Teaching reading in the 21st century

著者

• Graves, Michael F.
• Juel, Connie
• Graves, Bonnie B.

書誌事項

Teaching reading in the 21st century

Michael F. Graves, Connie Juel, Bonnie B. Graves

Pearson/A and B, c2007

4th ed

タイトル別名

Teaching reading in the twenty-first century

注記

Includes bibliographical references and index

内容説明・目次

内容説明

With new chapters on fluency and motivation, Teaching Reading in the 21st Century maintains the friendly voice of its widely recognized author team and its superior coverage of assessment for learning, and strengthens its commitment to a rich, balanced, and comprehensive program of reading instruction. Informed by the latest research on topics ranging from phonemic awareness and phonics to teaching comprehension strategies and assessment, this text provides the knowledge base, skills, and assessment strategies that all teachers need to guide elementary students successfully toward literacy for the 21st Century-using reading and writing for thinking, problem solving, and communicating. Always practicaland with a focus on critical literacy, this edition is even richer in first-person accounts, instructional routines, classroom vignettes, and hands-on literacy activities. Principal themes include balancing phonemic skills with more holistic approaches; fostering the love of reading; and successfully teaching all students-mainstream and minority, native speakers of English and English-language learners, and special needs and gifted-to become able and eager readers.

目次

1. READINGAND LEARNING TO READ THE READING PROCESS The Cognitive-Constructivist View of Reading In the Classroom 1.1: Using Background Knowledge The Cognitive Orientation Schema Constructivism Reader-Response Theory Sociocultural Theory Reflect and Apply Concepts That Elaborate and Complement the Cognitive-Constructivist View The Interactive Model of Reading Automaticity Metacognition The Reading Corner: Books That Help Build Automaticity THE READING PROFICIENCY OF U.S. STUDENTS A Response to Current Criticisms Literacy for Today's and Tomorrow's World In the Classroom 1.2: Developing Present-Day Literacy in Sixth Grade Reflect and Apply A LITERACY CURRICULUM FOR TODAY'S AND TOMORROW'S WORLD Phonemic Awareness and Other Aspects of Emergent Literacy Phonics and Other Word Recognition Skills Fluency and Matching Students with Appropriate Texts Vocabulary Learning and Instruction Scaffolding Students Comprehension of Text Teaching Comprehension Strategies Encouraging Independent Reading and Reader Response Fostering Higher-Order Thinking and Deep Understanding Reflect and Apply AN OVERVIEW OF THIS BOOK Chapter-by-Chapter Overview The Components and Organization of the Chapters STRENGTHS AND CHALLENGES OF DIVERSITY Concluding Remarks Extending Learning Children's Literature 2. READING INSTRUCTION INSTRUCTIONAL PRINCIPLES Traditional Instructional Principles Focusing on Academically Relevant Tasks Employing Active Teaching Fostering Active Learning The Reading Corner: Informational Books That Give Students Opportunities to Make Critical Responses In the Classroom 2.1: Actively Engaging Students in Reading and Responding to a Text Distinguishing Between Instruction and Practice Providing Sufficient and Timely Feedback Teaching for Transfer Reflect and Apply Constructivist and Sociocultural Perspectives on Instruction Scaffolding The Zone of Proximal Development The Gradual Release of Responsibility Model Cognitive Modeling In the Classroom 2.2: Cognitive Modeling Direct Explanation Contextualizing, Reviewing, and Practicing What Is Learned Teaching for Understanding Cooperative Learning Reflect and Apply A BRIEF