING 315 HOW IS READING RELATED TO WRITING? 315 HOW WRITING DEVELOPS 316 UNIQUE WRITING PATTERNS USED BY AUTHORS 322 * CLASSROOM WRITING ASSESSMENT 324 WHAT ARE THE WRITING SKILLS TO BE LEARNED AT EACH GRADE LEVEL (K-6)? 325 STATE WRITING STANDARDS 326 NATIONAL CORE WRITING STANDARDS 326 IMAGE 10 366 CONTENTS XV HOW DO TEACHERS ASSESS STUDENTS WRITING ABILITIES? 326 THE SIX-TRAIT WRITING MODEL 336 * EVIDENCE-BASED WRITING INSTRUETION 338 UNDERSTANDING THE WRITING PROCESS 339 HOW DO INTERACTIVE WRITING PROCEDURES HELP LEARNERS ACQUIRE NEW WRITING SKILLS? 344 THE WRITING WORKSHOP 347 THE WRITING CENTER 350 THE FIRST 6 WEEKS OF WRITING INSTRUCTION 3 51 * USING TIER 2 WRITIITG INTERVENTIONS 352 QUICK WRITES AND POW + TREE 352 I~ UNDERSTANDING ENGLISH LEARNERS THROUGH GENEROUS READING 353 * MOTIVATING AND ENGAGING SIUDENTS TO WRITE 0 353 WRITE-TALKS 354 READING AND ANALYZING NONFICTION (RAN) STRATEGY 354 * TECHNOLOGY AND NEW LITERACIES THAT PROMOTE WRITING 358 WIKI WRITING 358 WEB TOOLS YOU CAN USE IN THE CHISSROOM 359 E-READING AND E-RESPONDING 359 * HOW FAMILY AND COMMUNITY CONNECTIONS CAN FOSTER WRITING 361 CAMP IMAGINATION 362 TRAVELING TALES BACKPACK 363 SUMMARY 363 FIELD AND CLASSROOM APPLICATIONS 364 RECOMMENDED RESOURCES 365 MY~}/~ _~~~~~~~1I L~2~~ ~ __ __ W_ 0 ,,,,,,,,,,,~F STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPLES FOR EDUCATORS 367 PART THREE THE READINGTEACHER STOOLBOX 373 EVIDENCE-BASED PROGRAMS. INTERVENTIONS. ANDSTANDARDS FOR READINGINSTRUCTION 374 * STANDARDS AND PROGRAMS FOR READING INSTRUCTION 377 OVERVIEW OF THE STANDARDS-BASED MOVEMENT 377 WHERE CAN I FIND MY STATE S READING STANDARDS AND APPROVED READING ASSESSMENTS? 378 IMAGE 11 XVI CONTENTS 409 393 392 404 379 379 406 403 WHAT ARE CORE READING PROGRAMS? ANATOMY OF A CORE READING PROGRAM BEGINNING READING TEXTS 382 WORKBOOKS AND WORKSHEETS 385 ASSESSMENT 387 STUDENT DATA MANAGEMENT SYSTEMS 389 CORE READING PROGRAMS: SUMMARY 389 PRODUETION OF CORE READING PROGRAMS 389 ORGANIZATION OF CORE READING PROGRAMS 390 * ASSESSING THE EFFEETIVENESS OF CORE READING PROGRAMS EVALUATING AND ADOPTING CORE READING PROGRAMS 392 A CONSUMER S GUIDE TO EVALUATING A CORE READING PROGRAM REEENT EVALUATIONS OF CORE READING PROGRAMS 399 * EVIDENCE-BASED READING INSTRUCTION PROGRAMS 400 HOUGHTON MIFFLIN: INVITATIONS TO LITERACY 400 SRAIMEGRAW-HILL: OPEN COURT READING 400 MAEMILLANLMEGRAW-HILL: TREASURES READING 401 HOUGHTON-MIFFLIN HAREOURT: STORY TOWN 401 SUEEESS FOR ALL 402 CLASSWIDE PEER TUTORING LITTLE BOOKS 404 * SUPPLEMENTARY READING INTERVENTION PROGRAMS READING RECOVERY 404 EARLY INTERVENTION IN READING READING MASTERY 406 READING EXPEDITIONS: LANGUAGE, LITERACY, & VOCABULARY! 407 SEOTT FORESMAN: EARLY READING INTERVENTION 407 * HOW CAN CORE READING PROGRAMS BE ADAPTED TO ASSIST THE STRUGGLING READER? 