Creating literacy instruction for all students:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2013
|
| Ausgabe: | 8. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXXIII, 613 S. Ill. |
| ISBN: | 9780132685795 0132685795 |
Internformat
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| 100 | 1 | |a Gunning, Thomas G. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Creating literacy instruction for all students |c Thomas G. Gunning |
| 250 | |a 8. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2013 | |
| 300 | |a XXXIII, 613 S. |b Ill. | ||
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| 650 | 4 | |a Englisch | |
| 650 | 4 | |a Reading (Elementary) | |
| 650 | 4 | |a English language |x Composition and exercises |x Study and teaching (Elementary) | |
| 650 | 4 | |a Response to intervention (Learning disabled children) | |
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Datensatz im Suchindex
| _version_ | 1804149436319793152 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
SPECIAL FEATURES XXPREFACE XXII 1 THENATUREOF LITERACY 2
VIII
ANTICIPATION GUIDE 3
USINGWHATYOUKNOW 3
THE NATUREOF READING 3
MAJORTHEORIESOF LITERACYLEARNINGANDLANGUAGEDEVELOPMENT 4
BEHAVIORISM, 4 COGNITIVISM,4 PIAGET S THEORIES, 5 SOCIAL COGNITIVE VIEWS
OF LEARNING, 5 COGNITIVE BEHAVIORALAPPROACH, 6 TOP-DOWN AND
BOTTOM-UPAPPROACHES, 7 BOTTOMUPPERS, 7 TOP-DOWNERS, 7 INTERACTIONISTS,7
READER RESPONSE THEORY, 8 IMPORTANCE OF LITERAEY THEORIES, 9 APPROACH
TAKEN BY THIS BOOK, 9 THE STATUS OF LITERAEY, 11 IMPACT
OF THE ELEMENTARY AND SECONDARY ACT, 11 COMMON CORE STATE STANDARDS, 12
SCIENTIFICALLY BASED LITERAEY INSTRUCTION, 13 VISIBLETEACHING AND
LEARNING, 14
ROLEOF LANGUAGE 15
COMPONENTS OF LANGUAGE, 15 DEVELOPING LANGUAGE, 15 LEARNING A SECOND
LANGUAGE,16 GROWTH OFVOCABULARY, 16
IMPORTANCE OF THE STUDENTS CULTURES 17
LITERACYANDTECHNOLOGY: THE NEW LITERAEIES 17
ADAPTING TRADITIONAL SKILLS, 18
A READINGANDWRITINGPROGRAMFORTODAY SSTUDENTS 19
HIGHLYEFFECTIVETEACHERS 21
CARING AND HIGH EXPECTATIONS, 22 BALANCED INSTRUCTION, 22 EXTENSIVE
INSTRUCTION,22 SCAFFOLDING, 22 CLASSROOM MANAGEMENT, 22 HIGH-QUALITY
MATERIALS, 23 MATCHING OFMATERIALS AND TASKS TO STUDENT COMPETENCE, 23
BECOMING A HIGHLY EFFECTIVE TEACHER, 23 ESSENTIALS FOR AN EFFECTIVE
LESSON, 23
SUMMARY 24 REFLECTION QUESTION 25
EXTENDING ANDAPPLYING 24 BUILDINGCOMPETENCIES 25
PROFESSIONAL REFLECTION 25 MYEDUCATIONLAB 25
IMAGE 2
2 TEACHING ALLSTUDENTS
26
REFLECTION QUESTION 54 BUILDINGCOMPETENCIES 54
MYEDUCATIONLAB 54
ANTICIPATION GUIDE 27
USINGWHATYOUKNOW 27
TEACHING ALLSTUDENTS 27
TEACHING LITERACYTOALLSTUDENTS:ROLEOF RTI 28
UNIVERSAL SCREENING, 29 RTI AND ENGLISH LANGUAGE LEARNERS, 29
PROBLEM-SOLVING APPROACH VERSUS STANDARD PROTOCOL, 29 MONITORING
PROGRESS, 30 COLLABORATION,30 IMPACT OF RTI ON YOUR TEACHING, 31
PROVIDING FORTHE LITERACYNEEDSOFALLSTUDENTS 31
ENGLISH LANGUAGE LEARNERS, 31 ESL ONLY, 32 PROVIDE A SECURE ENVIRONMENT,
