Holdings: Teaching reading and writing

Teaching reading and writing: the developmental approach

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Bibliographic Details
Main Authors:	Templeton, Shane (Author), Gehsmann, Kristin (Author)
Format:	Book
Language:	English
Published:	Boston ; Munich [u.a.] Pearson 2014
Subjects:	Reading (Elementary) English language / Composition and exercises / Study and teaching (Elementary) Englisch Schreib- und Lesefähigkeit Grundschulunterricht
Online Access:	Inhaltsverzeichnis
Physical Description:	XX, 480 S. Ill.
ISBN:	9780205456321 0205456324

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MARC


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Record in the Search Index

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adam_text	(ONTENTS PREFACE XVII CHAPTER1: THEFOUNDATIONS OFLITERACY INSTRUCTION 1 WHATIS LITERACY ? 3 THEIMPORTANCE OFPRINT ANDDIGITAL LITERACY 4 * STRATEGIES FORTHE CLASSROOM: ISTHERE ONE BEST METHOD FORTEACHING READING? 5 THEMANYFACESOFLITERACY 5 THELITERACYESSENTIALS 6 THELITERACY ESSENTIALS: THE WHAT OFEFFECTIVE INSTRUCTION 7 * THELANGUAGE OFYOURINSTRUCTION: SCHEMA THEORYAND COMPREHENSION 8 * CHILDREN S LITERATURE CONNECTION: HISTORICAL FICTION -ALCAPONEDOES MY SHIRTS 12 * THELANGUAGE OFYOURINSTRUCTION: STANDARDS ANDTHEIRINFLUENCE 18 THELITERACYESSENTIALS FROMADEVELOPMENTAL PERSPECTIVE 18 STAGESOFLITERACY DEVELOPMENT 19 THESOCIOCULTURAL CONTEXTSOFLITERACY LEARNING 24 LEARNING CULTURAL PRACTICES 24 DEVELOPING ACULTURE OFTHE CLASSROOM 25 * THELANGUAGE OFYOURINSTRUCTION: TALKING WITH, NOTJUST TO,YOURSTUDENTS 26 LEVELSOFSUPPORT ANDTHEGRADUAL RELEASE OFRESPONSIBILITY MODEL 26 GRADUAL RELEASE OFRESPONSIBILITY MODEL 27 DIFFERENTIATING INSTRUCTION 27 CHAPTER SUMMARY 28 SUGGESTED EXTENSION ACTIVITIES 28 RECOMMENDED PROFESSIONAL RESOURCES 29 ONLINE RESOURCES 29 HOWTO USETHISBOOK 30 CHAPTER2: LANGUAGE, THOUGHT, AND LITERACY DEVELOPMENT 32 CHARACTERISTICS OFORALLANGUAGE 34 PHONOLOGICAL KNOWLEDGE 34 SEMANTIC KNOWLEDGE 35 SYNTACTIC KNOWLEDGE 37 PRAGMATIC KNOWLEDGE 37 CHARACTERISTICS OFTHOUGHT 38 CHARACTERISTICS OFWRITTEN LANGUAGE: WORDLEVEL 40 CORRESPONDENCES ATTHELEVELOFSOUND: ALPHABET AND PATTERN 41 CORRESPONDENCES ATTHELEVELOFMEANING: MORPHOLOGY 43 CHARACTERISTICS OFWRITTEN LANGUAGE: TEXTLEVEL 44 WHAT MAKES TEXTSCOMPLEX? 46 * THELANGUAGE OFYOURINSTRUCTION: WHYTHE EMPHASIS ONTEXTCOMPLEXITY? 47 * CHILDREN S ANDYOUNGADULTS LITERATURE CONNECTION: READING FOR BOYSAND YOUNG ADULT MALES 49 THEDEVELOPMENTAL MODELOFLITERACY 49 UNDERSTANDING THEDEVELOPMENTAL CONTINUUM 49 EMERGENT READING ANDWRITING (PRESCHOOL TOEARLY FIRST GRADE) 55 * STRATEGIES FORTHE CLASSROOM: SCAFFOLDING YOUNGCHILDREN S SPEECH DISCRIMINATION 57 BEGINNING CONVENTIONAL READING ANDWRITING (KINDERGARTEN TOEARLYGRADE 2) 58 TRANSITIONAL READING AND WRITING (LATE GRADE 1TOMID-GRADE 4) 60 IX X CONTENTS INTERMEDIATE READINGANDWRITING(GRADE3THROUGH GRADE8) 