408 WHAT EFFEETIVE PROGRAMS ARE AVAILABLE FOR HELPING STUDENTS WITH DIVERSE CULTURAL OR LANGUAGE NEEDS SUEEEED? 408 * PROGRAMS AND STANDARDS FOCUSED ON MOTIVATION AND ENGAGEMENT THE STUDENT READING INTEREST SURVEY (SRIS) 410 AEEELERATED READER 411 * PROGRAMS AND STANDARDS FOCUSED ON TECHNOLOGY AND NEW LITERACIES 412 WEB TOOLS YOU CAN USE IN THE CLASSROOM 413 * HOW CAN TEACHERS HELP PARENTS AND COMMUNITIES BETTER UNDERSTAND READING PROGRAMS AND STANDARDS? 413 SUMMARY 414 FIELD AND CLASSROOM APPLICATIONS 415 RECOMMENDED RESOURCES 415 ~ EDUCATIONLAB~/ ~ RNY*. _ . I L T FT I ;) IL- 416 STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPLES FOR EDUCATORS 417 IMAGE 12 CONTENTS XVI I ASSESSMENT 422 * PRINCIPLES AND PURPOSES OF READING ASSESSMENT 425 PRINCIPLES OF READING ASSESSMENT 425 FO,URPURPOSES OF READING ASSESSMENT 427 WHERE DO WE BEGIN? A CLASSROOM TEACHER S PERSPECTIVE 429 * SCREENING AND PROGRESS-MONITORING ASSESSMENTS 429 SCREENING ASSESSMENTS 429 SCREENING ASSESSMENTS FOR ENGLISH LEARNERS 429 PROGRESS MONITORING IN THE READING CLASSROOM 429 KID WATCHING 430 ASSESSING READING INTERESTS AND SELF-PERCEPTION 430 L SELF-RATING SCALES FOR SUBJECT AREA READING 432 ASSESSING BACKGROUND KNOWLEDGE 432 FAMILY SURVEYS OF READING HABITS 435 SCREENING CHECKLISTS AND SCALES 436 ASSESSING STUDENTS READING OF NONFICTION TEXTS 436 * PUBLISHED READING TESTS FOR SCREENING AND PROGRESS-MONITORING ASSESSMENTS 440 INFORMAL READING INVENTORY 440 CURRICULUM-BASEL MEASUREMENT 442 * OUTCOME ASSESSMENTS 442 DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS (DIBELS) 442 TEXAS PRIMARY READING INVENTORY (TPRI) 443 * DIAGNOSTIC ASSESSMENTS 443 DIAGNOSING VOCABULARY KNOWLEDGE 444 INDIVIDUAL DIAGNOSTIC READING TESTS 444 INDIVIDUALLY ADMINISTERED ACHIEVEMENT TESTS 445 * GETTING ORGANIZED: PROFILING YOUR CLASS 445 TWO DOCUMENTS NEEDED FOR PROFILING 445 * IF- THEN THINKING 449 SUMMARY 452 FIELD AND CLASSROOM APPLICATIONS 452 RECOMMENDED RESOURCES 452 AI I ~ EDUCATIONLAF)..J - RNY ,-,,--- ~ 453 STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPLES FOR EDUCATORS 454 IMAGE 13 XVIII CONTENTS PART FOUR BRINGINGIT ALL TOGETHER IN THE CLASSROOM 455 EFFECTIVE READINGINSTRUETIONAND ORGANIZATIONIN GRADESK-3 456 * WHAT DO TEACHERS NEED TO KNOW AND DO TO PROVIDE EFFEETIVE K-3 READING INSTRUCTION? 458 WHAT TEACHERS NEED TO KNOW TO PROVIDE EFFECTIVE K-3 READING INSTRUCTION 459 FIRST STEPS: PREPARING THE CLASSROOM ENVIRONMENT 459 DESIGNING A CLASSROOM FLOOR PLAN 459 PLANNING A WHOLE-CLASS INSTRUETIONAL AREA 461 PLANNING A SMALL-GROUP INSTRUCTION AREA AND LITERACY CENTERS 463 ORGANIZING CLASSROOM LITERACY TOOLS AND MATERIALS 467 MAKING THE MOST OF CLASSROOM DISPLAY AREAS TO SUPPORT LITERACY LEARNING 469 PLANNING AND ORGANIZING STORAGE SPACES 470 PLANNING AN EFFECTIVE CLASSROOM LIBRARY 472 GROUPING STUDENTS FOR EFFECTIVE