33 BUILD LANGUAGE, 33 PROVIDE COMPREHENSIBLE INPUT, 34 MODELING,35
RUNNING COMMENTARY, 35 EXPANSION, 35 REDIRECT, 35 BUILD ACADEMIC
LANGUAGE, 35
ACADEMIC WORDLIST(AWL) 36
USING CUED ELICITATION QUESTIONS, 36 CO-SHAPING,39 USING A HIERARCHY OF
QUESTIONS, 39 COLLABORATION AND NEGOTIATION OFMEANING, 39 SENTENCE
STARTERS AND WORD WALLS, 40 CHECKING UNDERSTANDING, 40 EMPOWERING
STUDENTS, 40 RECASTING, 40 CORRECTING ERRORS,40 USING THE STUDENT S
LANGUAGE, 40 FOSTERING OUTPUT, 41 ASSESSSTUDENTS ACADEMIC LANGUAGE AND
BACKGROUND, 41 BUILDING ACADEMIC LANGUAGE BENEFITS ALL
STUDENTS,41 GEARING INSTRUCTION TO STAGES OF SECOND-LANGUAGE
ACQUISITION, 41 USE COOPERATIVE LEARNING AND PEER TUTORING STRATEGIES,
42 USE PRINT, 43 PROVIDE INTENTIONAL, SYSTEMATIC INSTRUCTION, 43
STUDENTSAT RISK 44
ECONOMICALLY DISADVANTAGED STUDENTS, 44 PRINCIPLES FOR TEACHING
ECONOMICALLY DISADVANTAGED CHILDREN, 45 STUDENTS WITH LEARNING
DISABILITIES, 46 CHARACTERISTICS OF STUDENTS WITH LEARNING DISABILITIES,
46 STUDENTS WITH ATTENTION DEFICIT DISORDER, 46 ASSISTING STUDENTS WITH
ADD, 47 STUDENTS WITH INTELLECTUAL DISABILITIES, 48 SLOW LEARNERS,48
STUDENTS WITH LANGUAGE AND SPEECH DISORDERS, 49 INDUSION,49
GIFTEDANDTALENTEDSTUDENTS 50
CULTURALLY DIVERSESTUDENTS 51
ACCEPTING THE STUDENT S LANGUAGE, 51 A RESEARCH-BASED APPROACH TO
CULTURAL DIVERSITY, 52
IMPLICATIONS OF DIVERSITY FOR INSTRUCTION 52
SUMMARY 53
EXTENDING ANDAPPLYING 53
PROFESSIONAL REFLECTION 54
IMAGE 3
3
ASSESSING FORLEARNING 56
X
ANTICIPATION GUIDE 57
USING WHATYOUKNOW 57 THENATURE OFEVALUATION57 THE STARTING POINT, 58 THE
STANDARDS MOVEMENT, 58 THE COMMON CORE STATE STANDARDS, 58 THE KEY
STANDARD, 59
ASSESSING FORLEARNING: SUMMATIVE ANDFORMATIVE ASSESSMENTS 60
ASSESSINGFOR LEARNING: USING SUMMATIVE AND INTERIM ASSESSMENTS, 60
ASSESSINGFOR LEARNING: USING FORMATIVE ASSESSMENTS, 60 CHECKING FOR
UNDERSTANDING, 61 SELF-EVALUATION,62
JUDGING ASSESSMENT MEASURES 63
RELIABILITY, 63 VALIDITY, 63 GENERAL QUESTIONS FOR EVALUATION, 64
PLACEMENT INFORMATION65
INFORMAL READING INVENTORY, 65 RUNNING RECORDS, 74 GROUP INVENTORIES, 76
WORDLIST TESTS, 77
SCREENING, BENCHMARK, ANDPROGRESS-MONITORING ASSESSMENTS 77
CURRICULUM-BASED MEASURES, 78 SETTING BENCHMARKS, 81 CREATING YOUR OWN
MONITORING SYSTEM, 82 MONITORING PROGRESS AND ASSESSING FOR LEARNING, 84
NORM-REFERENCED VERSUS CRITERION-REFERENCED TESTS 84
NORM-REFERENCED TEST, 84 CRITERION-REFERENCED TESTS, 86 REPORTING
PERFORMANCE, 86 MEASURING GROWTH 90
FUNCTIONAL-LEVEL ASSESSMENT, 91 ADAPTIVE TESTS, 92
OTHERMETHODS OFASSESSMENT93
PERFORMANCE ASSESSMENT 93, RETELLING,93 THINK-ALOUD PROTOCOLS, 95
MYSTERY PASSAGES, 95
ADMINISTERING A MYSTERY PASSAGE ASA DIAGNOSTIC INSTRUMENT96
MYSTERY ANIMAL, 96 OBSERVATION, 98 ANECDOTAL RECORDS, 98 RATINGS, 99
QUESTIONNAIRES 100
CONFERENCES, 101 BASAL READER/ ANTHOLOGY ASSESSMENT DEVICES, 101
EVALUATING WRITING 102
HOLISTIC SCORING, 102 ANALYTIC SCORING, 103 USING A COMBINATION