62 SKILLFULREADINGANDWRITING(GRADE6ANDABOVE) 65 CHAPTERSUMMARY 68 SUGGESTED EXTENSIONACTIVITIES 69 RECOMMENDEDPROFESSIONAL RESOURCES 69 ONLINERESOURCES 70 CHAPTER3: EFFECTIVE LITERACY INSTRUCTION: PRINCIPLES AND PRACTICES 71 CHARACTERISTICS OFHIGHLYEFFECTIVE TEACHERS 73 * THE LANGUAGE OFYOURINSTRUCTION: BUILDING ACOMMUNITY OFTHOUGHTFUL COMMUNICATORS AND DEEP THINKERS 74 YOURCIASSROOM ENVIRONMENT AND STUDENTS MOTIVATION TOLEARN 74 ORGANIZINGYOURCLASSROOM ENVIRONMENT 75 APRINT-RIEHENVIRONMENT 75 CLASSROOM MANAGEMENT ANDSTUDENT ENGAGEMENT 77 CONCLUSION:YOURCLASSROOM ENVIRONMENT 77 * READING AND WRITING IN DIGITAL CONTEXTS: USING MULTIPLE LITERACIES IN YOURCLASSROOM 78 YOURCLASSROOM LIBRARY 78 QUANTITY OFBOOKS 79 QUALITYANDVARIETYOFBOOKS 79 * STRATEGIES FOR THE CLASSROOM: TOLEVEL OR NOTTO LEVEL, THAT ISTHE QUESTION 80 YOURDAILYLITERACY BLOCK 81 * WORKING AND COLLABORATING: THE ROLE OF PARAPROFESSIONALS INYOURLITERACY BLOCK 81 READING WORKSHOP: ANOVERVIEW 82 MANAGINGYOURTIMEINREADINGWORKSHOP 82 SHAREDREADING 82 INTERAETIVE READ-ALOUD 83 * CHILDREN S LITERATURE CONNECTION: BOOKS TO START THE SCHOOL YEAR 84 MINI-LESSONS:EXPLICIT,WHOLECLASS,STANDARDS-BASED INSTRUETION 84 SMALLGROUPREADINGINSTRUETION 87 * ACCOMMODATING ENGLISH LEARNERS: CREATING AN ENVIRONMENT THAT SUPPORTS RISKTAKING AND COLLABORATION 90 INDEPENDENT READINGTIME:TIMESPENT READING 90 MANAGING SMALLGROUPINSTRUETION ANDINDEPENDENT READINGAEROSSTHEWEEK 92 WRAPPING UPTHEWORKSHOP:SHARE TIME 93 WRITING WORKSHOP: ANOVERVIEW 93 MENTOR TEXTS 94 MINI-LESSONS 94 INDEPENDENT WRITINGPRAETIEE 95 SMALLGROUPWRITINGINSTRUETION ANDCONFERRING 95 SHARE 97 WORD STUDYINSTRUCTION: ANOVERVIEW 97 SORTING 98 STUDENT TALKANDREFLEETION 99 DIFFERENTTYPESOFSORTS 99 SORTINGTHROUGHOUT THEWEEK 102 EXTENSION AETIVITIES 103 MANAGING WORD STUDYINSTRUCTION ACROSS THEWEEK 107 YOURWORDSTUDYLESSONPLANSEQUENEE 107 WORDSTUDYASSESSMENT 108 INDIVIDUALLEARNING CONTRAETS 108 COMPREHENSIVE COREREADING PROGRAMS 108 CHAPTERSUMMARY 110 SUGGESTED EXTENSIONACTIVITIES 110 RECOMMENDEDPROFESSIONAL RESOURCES 111 ONLINERESOURCES 111 CHAPTER4: PRIORITIZING STUDENT-CENTERED ASSESSMENT AND INSTRUCTION 112 ABRIEF AND RECENT HISTORY OFASSESSMENT AND SCHOOL REFORM 115 ANATIONATRISK 115 THE READINGWARS 116 NOCHILDLEFTBEHIND ANDHIGH-STAKES TESTING 117 * THELANGUAGE OFYOURINSTRUCTION: HELPING STUDENTS SUCCEED WITH HIGH-STAKES ASSESSMENT 117 THEMISUSES AND UNINTENDED CONSEQUENCES OFHIGH-STAKES ASSESSMENT 118 ANEWERAOFREFORM: COMMON CORESTATE STANDARDS 118 * WORKINGANDCOLLABORATING: TALKINGWITH PARENTS AND FAMILIES ABOUT HIGH-STAKES ASSESSMENT 120 TYPESANDPURPOSES OFASSESSMENT 121 NORM-REFERENCED ASSESSMENT 121 CRITERION-REFERENCED ASSESSMENT 122 SUMMATIVE ASSESSMENT 123 FORMATIVE ASSESSMENT 123 * STRATEGIES FORTHE CLASSROOM: PLANNING ASSESSMENT BE/ARE YOURINSTRUCTION 125 THEQUALITIES OFA GOOD ASSESSIILENT 125 RELIABILITY 125 VALIDITY 126 INSTRUCTIONAL TRANSPARENCY 126 * ACCOMMODATING ENGLISH LEARNERS: EQUITABLE LITERACY ASSESSMENT FOR ENGLISH LEARNERS 127 ACOMPREHENSIVE LITERACYASSESSMENT PROGRAM 127 ASSESSING THE LITERACY ESSENTIALS 129 WORDSTRUCTURE: PINPOINTING DEVELOPMENT WITH QUALI- TATIVE SPELLING INVENTORIES 129 ASSESSING FOUNDATIONAL SKILLS:PHONOLOGICAL AWARENESS LITERACY SCREENING (PALS) 132 ASSESSING READING COMPREHENSION 133 * READING ANDWRITING INDIGITAL CONTEXTS: THEROLEOFELECTRONIC DATAMANAGEMENT SYSTEMS 133 INFORMAL READING INVENTORIES 136 * CHILDREN S LITERATURE CONNECTION: DOINGYOUR BEST:BOOKSABOUT PERSEVERANCE ANDOVERCOMING OBSTACLES 136 ASSESSING FLUENCY 139 CONTENTS XI ASSESSING VOCABULARY AND MORPHOLOGICAL KNOWLEDGE 141 INTEREST INVENTORIES AND MOTIVATION SURVEYS 143 SPECIAL CONSIDERATIONS FOREMERGENT AND BEGINNING READERS 143 USINGONGOINGFORMATIVE ASSESSMENT INYOURCLASSROOM 144 CONFERRING 144 RECORDS OFORALREADING 145 RUBRICS 145 STUDENT SELF-ASSESSMENT AND ONGOING FEEDBACK 146 PORTFOLIOS 150 CHAPTERSUMMARY 150 SUGGESTED EXTENSIONACTIVITIES 151 RECOMMENDEDPROFESSIONAL RESOURCES 151 ONLINERESOURCES 152 CHAPTER5: FOUNDATIONS OFLANGUAGE AND LITERACY INSTRUCTION FOR ENGLISHLEARNERS 153 THEFOUNDATIONS OFTEACHING ENGLISHLEARNERS 155 EXAMINING OURDISPOSITIONS 156 CHARACTERISTICS OFENGLISH LEARNERS 158 * WORKING AND COLLABORATING: TIPSFOR EFFECTIVE HOME-SCHOOL COMMUNICATION 159 CULTURALLY RESPONSIVE ANDCULTURALLY INCLUSIVE TEACHING 159 EFFECTIVE INSTRUCTIONAL PRACTICES 160 EXAMINING STUDENTS HORNE LANGUAGES AND THEIR LITERACY EXPERIENCES 161 * ACCOMMODATING ENGLISH LEARNERS: SPEAKERS OFVARIANTFVERNACULAR DIALECTS 162 DETERMINING LEVELSOFENGLISH LEARNERS PROFICIENCY INENGLISH 164 LITERACYINSTRUCTION WITHYOURENGLISH LEARNERS 165 * CHILDREN S LITERATURE CONNECTION: EVALUATING LANGUAGE, RADAL, ETHNIC, AND CULTURALLY DIVERSE ASPECTS OFLITERATURE 167 READING TOYOURENGLISH LEARNERS: SUPPORTING LANGUAGE AND LITERACY DEVELOPMENT 168 XII CONTENTS WIDEREADINGANDPURPOSEFUL WRITING 168 VOEABULARY INSTRUETION 169 * THE LANGUAGE OFYOURINSTRUCTION: MOVING BEYOND THE LITERAL: IDIOMATIC EXPRESSIONS 170 SPELLINGINSTRUETION 170 * STRATEGIES FOR THE CLASSROOM: MODELING ACADEMIC LANGUAGE 171 CHAPTER SUMMARY 171 SUGGESTED EXTENSION ACTIVITIES 172 RECOMMENDED PROFESSIONAL RESOURCES 172 ONLINE RESOURCES 172 CHAPTER6: EMERGENT LITERACY: ENGAGING THE WORLD OFPRINT, DEVELOPING ORALLANGUAGE, AND VOCABULARY 173 ANINTRODUCTION TOTHE EMERGENT STAGE OFDEVELOPMENT 175 ORALLANGUAGE DEVEIOPMENT: THEFOUNDATION OFLITERACY 176 ENRICHING THE LANGUAGE ENVIRONMENT INYOUR CLASSROOM 176 DENSITYOFTALK 177 QUALITYOFTALK 177 THEROLEOFSYNTAX 178 AUTHENTIE ANDSUSTAINED CONVERSATION 178 * STRATEGIES FOR THE CLASSROOM: BUILDING ATOWEROFTALK 179 LANGUAGE ANDLITERAEYDEVELOPMENT INMEANINGFUL CONTEXTS 180 * STRATEGIES FOR THE CLASSROOM: LITERACY-RICH CENTERS 181 ENGAGING THEWORLD OFPRINT: THEROLE OFEXPOSURE TOWRITTEN TEXTS 182 STORYBOOKREADING 182 READINGINFORMATIONAL TEXT 