READING INSTRUCTION 473 PLANNING THE FIRST DAY OF SCHOOL IN THE K-3 CLASSROOM 474 PREPARING PARENTS AND STUDENTS FOR SUCCESS: MAKING INITIAL CONTACT 475 THE FIRST DAY: FIRST IMPRESSIONS 477 PLANNING THE FIRST WEEK OF K-3 READING AND WRITING INSTRUCTION 479 * ASSESSING STUDENTS STRENGTHS AND NEEDS IN THE K-3 CLASSROOM: ARRANGING THE CLASSROOM TO SUPPORT ASSESSMENT 480 TRAINING STUDENTS TO EFFECTIVELY USE LITERACY AND LEARNING CENTERS 480 PREPARING WRITTEN LESSON PLANS TO BUILD TEACHER CAPACITY FOR EXPLICIT EARLY LITERACY INSTRUCTION 484 DESIGNING A YEARLONG CURRICULUM PLAN 484 THE SCHOOL READING COACH: A RESOURCE NOT TO BE OVERLOOKED 488 * EFFEETIVE READING AND WRITING PRAETICES ALL YEAR LONG 488 INTERACTIVE READING ACTIVITIES 488 ESSENTIALS OF K-3 CLASSROOM READING INSTRUCTION: THE FIVE-BLOCK MODEL 492 * MEETING DIVERSE NEEDS OF K-3 LEARNERS 495 * MOTIVATION AND ENGAGEMENT IN K-3 CLASSROOMS 496 * TECHNOLOGY AND NEW LITERACIES IN K-3 CLASSROOMS 497 WEB TOOLS YOU CAN USE IN THE CLASSROOM 498 * MAKING FAMILY AND COMMUNITY CONNECTIONS IN THE K-3 YEARS 499 SUMMARY 500 FIELD AND CLASSROOM APPLICATIONS 501 RECOMMENDED RESOURCES 501 / IMAGE 14 CONTENTS XIX 502 STANDARDS FOR READING PROFESSIONALS AND GUIDING PRINCIPLES FOR EDUCATORS 503 EFFEETIVE ACADEMICUTERACY INSTRUETIONIN GRADES4-8 508 CHANGING REALITIES: ACADEMIC LITERACY INSTRUCTION IN THE TRANSITION YEARS 511 KEEPING OUR BALANCE IN A WORLD OF HIGH-STAKES TESTING 512 CHALLENGES OF THE TEXTBOOK GENRE 513 * WHAT TEACHERS NEED TO KNOW ABOUT EXPOSITORY WRITING AND READING 513 THE NATURE OF INFORMATIONAL TEXTS 513 W4AT GOOD READERS OF EXPOSITORY TEXTS DO 517 * ASSESSING ACADEMIC LITERACY INSTRUCTION IN GRADES 4-8 518 ANALYZING TEXTS: PERFORRNING A CONTENT ANALYSIS 518 ANALYZING TEXTS: READABILITY CONSIDERATIONS 519 DISCOVERING THE ACADEMIC LITERACY ABILITIES AND NEEDS OF YOUR STUDENTS 520 * EVIDENCE-BASED INSTRUCTION PRACTICES FOR ORGANIZING TO TEACH CONTENT AND READING 527 NONNEGOTIABLES OF ACADEMIC LITERACY I~STRUCTION 528 THE B-D-A ORGANIZATIONAL FRAMEWORK 529 READING ACROSS THE CURRICULUM: THEMATIC UNITS 546 * TIER 2 INSTRUCTIONAL PLANS FOR GRADES 4-8 551 COMMERCIAL PROGRAMS FOR LOW-PERFORMING RE1ADERS 552 . ; COMPREHENSION STRATEGY FAMILIES 553 IMPROVING FLUENCY 554 HELPING ENGLISH LEARNERS DO WEIL WITH EXPOSITORY TEXTS 555 VOCABULARY BOOKMARKS 556 * MOTIVATING AND ENGAGING STUDENTS IN GRADES 4-8 TO READ 556 SCAFFOLDED THINK-ALOUDS 557 SINGING ACROSS THE CURRICULUM 557 * TECHNOLOGY AND NEW LITERACIES THAT PROMOTE LITERACY IN GRADES 4-8 558 VOICE BIOGGING FOR ENGLISH LEARNERS (AND OTHERS) 558 EVOC STRATEGIES 559 WEB TOOLS YOU CAN USE IN THE CLASSROOM 560 IMAGE 15 XX CONTENTS * FAMILY AND COMMUNITY CONNECTIONS THAT SUPPORT CHILDREN LEARNING TO READ CONTENT TEXTS 560 INTERACTIVE HOMEWORK 560 HOMEWORK HOTLINE AND HOMEWORK VOICEMAIL 561 WEBSITES 561 PARENT LENDING LIBRARY 562 SUMMARY 562 FIELD AND CLASSROOM APPLICATIONS 563 RECOMMENDED RESOURCES 563 REFERENCES 565 NAME INDEX 591 SUBJECT INDEX 597