OFTECHNIQUES, 103
PORTFOLIOS104
TYPES OFPORTFOLIOS, 104 WRITING SAMPLES, 105 READING SAMPLES, 105
REVIEWING PORTFOLIOS, 106
ALIGNMENT OFASSESSMENT ANDDATAANALYSIS 107
DATA ANALYSIS, 108 ASSESSING ENGLISH LANGUAGE LEARNERS 108
ASSESSING LANGUAGE, 110 CREATING A LITERAEY PROFILE, 111 ASSESSING
MATERIALS 111
ATOS (ADVANTAGE- TASA OPEN STANDARD), 111 LEXILE SCALE, 112 DEGREES OF
READING POWER, 112 OTHER READABILITY FORMULAS, 112 QUALITATIVE FACTORS,
112 LEVELING SYSTEMS, 114
THEBASIC LEVELING INDEX 114
USING THE BASIC LEVELING SYSTEM WITH BEGINNING READING BOOKS, 114
EASABILITY, 118 READER AND TASK FACTORS, 118
IMAGE 4
SUMMARY 119
EXTENDING ANDAPPLYING 120
PROFESSIONAL REFLECTION 120
REFLECTIONQUESTION 120
BUILDINGCOMPETENCIES 121
MYEDUCATIONLAB 121
4 FOSTERING EMERGENTIEARLY LITERACY 122
ANTICIPATION GUIDE 123 USINGWHATYOUKNOW 123
UNDERSTANDING EMERGENTLITERACY 123
ESSENTIAL SKILLS AND UNDERSTANDINGS FOR EMERGENT LITERACY, 125
FOSTERING EMERGENTLITERACY 126 MAKING READING AND WRITING APART OF
CLASSROOM ACTIVITIES, 128 READING TO STUDENTS, 129 A THEME APPROACH, 136
EMERGENT STORYBOOK READING, 136 U SING SHARED BOOK EXPERIENCES, 137
USING LANGUAGE-EXPERIENCE STORIES, 140
SHARED(INTERACTIVE) WRITING 141
INDIVIDUAL INTERACTIVE WRITING, 143 A NEW CONCEPT OFWRITING, 143
FORMATION OF SPEECH SOUNDS, 143
DICTATION IN THE WRITING PROGRAM 154
PLANNEDINSTRUCTION OF ESSENTIALUNDERSTANDINGS, 155
PERCEIVING BEGINNING CONSONANT SOUNDS 165
USING SYSTEMATIC INSTRUCTION TO HELP UNDERACHIEVING STUDENTS, 172
FOSTERING LANGUAGE DEVELOPMENT,L72 CORE ACTIVITIES FOR BUILDING EMERGENT
LITERACY, 174
READINGIN PRESCHOOL 174
EFFECTIVE PRESCHOOL PRO GRAMS, 175
WORKINGWITHPARENTS 177
FAMILY LITERACY PROGRAMS, 178
MONITORING EMERGENTLITERACY 178
INFORMAL ASSESSMENT MEASURES, 179 OTHER MEASURES OFEMERGENT LITERACY,
181 USING THE ASSESSMENT RESULTS, 183
SUMMARY 183
EXTENDING ANDAPPLYING 184
PROFESSIONAL REFLECTION 184
REFLECTION QUESTION 184
BUILDINGCOMPETENCIES 184
MYEDUCATIONLAB 185
XI
IMAGE 5
5 TEACHING PHONICS, HIGH-FREQUENCY WORDS,
ANDSYLLABIC ANALYSIS 186
XII
ANTICIPATION GUIDE 187
USINGWHATYOUKNOW 187
RATIONALEANDAPPROACHES FOR PHONICSINSTRUCTION 187
HOWWORDSARE READ 188
HOW HIGH-FREQUENCY WORDS ARE LEARNED, 188
STAGESIN READINGWORDS 188
PREALPHABETIC STAGE, 188 PARTIAL ALPHABETIC STAGE, 189 FULIAIPHABETIC
STAGE, 189 CONSOLIDATED ALPHABETIC STAGE, 190 IMPLICATIONS OF STAGE
THEORY, 190
BASICPRINCIPLES OF PHONICSINSTRUCTION 191
DIFFERENTIATION OF PHONICS INSTRUCTION, 191 DIALECT VARIATION, 192
PHONICS AND SPELLING, 192 USING AN INTEGRATED APPROACH, 193
PHONICSELEMENTS 193
CONSONANTS, 193 VOWELS, 195 ONSETS AND RIMES, 195
APPROACHES TO TEACHINGPHONICS 196
TEACHING INITIAL CONSONANTS, 197 TEACHING FINAL CONSONANTS, 202 TEACHING
CONSONANT CLUSTERS, 203 TEACHING VOWEL CORRESPONDENCES, 205 TEACHING THE
WORD-BUILDING APPROACH, 205 TEACHING VOWELS EARLY, 208 TEACHING
PATTERNS, 208
APPLICATION THROUGHREADING 212