184 * CHILDREN S LITERATURE CONNECTION: GUIDELINES FOR CHOOSING HIGH-QUALITY INFORMATIONAL TEXT 186 OTHER TEXTSFOREMERGENT READERS 188 POETRY.FINGERPLAYS,NURSERYRHYMES,ANDSONGS 188 ENVIRONMENTAL ANDFUNETIONAL PRINT 188 * CHILDREN S LITERATURE CONNECTION: FAVORITE BOOKS AND RESOURCES FOR POETRY, NURSERY RHYMES, FINGERPLAYS, AND SONGS 189 CONEEPT BOOKS 189 * THE LANGUAGE OFYOURINSTRUCTION: TALKING WITH CHILDREN ABOUT PRINT INTHEIR ENVIRONMENT 190 PREDIETABLE PATTERN BOOKS 190 WORDLESSPICTURE BOOKS 190 BIGBOOKS 191 READING TOCHILDREN: DEVELOPING LISTENING COMPREHENSION AND VOCABULARY 191 DIALOGIEREAD-ALOUDS 191 * CHILDREN S LITERATURE CONNECTION: RESOURCES FOR SELECTING AGOOD READ-ALOUD 192 TEXTTALK 193 DEEIDINGWHIEHWORDSTOTEAEH 195 ANEHOREDVOEABULARYINSTRUETION 196 DEVELOPINGCONEEPTUAL KNOWLEDGE 196 * STRATEGIES FOR THE CLASSROOM: ANCHORED VOCABULARY INSTRUCTION 197 DEVELOPING CONCEPTS ABOUT PRINT: ITSFORMS AND FUNCTIONS 198 SHAREDREADING 198 INDEPENDENT READINGPRAETICE 200 * WORKING AND COLLABORATING: READING WITH YOURCHILD AT HORNE 201 LEARNING THEALPHABET AND THE ROLE OFLETTERS 202 * READING AND WRITING IN DIGITAL CONTEXTS: RESOURCES FOR EVALUATING LEARNING APPLICATIONS 203 ALPHABET BOOKS 204 BEGINNINGCONSONANT SOUNDS ANDLETTERS 204 BEGINNINGSOUNDSORTS 205 EXTENSIONS 206 LEARNING ABOUT UNITS OFPRINT AND UNITS OFLANGUAGE 206 * ACCOMMODATING ENGLISH LEARNERS: PREDICTABLE CONSONANT CONFUSIONS FOR ENGLISH LEARNERS 207 PHONOLOGICAL SENSITIVITYANDAWARENESSOFWORDS 207 AWARENESSOFSYLLABLES 208 RHYMING 208 AWARENESSOFONSET-RIME 208 * STRATEGIES FORTHE CLASSROOM: SHARED READING, PRINT REFERENCING, AND RHYME 209 AWARENESSOFPHONEMES 209 PHONICS 211 PHONOLOGICAL AWARENESSANDLANGUAGE:ASTRONG FOUNDATION 211 CONCEPTOFWORD 212 WRITING INTHEEMERGENT STAGE 213 PUTTINGALL THEPIECESTOGETHER: THEREADING-WRITING- LANGUAGE CONNECTION 214 CHAPTER SUMMARY 216 SUGGESTED EXTENSION ACTIVITIES 217 RECOMMENDED PROFESSIONAL RESOURCES 217 ONLINE RESOURCES 218 CHAPTER7: BEGINNING CONVENTIONAL READING AND WRITING 219 OVERVIEW OFBEGINNING READERS, WRITERS, AND LETTER NAME-ALPHABETIC SPEILERS 221 WORDKNOWLEDGE: THELINCHPIN OFLITERACY DEVELOPMENT 222 ALPHABETKNOWLEDGE 222 PHONOLOGICAL ANDPHONEMIC AWARENESS 224 CONCEPTOFWORD INTEXT 224 * STRATEGIES FORTHE CLASSROOM: HEARING AND REPRESENTING SOUNDS 225 SIGHTWORDVOCABULARY 228 * ACCOMMODATING ENGLISH LEARNERS: BUILDING SIGHT VOCABULARY 230 WORDSTUDY:PHONICS, SPELLING, AND VOCABULARY 232 PHONICS 232 CONTENTS XIII LETTERNAME-ALPHABETIC SPEILERS 233 VOCABULARYDEVELOPMENT 237 * STRATEGIES FORTHE CLASSROOM: WORDSTUDY IN PRACTICE: ASAMPLE FIVE-DAYLESSON PLAN 238 SMALL GROUP READING INSTRUCTION FORBEGINNING READERS 241 GUIDEDREADING 242 * THELANGUAGE OFYOURINSTRUCTION: PROMPTING READERS TO BESTRATEGIE 246 WHAT BEGINNINGREADERS CANREADTHEMSELVES 247 * WORKING AND COLLABORATING: PAIRED READING 247 BEGINNING FLUENCY: FROM AUTOMATICITY TOEXPRESSIVE READING 252 