HISTORY OF READING INSTRUCTION IN THE UNITED STATES The Colonial Period and the 19th Century The Heyday of Basal Readers The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches Massive Federal Intervention in Reading READING INSTRUCTION AT ITS BEST Reflect and Apply STRENGTHS AND CHALLENGES OF DIVERSITY Differing Participation Structures A Diverse Classroom Library and Time to Read High Achievement for Students of Color Concluding Remarks Extending Learning Children's Literature 3. MOTIVATION AND ENGAGEMENT MAKING MOTIVATION A TOP PRIORITY The Critical Importance of Success CREATING A LITERATE ENVIRONMENT Modeling Time The Classroom Materials In the Classroom 3.1: Assessing Students' Reading Attitudes and Interests The Reading Corner: Books about Food and Families in Many Cultures Choice In the Classroom 3.2: Poetry Browsing to Create Interest Classroom Climate Reflect and Apply THE IMPORTANCE OF POSITIVE ATTRIBUTIONS Attribution Theory Learned Helplessness The Importance of Appropriate Challenges In the Classroom 3.3: Providing Both Challenges and Supports CONCRETE APPROACHES TO MOTIVATING STUDENTS Ensuring Student Success In the Classroom 3.4: Creating a Book Review File Promoting Academic Values and Goals Fostering Higher-Order Thinking and Deep Understanding Ensuring Active Participation, Using Cooperative Activities, and Including Variety Making Connections to Students' Cultures and Lives Outside of School Praising Students, Rewarding Them, and Helping Them Set Goals Factors That Undermine Motivation NANCY MASTERS, A SUPERSTAR AT MOTIVATING STUDENTS GROUPING STUDENTS FOR INSTRUCTION In the Classroom 3.5: Primary Grade Cooperative Learning Reflect and Apply STRENGTHS AND CHALLENGES OF DIVERSITY Success Grouping Concluding Remarks Extending Learning Children's Literature 4. EMERGENT LITERACY EMERGING KNOWLEDGE ABOUT TEXT STRUCTURES In the Classroom 4.1: Using Wordless Picture Books EMERGING KNOWLEDGE ABOUT WORD STRUCTURES In the Classroom 4.2: Kindergartners and the P Word PHONEMIC AWARENESS AND ALPHABET RECOGNITION What Is Phonemic Awareness? In the Classroom 4.3: Phonemic Awareness (Segmenting and Blending Sounds) Why Do Phonemic Awareness and Alphabet Recognition So Strongly Predict Success in Reading? Reflect and Apply Learning to Identify Words Some Early Understandings about Print In the Classroom 4.4: Using Letter Puppets to Help Children Understand the Connection Between Phonemes and Letters Connecting Letters and Phonemes Linking Letters and Phonemes: The Alphabetic Principle INSTRUCTION THAT FACILITATES CHILDREN'S GROWING LITERACY Creating a Literate Environment Reading Opportunities The Morning Meeting Free "Reading" Selecting Books for Specific Purposes In the Classroom 4.5: Developing Phonemic Awareness The Reading Corner: Big Books Writing Opportunities Journals Language-Experience Activities Shared Reading and Writing Experience In the Classroom 4.6: Reading and Writing Rhymes Making Books Mailboxes Play Centers Listening and Speaking Opportunities Reading Aloud Choral Reading Tape Recordings Sing-Alongs A KINDERGARTEN SCENARIO Reflect and Apply STRENGTHS AND CHALLENGES OF DIVERSITY Concluding Remarks Extending Learning Children's Literature 5. WORD RECOGNITION THE IMPORTANCE OF RECOGNIZING PRINTED WORDS Why Listening is Easier Than Reading Skilled Readers Automatically Recognize Words THE STRUCTURE OF SPOKEN AND PRINTED WORDS The Makeup of Spoken and Written English The Alphabetic Principle The Structure of Printed Words: The Good News Reflect and Apply OUR POSITION ON PHONICS INSTRUCTION AND RELATED MATTERS WORD-STUDY INSTRUCTION Five General Principles of Word-Study Instruction