RHYMES, 215 WORD WALL, 215 SECRET MESSAGES, 216 SECRET WORD, 216 MAKING
WORDS,216
SCOPEANDSEQUENCE 218
MAJOR WORD PATTERNS, 220 TEACHING VOWEL GENERALIZATIONS, 223 INTRODUCING
SYLLABIC ANALYSIS EARLY, 225
STRATEGYINSTRUCTION 225
MISCUE CORRECTION, 229
DECODABLE TEXTS 229
BALANCING DECODABLE TEXTS WITH PREDICTABLE BOOKS, 230 TAKING A FLEXIBLE
APPROACH, 230
TEACHINGPHONICS TO ENGLISHLANGUAGELEARNERS 231
TEACHING STUDENTS WHO ARE LITERATE IN SPANISH, 233 PHONICS PROGRESS
MONITORING, 234 READABILITY BASED ON PHONICS ELEMENTS, 234
HIGH-FREQUENCY WORDS 236
TEACHING HIGH-FREQUENCY WORDS, 238 USING CHILDREN S BOOKS TO BUILD A
HIGH-FREQUENCY VOCABULARY, 240 USING WORD BANKS, 241
BUILDINGFLUENCY 241
CHORAL READING, 243 MODELED TECHNIQUES FOR BUILDING FLUENCY, 243
REPEATED READING,244 RECORDED-BOOKMETHOD,246 ALTERNATE READING, 246
INCREASING THE AMOUNT OFREADING, 246 PHRASING OFTEXT, 247 WHY FLUENCY
INSTRUCTION WORKS,247 PUTTING FLUENCY IN PERSPECTIVE, 247
SYLLABICANALYSIS 247
GENERALIZATION APPROACH TO TEACHING SYLLABIC ANALYSIS, 248 PATTERN
APPROACH TO TEACHING SYLLABIC ANALYSIS, 249 ADDITIONAL PRACTICE
ACTIVITIES FOR MULTISYLLABIC WORDS, 251 MULTISYLLABIC PATTERNS, 252
COMBINING THE GENERALIZATION AND PATTERN APPROACHES, 257 USING THE
PRONOUNCEABLE WORD PART AND ANALOGY STRATEGIES, 258
IMAGE 6
SUMMARY 258
EXTENDING ANDAPPLYING 258
PROFESSIONAL REFLECTION 259
REFLECTION QUESTION 259
BUILDINGCOMPETENCIES 259
MYEDUCATIONLAB 259
6 BUILDINGVOCABULARY 260
ANTICIPATION GUIDE 261 USINGWHATYOUKNOW 261
THENEEDFORVOCABULARY INSTRUCTION 261
WORDKNOWLEDGE TASKS 262
SELECTING WORDSFOR INSTRUCTION 262
WORDS FOR READING, 263
SEVENPRINCIPLES OF DEVELOPING VOCABULARY 264
BUILDING EXPERIENTIAL BACKGROUND, 264 RELATING VOCABULARY TO BACKGROUND,
265 BUILDING RELATIONSHIPS, 265 DEVELOPING DEPTH OF MEANING, 265
PRESENTING SEVERAL EXPOSURES, 266 CREATING AN INTEREST IN WORDS, 266
TEACHING STUDENTS HOW TO
LEARN NEW WORDS, 267
TECHNIQUES FORTEACHING WORDS 267
GRAPHIE ORGANIZERS, 267 DRAMATIZING,272 CREATING MEMORABLE EVENTS, 272
DETERMINING SHADES OF MEANING, 273 EXPLORING WORD HISTORIES, 273
ENJOYING WORDS,273 DISCOVERING SESQUIPEDALIAN WORDS, 275 WORD OF THE
DAY, 275 LABELING, 275 FEATURE COMPARISON, 276 USING WORD-BUILDING
REFERENCE BOOKS, 276 PREDICTING VOCABULARY WORDS, 276 STORY IMPRESSIONS,
278 WORD EXPERTS, 279 WORD SORTS,
279 VOCABULARY SELF-COLLECTION STRATEGY (VSS), 279 WIDE READING, 280
READING TO STUDENTS,280 SPEAKING AND WRITING, 283 USING A THESAURUS, 283
INTRODUCING NEW WORDS,283 DEVELOPING THE VOCABULARY OFENGLISH LANGUAGE
LEARNERS, 284 ASSESSING
VOCABULARY,286
A PLANNEDPROGRAM 286
WORD GENERATION AND ALIAS,287 A BALANCED BLEND, 288 CLOSING THE
VOCABULARY GAP, 288
TEACHING SPECIALFEATURESOFWORDS 288
HOMOPHONES, 288 HOMOGRAPHS, 289 FIGURATIVE LANGUAGE, 289 MULTIPLE
MEANINGS, 289 CONNOTATIONS,290
LEARNINGHOWTO LEARNWORDS 290
MORPHEMIC ANALYSIS, 290 CONTEXTUAL ANALYSIS, 294 SUPPLYING CORRECTIVE
FEEDBACK, 304 USING PROMPTS, 304 USINGTHINK-ALOUDS, 304