FLUENCYINSTRUCTION FORBEGINNINGREADERS 252 * READING AND WRITING IN DIGITAL CONTEXTS: TECHNOLOGY ASSISTED REPEATED READINGS 253 READING TOAND WITHCHILDREN: GUIDING COMPREHENSION DEVELOPMENT 254 BEFOREREADING:ACTIVATINGPRIORKNOWLEDGE,PREVIEWING, PREDICTING, ANDSETTINGAPURPOSE 254 DURINGREADING:MONITORING ANDQUESTIONING 255 AFTERREADING:RETELLING 257 * CHILDREN S LITERATURE CONNECTION: TEXTSTHAT STIMULATE CHILDREN TOASKQUESTIONS 257 THEBEGINNING OFCONVENTIONAL WRITING 260 GETTINGSTARTED WITHWRITINGWORKSHOP 261 GETTINGSTARTED WITHNARRATIVEWRITING 262 WRITINGTOINFORM:PROCEDURAL HOW-TO WRITING, ALL-ABOUT TEXTS,ANDPERSUASIVE ARGUMENT WRITING 263 THEWRITINGPROCESS 264 CHAPTER SUMMARY 266 SUGGESTED EXTENSION ACTIVITIES 268 RECOMMENDED PROFESSIONAL RESOURCES 268 ONLINE RESOURCES 269 CHAPTER8: TRANSITIONAL READING AND WRITING 270 OVERVIEW OFTRANSITIONAL READERS, WRITERS, AND WITHIN WORD PATTERN SPEILERS 272 XIV CONTENTS * WITHIN WORDPATTERN SPELLERS: MOVINGFROM SOUND TO PATTERN 273 CHARACTERISTICS OFEARLY,MIDDLE,ANDLATEWITHINWORD PATTERN SPEILERS 274 STUDYINGVOWELSINSINGLE-SYILABLEWORDS 276 STUDYINGCONSONANTS INSINGLE-SYILABLE WORDS 279 * ACCOMMODATING ENGLISHLEARNERS: TEACHING THE VOWELSOUNDS OFENGLISH 280 * WORKING AND COLLABORATING: TALKING WITH FAMILIES ABOUT WORDSTUDY INSTRUCTION 281 VOCABULARY DEVELOPMENT: SPELLING INSTRUCTION AND BEYOND 282 HOMOPHONES, HOMOGRAPHS, ANDOTHERFEATURES OFTHE LATEWITHINWORDPATTERN STAGE 282 SHADESOFMEANING: SYNONYMANDANTONYM LINES 283 GENERATIVEVOCABULARY INSTRUCTION: EARLY MORPHOLOGICAL AWARENESS 284 * STRATEGIES FORTHE CLASSROOM:TEACHING THE PREFIX UN- TOTRANSITIONAL READERS 284 INTERACTIVE READ-ALOUDS: DEVELOPING ENGAGED LISTENERS AND DEEP THINKERS 286 READERRESPONSE THEORY INACTION:SUPPORTING COMPREHENSION DEVELOPMENT 287 TALKINGWEIL,THINKINGWEIL:THEPOWEROFTALKINTHE DEVELOPMENT OFCOMPREHENSION 289 SUPPORTING CHILDREN S CONVERSATIONS ABOUT BOOKS 289 * CHILDREN S LITERATURE CONNECTION: INTERACTIVE READ-ALOUDS FOR DEVELOPING CRITICALTHINKING INTHE TRANSITIONAL STAGE OFDEVELOPMENT 290 COILABORATIVE REASONING ANDARFFILMENTSCHEMA 291 * THELANGUAGE OFYOURINSTRUCTION: COLLABORATIVE REASONING INACTION 291 FROM TALKING WEILTOWRITING WEIL:WRITTEN RESPONSE TOTEXT 293 QUICKWRITES 293 * READING AND WRITING IN DIGITALCONTEXTS: BLOGGINGINRESPONSE TOTEXT 294 FROMQUICKWRITESTORESPONSE ESSAYS 294 BOOKS FORTRANSITIONAL READERS: INDEPENDENT AND SMAILGROUP READING PRACTICE 297 EARLYTRANSITIONAL READERS 298 MIDDLETRANSITIONAL READERS 298 * THELANGUAGE OFYOURINSTRUCTION: TEACHING CHILDRENTOINFER 299 LATETRANSITIONAL READERS 300 * CHILDREN S LITERATURE CONNECTION: OTHER BOOKS FORTRANSITIONAL READERS 302 DEVELOPING TRANSITIONAI READERS FLUENCY AND COMPREHENSION: RESEARCH-BASED BEST PRACTICES 303 WIDEREADING 303 REPEATED READING 303 COMPREHENSION ROUTINES:RECIPROCAL TEACHING INACTION 304 * THELANGUAGE OFYOURINSTRUCTION: CONFERRING WITH TRANSITIONAL READERS AND WRITERS 305 