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dewey-raw	372.41
dewey-search	372.41
dewey-sort	3372.41
dewey-tens	370 - Education
discipline	Pädagogik
edition	6. ed.
format	Book
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language	English
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physical	XXIX, 610 S. Ill., graph. Darst.
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spelling	Reutzel, Douglas Ray 1953- Verfasser (DE-588)1028491956 aut Teaching children to read the teacher makes the difference D. Ray Reutzel, Robert B. Cooter, Jr 6. ed. Boston ; Munich [u.a.] Pearson 2012 XXIX, 610 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Reading (Elementary) Reading (Elementary) Language experience approach Language arts (Elementary) Grundschule (DE-588)4022349-8 gnd rswk-swf Leseunterricht (DE-588)4035448-9 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf Grundschule (DE-588)4022349-8 s Leseunterricht (DE-588)4035448-9 s USA (DE-588)4078704-7 g DE-604 Cooter, Robert B. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024181257&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Reutzel, Douglas Ray 1953- Cooter, Robert B. Teaching children to read the teacher makes the difference Reading (Elementary) Reading (Elementary) Language experience approach Language arts (Elementary) Grundschule (DE-588)4022349-8 gnd Leseunterricht (DE-588)4035448-9 gnd
subject_GND	(DE-588)4022349-8 (DE-588)4035448-9 (DE-588)4078704-7
title	Teaching children to read the teacher makes the difference
title_auth	Teaching children to read the teacher makes the difference
title_exact_search	Teaching children to read the teacher makes the difference
title_full	Teaching children to read the teacher makes the difference D. Ray Reutzel, Robert B. Cooter, Jr
title_fullStr	Teaching children to read the teacher makes the difference D. Ray Reutzel, Robert B. Cooter, Jr
title_full_unstemmed	Teaching children to read the teacher makes the difference D. Ray Reutzel, Robert B. Cooter, Jr
title_short	Teaching children to read
title_sort	teaching children to read the teacher makes the difference
title_sub	the teacher makes the difference
topic	Reading (Elementary) Reading (Elementary) Language experience approach Language arts (Elementary) Grundschule (DE-588)4022349-8 gnd Leseunterricht (DE-588)4035448-9 gnd
topic_facet	Reading (Elementary) Reading (Elementary) Language experience approach Language arts (Elementary) Grundschule Leseunterricht USA
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024181257&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
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