SUMMARY 305 REFLECTION QUESTION 306
EXTENDING ANDAPPLYING 305 BUILDINGCOMPETENCIES 306
PROFESSIONAL REFLECTION 306 MYEDUCATIONLAB 307
XIII
IMAGE 7
7
COMPREHENSION: THEORY ANDSTRATEGIES 308
REFLECTION QUESTION 358 BUILDINGCOMPETENCIES 358
MYEDUCATIONLAB 359
XIV
ANTICIPATION GUIDE 309
USINGWHATYOUKNOW 309
THE PROCESSOF COMPREHENDING 309
SCHEMATHEORY, 310 SITUATIONMODEL THEORY, 310 ROLE OF REASONING,311 ROLE
OFATTENTION, 312 ROLE OFSURFACE FEATURES, 312 DEVELOPMENTALNATURE
OFCOMPREHENSION, 312
APPROACHES TO TEACHINGCOMPREHENSION 313
COMPREHENSION STRATEGIES 313
STRATEGY INSTRUCTION, 315 TEACHING PREPARATIONAL STRATEGIES, 317
TEACHING ORGANIZATIONAL STRATEGIES, 319 TEACHING ELABORATION STRATEGIES,
330 MYSTERY PASSAGES, 336 TEACHING MONITORING (METACOGNITIVE)
STRATEGIES, 342 USING PROCESS QUESTIONS AND THINK-ALOUDS TO ASSESS
COMPREHENSION, 348 SCHEDULING STRATEGY INSTRUCTION,
348 SPECIAL COMPREHENSION STRATEGIES FOR BILINGUAL READERS, 349
IMPORTANCEOF PRIORKNOWLEDGE 349
MAKING CONNECTIONS, 349
SOCIAL-CONSTRUCTIVIST NATUREOF COMPREHENSION 350
RECIPROCAL TEACHING, 350 QUESTIONING THE AUTHOR (QTA), 353
MAKINGSTRATEGYINSTRUCTION WORK 356
INTEGRATION OF STRATEGIES, 356 IMPORTANCE OF AFFECTIVE FACTORS, 356
EXPLICIT VERSUS NONEXPLICIT INSTRUCTION OF STRATEGIES, 356
SUMMARY 357
EXTENDING ANDAPPLYING 357
PROFESSIONAL REFLECTION 358
IMAGE 8
8
COMPREHENSION: TEXTSTRUCTURES AND TEACHING PROCEDURES 360
REFLECTION QUESTION 394 BUILDINGCOMPETENCIES 395
MYEDUCATIONLAB 395
ANTICIPATION GUIDE 361
USINGWHATYOUKNOW 361
NATUREOF THETEXT 361
NARRATIVE TEXT AND STORY SCHEMA, 362 EXPOSITORY TEXT, 366
THEROLEOF QUESTIONS IN COMPREHENSION 370
PLANNING QUESTIONS, 370 PLACEMENT OFQUESTIONS, 370 TYPES OFQUESTIONS,
371 USING WAIT TIME, 372 CLASSROOM ATMOSPHERE, 372 TECHNIQUES FOR ASKING
QUESTIONS, 372
FRAMEWORKS FOR FOSTERING COMPREHENSION 377
GUIDED READING, 377
STEPSIN A GUIDEDREADINGLESSON 377 DIRECTED READING- THINKING ACTIVITY,
385
THECLOZEPROCEDURE 386 CLASSIC CLOZE, 388 SCORING CLOZE, 388 DISCUSSION
FOR COMPREHENSION, 388 CONSTRLICTING CLOZE EXERCISES, 389 VARIATIONS ON
CLOZE, 389
CRITICALREADING 389
USES OFLANGUAGE, 390 UNDERSTANDING FACTUAL STATEMENTS AND OPINIONS, 391
RECOGNIZING THE AUTHOR S PURPOSE, 391 DRAWING LOGICAL CONCLUSIONS, 392
JUDGING SOURCES, 392
SUMMARY 394
EXTENDING ANDAPPLYING 394
PROFESSIONAL REFLECTION 394
XV
IMAGE 9
9
READINGANDWRITING,IN THE CONTENTAREAS, ANDSTUDYSKILLS 396
REFLECTION QUESTION 432 BUILDINGCOMPETENCIES 432
MYEDUCATIONLAB 433
XVI
ANTICIPATION GUIDE 397
USINGWHATYOUKNOW 397
IMPORTANCE OF CONTENT-AREA LITERACY 397
THECHALLENGEOF CONTENT-AREA LITERACY 398
INSTRUCTIONAL TECHNIQUES BUILDINGCONCEPTUAL UNDERSTANDING 398
BEFORE READING, 399 DURING READING, 400
TEXTUALFEATURESTHAT FOSTERLEARNING 401
THINK-ALOUDS,401 AFTER READING, 405 KWL: A TECHNIQUE FOR BEFORE, DURING,
AND AFTER READING,408
USINGCONTENT-AREA TEXTBOOKS 409
TEXTUAL FEATURES THAT FOSTER U SE OF LEARNING STRATEGIES, 411