READING AND WRITING CONNECTIONS: HELPING TRANSITIONAL WRITERS WRITE WEIL 306 NARRATIVE 307 RESEARCH ANDREPORTS 309 PERSUASIVE PIECES:THESEEDSOFARGUMENT 309 CHAPTER SUMMARY 312 SUGGESTED EXTENSION ACTIVITIES 313 RECOMMENDED PROFESSIONAL RESOURCES 314 ONLINE RESOURCES 314 CHAPTER 9: INTERMEDIATE READING AND WRITING 315 OVERVIEW OFINTERMEDIATE READERS, WRITERS, AND SYILABLES AND MFIXES SPEILERS 317 DEVELOPING COMPREHENSION AND UNDERSTANDING OFTEXTS 318 STRATEGIESFORAPPROACHINGTEXTS:PREDICTING,QUESTIONING, CLARIFYING,SUMMARIZING, EXTENDING 318 TYPESOFTEXTS ANDAPPROACHES TOREADING 318 * STRATEGIES FORTHE CLASSROOM: READING WITH APENCIL 319 READINGINFORMATIONAL TEXTS 320 * STRATEGIES FORTHE CLASSROOM: ACCOUNTABLE TALK322 READING LITERATURE: NARRATIVE FICTION 324 READING LITERATURE: POETRY 325 * STRATEGIES FORTHE CLASSROOM: BOOKCLUBS 327 * YOUNGADULT LITERATURE CONNECTION: FORMIDDLE SCHOOLSTUDENTS ATTHE INTERMEDIATE STAGE 330 DEVELOPMENTAL WORDKNOWLEDGE 330 SPELLING:EXPLORING SYLLABLEPATTERNS ANDMORPHOLOGY 330 * THELANGUAGE OFYOURINSTRUCTION: SPELLING FEATURES ATTHE INTERMEDIATE STAGE 331 VOCABULARY DEVELOPMENT 336 * STRATEGIES FORTHE CLASSROOM: TEACHING MORPHOLOGY ATTHE INTERMEDIATE LEVELWITH ROOTWORDSANDAFFIXES 339 APPLYINGWHAT THEYARELEARNING: DECODING AND LEARNING LONGERWORDS INREADING 341 * STRATEGIES FORTHE CLASSROOM: TEACHING MORPHOLOGY ATTHE INTERMEDIATE LEVELWITH GREEKAND LATIN ROOTS 342 SYSTEMATIC INSTRUCTION INGENERALACADEMIC AND DOMAIN-SPECIJIC VOCABULARY 346 FLUENCY:THEBRIDGETOCOMPREHENSION 349 * ACCOMMODATING ENGLISH LEARNERS: AWARENESS AND UNDERSTANDING OFCOGNATES 351 MODELING FLUENT READING 352 BRIDGING FROMREAD-ALOUDS TOSTUDENTS READING OFANCHOR TEXTS 352 WRITING 352 THEWRITING PROCESS INTHEINTERMEDIATE STAGE 354 * THELANGUAGE OFYOURINSTRUCTION: WRITING TRAITS 356 THETRAITS OFWRITING 356 GETTING UNDER WAYWITH INFORMATIONAL WRITING: RAFT PAPERS 358 * STRATEGIES FORTHE CLASSROOM: AUTHOR S CRAFTLESSONS 360 * READING ANDWRITING IN DIGITAL CONTEXTS: CONNECTING CONTENT LEARNING AND TECHNOLOGICAL LITERACY 360 CHAPTERSUMMARY 362 CONTENTS XV SUGGESTEDEXTENSION ACTIVITIES 363 RECOMMENDEDPROFESSIONALRESOURCES 363 ONLINERESOURCES 363 CHAPTER10: SKILLFULLITERACY: DEVELOPING CRITIEAL ENGAGEMENTS WITH TEXTS, LANGUAGE, AND VOEABULARY 364 OVERVIEWOFSKILLFULREADERS, WRITERS, ANDDERIVATIONAL RELATIONS SPEILERS 367 CHARACTERISTICS OFTEXTS FORSKILLFUL READERS 367 * YOUNGADULT LITERATURE CONNECTION: THEUSES OFMYTHOLOGY 369 DEVELOPING COMPREHENSION ANDUNDERSTANDING: IN- DEPTH CRITICAL ENGAGEMENTS WITHMORE COMPLEXTEXTS 371 LITERATURE 371 * THELANGUAGE OFINSTRUCTION: PROVOKING APERSUASIVE STANCE 372 INDEPENDENT READING: MOTIVATING AND ENGAGING READERS WITH SELF-SELECTED READING 378 * YOUNGADULT LITERATURE CONNECTION: LITERATURE FOR LGBTQISTUDENTS 379 INFORMATIONAL TEXTSANDACADEMIC LANGUAGE 381 DEVELOPMENTAL SPELLINGKNOWLEDGE:DERIVATIONAL RELATIONSHIPS 384 * READING AND WRITING INDIGITAL CONTEXTS: CRITICAL LITERACY INACTION ONTHE WEB 388 VOCABULARY DEVELOPMENT 394 * STRATEGIES FORTHE CLASSROOM: SKILLFUL READERS WITH SPELLING ISSUES 395 ADVANCED GENERATIVE VOCABULARY INSTRUCTION 395 THEROLEOFETYMOLOGICAL KNOWLEDGE INGROWING AND DEEPENING VOCABULARY KNOWLEDGE 398 SYSTEMATIC INSTRUCTION INGENERAL ACADEMIC AND DOMAIN-SPECIFIC VOCABULARY 400 * STRATEGIES FORTHE CLASSROOM: READING WORKSHOP MINI-LESSON: AUTHOR S CRAFT 404 WRITING INTHESKILLFULSTAGE 405 ANALYZING NARRATIVE 405 ANALYZING AND CONSTRUCTING ANARGUMENT 407 CHAPTER SUMMARY 412 SUGGESTED EXTENSION ACTIVITIES 412 RECOMMENDED PROFESSIONAL RESOURCES 412 ONLINE RESOURCES 413 CHAPTER11: RESPONSE TOINSTRUCTION: INTERVENTION ANDACCELERATION FORREADERSWHO STRUGGLE 414 WHATISRESPONSE TOINSTRUCTION? 416 * THELANGUAGE OFYOURINSTRUCTION: STUDENT-FIRST LANGUAGE 419 TIERED INSTRUETION 419 THEROLEOFASSESSMENT INRESPONSE TOINSTRUETION 420 * ACCOMMODATING ENGLISH LEARNERS:DETERMINING THE PRESENCE OFALEARNING DISABILITY INANENGLISH LEARNER 420 PROFILES OFSTUDENTS EXPERIENCING DIFFICUIL} IN LEARNINGTOREAD 421 AUTOMATIE WORD CALLERS:READERS WITH STRONG WORD REEOGNITION,WEAKVOEABULARYAND COMPREHENSION 422 WORD STUMBLERS: READERS WITH STRONG VOEABULARY AND COMPREHENSION, WEAKER WORD REEOGNITION AND FLUENEY 423 STRUGGLING WORD CALLERS:READERS EXPERIENEING DIFFIEULTY WITH WORDREEOGNITION AND COMPREHENSION 423 SLOWAND STEADY COMPREHENDERS: READERS WITH STRANG COMPREHENSION ANDWARD REEOGNITION ANDWEAKER FLUENEY 424 SLOWWORD CALLERS:READERS WITH STRONG WORD REEOGNI- TION ANDWEAKFLUENEY AND COMPREHENSION 424 STUDENTS WITH SPECIFIE LEARNING DISABILITIES INREADING 424 * READING ANDWRITINGINDIGITAL CONTEXTS: ASSISTIVE TECHNOLOGY INTHE LITERACY CLASSROOM 425 ACCOMMODATING STUDENTS EXPERIENCING DIFFICUITYWITHLITERACY 425 SUPPORTING THEDEVEIOPMENT OFALL STUDENTS: RESEARCH-BASED BESTPRACTICES 426 * WORKINGANDCOLLABORATING: HELPING STUDENTS WITH LEARNING DISABILITIES BESUCCESSFUL WITH HOMEWORK 427 WORD SORTS:VARYING THE COMPLEXITY 428 * CHILDREN S LITERATURE CONNECTION: GREAT BOOKSABOUT CHILDRENANDADOLESCENTS WITH LEARNINGDIFFICULTIES 428 BUILDING BACKGROUND KNOWLEDGE AND USINGGRAPHIE ORGANIZERS 429 INEREASE HIGH-SUEEESS READING PRAETICE 431 * STRATEGIES FORTHE CLASSROOM:TIPSFOR TEACHING COMPREHENSION STRATEGIES 431 MORPHOLOGIEAL ANALYSIS:HELPING STUDENTS UNLOEK THE MEANING OFWORDS 432 ATTEND TOMOTIVATION AND ENGAGEMENT 433 CHAPTER SUMMARY 434 SUGGESTED EXTENSION ACTIVITIES 434 RECOMMENDED PROFESSIONAL RESOURCES 435 ONLINE RESOURCES 435 GLOSSARY 436 REFERENCES 442 REFERENCES FOR CHILDREN S ANDYOUNGADULT LITERATURE 461 INDEX 466 PHOTO ANDTEXT CREDITS 478
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author	Templeton, Shane Gehsmann, Kristin
author_facet	Templeton, Shane Gehsmann, Kristin
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author_sort	Templeton, Shane
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discipline	Pädagogik Anglistik / Amerikanistik