DIFFERENTIATING INSTRUCTION, 411 USING TRADE BOOKS, 412 USING E-BOOKS
AND ONLINE TEXTS, 414 USING E-READERS, 414 USING A LANGUAGE-EXPERIENCE
APPROACH TO PROVIDE ACCESSIBLE TEXT, 414 USING PERIODICALS AND WEB
SITES, 415
WRITINGTO LEARN 415
LEARNING LOGS, 416 BRIEFWRITING-TO- LEARN ACTIVITIES, 417
SHELTEREDENGLISHFOR ENGLISHLANGUAGELEARNERS 418
SENTENCE WALLS FOR ELLS AND STRUGGLING LEARNERS, 419
READINGTO REMEMBER 420
FOSTERING RETENTION, 420 PRINCIPLES FOR IMPROVING MEMORY, 421 MEMORY
DEVICES, 421 IMPORTANCE OFPRACTICE, 422 PROVIDING]UDICIOUS REVIEW,423
SQ3R: A THEORY-BASED STUDY STRATEGY,424 TEST-ENHANCED LEARNING, 425
TEST-TAKINGSTRATEGIES 426
PROVIDE PRACTICE AT STUDENTS READING LEVEL, 428 LOCATE AND RECALL: AN
ESSENTIAL TEST-TAKING SKILL, 429
METACOGNITIVE STUDYSTRATEGIES 430
SUMMARY 431
EXTENDING ANDAPPLYING 432
PROFESSIONAL REFLECTION 432
IMAGE 10
1 0 READINGLITERATURE
434
ANTICIPATION GUIDE 435 USINGWHATYOUKNOW 435
EXPERIENCING LITERATURE 435
READER RESPONSE, 436 USING LITERATURE DISCUSSION GROUPS TO ELICIT
RESPONSES, 439 ENVISIONMENTS,445 DISCUSSION MOVES, 447 RESPONDING IN
WRITING, 448
TYPESOF LITERATURE 448
FOLKLORE, 448 POETRY,448 CHAPTER BOOKS AND NOVELS, 450 DRAMA, 455
LITERARY NONFICTION, 457
READING ALOUDTO STUDENTS 458
VOLUNTARY (SELF-SELECTED) READING 459
ACTIVITIES FOR MOTIVATING VOLUNTARY READING, 463
SUMMARY 465 REFLECTION QUESTION 466
EXTENDING ANDAPPLYING 465 BUILDINGCOMPETENCIES 466
PROFESSIONAL REFLECTION 466 MYEDUCATIONLAB 467
11 APPROACHES TO TEACHINGREADING 468
REFLECTION QUESTION 494 BUILDINGCOMPETENCIES 495
MYEDUCATIONLAB 495
ANTICIPATION GUIDE 469
USINGWHATYOUKNOW 469
CHANGING APPROACHES TOTEACHINGREADING 469
BASAL/ANTHOLOGY APPROACH 470
ADVANTAGES OF BASALS, 471 DISADVANTAGES OF BASALS, 471 ADAPTING BASALS,
473 MINIBOOK SERIES, 475 CLOSING THE GAP: PROVIDING BETTER
REINFORCEMENT, 475
LITERATURE-BASED APPROACH 476
CORE LITERATURE, 476 TEXT SETS, 478 THEMATIC UNITS, 478 SELF-SELECTION,
479 CHOOSING MATERIALS, 480 ADVANTAGES AND DISADVANTAGES OF A
LITERATURE-BASED APPROACH, 480 ADAPTING A LITERATURE-BASED APPROACH, 481
INDIVIDUALIZED READINGLREADING WORKSHOP 481
PREPARATION TIME, 481 SELF-SELECTED READING AND RESPONDING, 482 STUDENT
SHARING, 485 ORGANIZING THE PROGRAM, 486 ADVANTAGES AND DISADVANTAGES
OFREADING WORKSHOP, 486 ADAPTING READING WORKSHOP, 486
LANGUAGE-EXPERIENCE APPROACH 487
PERSONALIZING GROUP STORIES, 488 AN INDIVIDUAL APPROACH, 489 OTHER USES
FOR THE LANGUAGE-EXPERIENCE APPROACH, 489 ADVANTAGES AND DISADVANTAGES
OF THE LANGUAGEEXPERIENCE APPROACH, 490 ADAPTING THE LANGUAGE-EXPERIENCE
APPROACH, 490
GUIDEDREADING 490
LEARNING CENTERS, 490 ADVANTAGES AND DISADVANTAGES OF GUIDED READING,
492
ANINTEGRATED APPROACH 493
SUMMARY 494
EXTENDING ANDAPPLYING 494
PROFESSIONAL REFLECTION 494
XVII
IMAGE 11
REFLECTIONQUESTION 527
BUILDINGCOMPETENCIES 527
MYEDUCATIONLAB 527
XVIII
12 WRITINGANDREADING
ANTICIPATION GUIDE 497 USINGWHATYOUKNOW 497