format	Book
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id	DE-604.BV040663779
illustrated	Illustrated
indexdate	2024-07-10T00:28:36Z
institution	BVB
isbn	9780205456321 0205456324
language	English
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-025490484
oclc_num	859366857
open_access_boolean
owner	DE-29 DE-355 DE-BY-UBR
owner_facet	DE-29 DE-355 DE-BY-UBR
physical	XX, 480 S. Ill.
publishDate	2014
publishDateSearch	2014
publishDateSort	2014
publisher	Pearson
record_format	marc
spelling	Templeton, Shane Verfasser aut Teaching reading and writing the developmental approach Shane Templeton and Kristin Gehsmann Boston ; Munich [u.a.] Pearson 2014 XX, 480 S. Ill. txt rdacontent n rdamedia nc rdacarrier Reading (Elementary) English language / Composition and exercises / Study and teaching (Elementary) Englisch Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf Grundschulunterricht (DE-588)4022354-1 gnd rswk-swf Grundschulunterricht (DE-588)4022354-1 s Schreib- und Lesefähigkeit (DE-588)4481193-7 s DE-604 Gehsmann, Kristin Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025490484&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis
spellingShingle	Templeton, Shane Gehsmann, Kristin Teaching reading and writing the developmental approach Reading (Elementary) English language / Composition and exercises / Study and teaching (Elementary) Englisch Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschulunterricht (DE-588)4022354-1 gnd
subject_GND	(DE-588)4481193-7 (DE-588)4022354-1
title	Teaching reading and writing the developmental approach
title_auth	Teaching reading and writing the developmental approach
title_exact_search	Teaching reading and writing the developmental approach
title_full	Teaching reading and writing the developmental approach Shane Templeton and Kristin Gehsmann
title_fullStr	Teaching reading and writing the developmental approach Shane Templeton and Kristin Gehsmann
title_full_unstemmed	Teaching reading and writing the developmental approach Shane Templeton and Kristin Gehsmann
title_short	Teaching reading and writing
title_sort	teaching reading and writing the developmental approach
title_sub	the developmental approach
topic	Reading (Elementary) English language / Composition and exercises / Study and teaching (Elementary) Englisch Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschulunterricht (DE-588)4022354-1 gnd
topic_facet	Reading (Elementary) English language / Composition and exercises / Study and teaching (Elementary) Englisch Schreib- und Lesefähigkeit Grundschulunterricht
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025490484&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT templetonshane teachingreadingandwritingthedevelopmentalapproach AT gehsmannkristin teachingreadingandwritingthedevelopmentalapproach

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