THE ROOTSOFWRITING 497
THE PROCESS APPROACH TO WRITING 498
PREWRITING,498 COMPOSING,501 REVISING, 503 EDITING, 505 PUBLISHING, 507
CONFERENEES,507
WRITINGWORKSHOP 511
MINILESSON, 511 GUIDED WRITING (OR STRATEGIE WRITING), 511 WRITING TIME,
514 GROUP SHARING, 514 MANAGEMENT OFWRITING WORKSHOP, 514
WRITTENCONVERSATIONS ANDQUICKWRITES 515
WRITINGIN MAJORGENRES 516
COMPOSING NARRATIVES, 516 COMPOSING EXPLANATORYLINFORMATIONAL TEXTS, 516
COMPOSING ARGUMENTATION TEXTS, 517
GUIDING THEWRITINGOF REPORTS 518
SHARPENING THE FOEUS OF REPORT WRITING, 519
HELPINGELLSWITHTHEIRWRITING 519
AEADEMIE LANGUAGE IN WRITING, 520
ASSESSING ANDIMPROVING WRITING:THE KEYTRAITSAPPROACH 521
TECHNOLOGY ANDWRITING 523
READINGANDWRITING 524
A FULLMENU 524
SUMMARY 526
EXTENDING ANDAPPLYING 526
PROFESSIONAL REFLECTION 526
496
IMAGE 12
13 CREATINGANDMANAGINGA LITERACYPROGRAM
528
ANTICIPATION GUIDE 529 USINGWHATYOUKNOW 529
CONSTRUCTING A LITERACYPROGRAM 529
SETTING GOALS, 530 CHOOSING MATERIALS, 530 SELECTING TECHNIQUES AND
STRATEGIES, 530 BUILDING MOTIVATION, 530 BUILDING A SENSE OF COMMUNITY,
531
MANAGINGA LITERACYPROGRAM 533
USING TIME EFFICIENTLY, 533 PROVIDING FOR INDIVIDUAL DIFFERENCES, 534
INTERVENTION PROGRAMS, 536 CONTINUOUS MONITORING OFPROGRESS, 539
INVOLVING PARENTS, 539 WORKING WITH OTHER PROFESSIONALS, 540 USING
READING TO CLOSE THE GAP, 540
LITERACYANDTECHNOLOGY: THE NEW LITERAEIES 541
CREATING WEBQUESTS, 541 SELECTING AND USING INTERNET SITES, 542 USING
WEB 2.0 TOOLS, 542 ISSUES OF SAFETY, 543 OTHER USES OF COMPUTERS, 543
SELECTING PROGRAMS, 544 TEACHER TOOLS, 544 UNIVERSAL DESIGN FOR LEARNING
AND ADAPTIVE TECHNOLOGY, 545 E-READERS, 545 LITERACY IN TODAY S AND
TOMORROW S WORLDS, 545
ASSESSING ANDIMPROVING THE PROGRAM 546
PROFESSIONAL DEVELOPMENT 546
STUDY GROUPS AND GRADE-LEVEL MEETINGS, 546 OTHER SOURCES OFPROFESSIONAL
DEVELOPMENT, 548 REFLECTION AND SETTING PROFESSIONAL GOALS, 549
SUMMARY 549 REFLECTION QUESTION 550
EXTENDING ANDAPPLYING 550 BUILDINGCOMPETENCIES 550
PROFESSIONAL REFLECTION 550 MYEDUCATIONLAB 551
APPENDIX 553
REFERENCES 555
CREDITS 583
INDEX 585
XIX
|
| any_adam_object | 1 |
| author | Gunning, Thomas G. |
| author_facet | Gunning, Thomas G. |
| author_role | aut |
| author_sort | Gunning, Thomas G. |
| author_variant | t g g tg tgg |
| building | Verbundindex |
| bvnumber | BV040390321 |
| callnumber-first | L - Education |
| callnumber-label | LB1573 |
| callnumber-raw | LB1573 |
| callnumber-search | LB1573 |
| callnumber-sort | LB 41573 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DK 3010 DP 4000 |
| ctrlnum | (OCoLC)812248312 (DE-599)BVBBV040390321 |
| dewey-full | 372.4 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.4 |
| dewey-search | 372.4 |
| dewey-sort | 3372.4 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 8. ed. |
| format | Book |
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| id | DE-604.BV040390321 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:23:00Z |
| institution | BVB |
| isbn | 9780132685795 0132685795 |
| language | English |
| lccn | 2011050580 |
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| physical | XXXIII, 613 S. Ill. |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Pearson |
| record_format | marc |
| spelling | Gunning, Thomas G. Verfasser aut Creating literacy instruction for all students Thomas G. Gunning 8. ed. Boston ; Munich [u.a.] Pearson 2013 XXXIII, 613 S. Ill. txt rdacontent n rdamedia nc rdacarrier Englisch Reading (Elementary) English language Composition and exercises Study and teaching (Elementary) Response to intervention (Learning disabled children) Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf Englischunterricht (DE-588)4014801-4 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 Schreib- und Lesefähigkeit (DE-588)4481193-7 s DE-604 USA (DE-588)4078704-7 g Leseunterricht (DE-588)4035448-9 s 1\p DE-604 Englischunterricht (DE-588)4014801-4 s 2\p DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025243675&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Gunning, Thomas G. Creating literacy instruction for all students Englisch Reading (Elementary) English language Composition and exercises Study and teaching (Elementary) Response to intervention (Learning disabled children) Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschule (DE-588)4022349-8 gnd Englischunterricht (DE-588)4014801-4 gnd Leseunterricht (DE-588)4035448-9 gnd |
| subject_GND | (DE-588)4481193-7 (DE-588)4022349-8 (DE-588)4014801-4 (DE-588)4035448-9 (DE-588)4078704-7 |
| title | Creating literacy instruction for all students |
| title_auth | Creating literacy instruction for all students |
| title_exact_search | Creating literacy instruction for all students |
| title_full | Creating literacy instruction for all students Thomas G. Gunning |
| title_fullStr | Creating literacy instruction for all students Thomas G. Gunning |
| title_full_unstemmed | Creating literacy instruction for all students Thomas G. Gunning |
| title_short | Creating literacy instruction for all students |
| title_sort | creating literacy instruction for all students |
| topic | Englisch Reading (Elementary) English language Composition and exercises Study and teaching (Elementary) Response to intervention (Learning disabled children) Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschule (DE-588)4022349-8 gnd Englischunterricht (DE-588)4014801-4 gnd Leseunterricht (DE-588)4035448-9 gnd |
| topic_facet | Englisch Reading (Elementary) English language Composition and exercises Study and teaching (Elementary) Response to intervention (Learning disabled children) Schreib- und Lesefähigkeit Grundschule Englischunterricht Leseunterricht USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025243675&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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