Teaching Children to Recognize Words Teaching Children about Letter-Sound Correspondences The Reading Corner: Alphabet Books In the Classroom 5.1: Alphabet Activities In the Classroom 5.2: Beginning Work with Onsets (Initial Consonants) In the Classroom 5.3: Working with the Rime at and Some Individual Phonemes In the Classroom 5.4: Steps in Blending In the Classroom 5.5: Make New Words In the Classroom 5.6: Word-Study Instruction on Consonant Blends In the Classroom 5.7: What Spelling Patterns First-Graders Should Know In the Classroom 5.8: Short-Vowel Work in the First Grade In the Classroom 5.9: Contrasting Short- and Long-Vowel Patterns In the Classroom 5.10: Multisyllabic Words In the Classroom 5.11: Teaching Prefixes and Suffixes Reflect and Apply ABOUT READING A LOT STRENGTHS AND CHALLENGES OF DIVERSITY Concluding Remarks Extending Learning Children's Literature CLASSROOM PORTRAIT: A DAY IN THE LIFE OF JENNA LEBLANC AND HER FIRST GRADE STUDENTS 6 FLUENCY FLUENCY AND ITS IMPORTANCE Reflect and Apply APPROACHES TO BUILDING FLUENCY Some Generalizations about Fluency Instruction The Original Method of Repeated Reading In the Classroom 6.1: The Original Method of Repeated Reading Simultaneous Repeated Reading Echo Reading Tape-Assisted Reading In the Classroom 6.2: Tape-Assisted Reading Partner Reading In the Classroom 6.3: Partner Reading Choral Reading Readers Theater In the Classroom 6.4: Schedule for a Week of Reader's Theater Radio Reading In the Classroom 6.5: Plan for a Radio Reading Session Fluency Oriented Oral Reading In the Classroom 6.6: Fluency-Oriented Oral Reading Commercial Fluency Programs Wide Reading in Appropriate Texts Reflect and Apply Assessing READERS' FLUENCY In the Classroom 6.7: Procedures for Measuring Rate and Advocacy The Reading Corner: Books to Build Fluency in Developing Readers Choosing Among the Approaches TO FLUENCY MATCHING STUDENTS AND TEXTS Assessing Students' Reading Proficiency and Motivation In the Classroom 6.8 Constructing an Informal Reading Inventory Assessing Text Difficulty and Accessibility In the Classroom 6.9: Using the Fry Readability Formula Your Personal and Professional Knowledge Reflect and Apply STRENGTHS AND CHALLENGES OF DIVERSITY Diversity in Linguistic Backgrounds Diversity in Background Knowledge Diversity in Reading Proficiency Diversity in Motivation and Tolerance for Challenges Concluding Remarks Extending Learning Children's Literature VOCABULARY DEVELOPMENT THE VOCABULARY-LEARNING TASK FREQUENT, EXTENSIVE, AND VARIED LANGUAGE EXPERIENCES Information on Interactive Oral Reading In the Classroom 7.1: Interactive Oral Reading as Described by Biemiller Reflect and Apply TEACHING INDIVIDUAL WORDS Word-Learning Tasks Identifying Vocabulary to Teach Methods of Teaching Individual Words Learning a Basic Vocabulary In the Classroom 7.2: Two Ways to Introduce New Words Representing Known Concepts In the Classroom 7.3: Introducing New Words that Represent New Concepts In the Classroom 7.4: Semantic Mapping and Semantic Feature Analysis Reflect and Apply TEACHING WORD-LEARNING STRATEGIES Using Context Clues In the Classroom 7.5: Balanced Strategies Instruction In the Classroom 7.6: Teaching Context Clues Using Word Parts In the Classroom 7.7: Teaching Prefixes Using the Dictionary Reflect and Apply FOSTERING WORD CONSCIOUSNESS Modeling and Encouraging Adept Diction The Reading Corner: Books About Words and Word Games Providing Intensive and Expressive Instruction STRENGTHS AND CHALLENGES OF DIVERSITY Concluding Remarks Extending Learning Children's Literature SCAFFOLDING STUDENTS' COMPREHENSION OF TEXT INSTRUCTIONAL FRAMEWORKS AND PROCEDURES THE ROLES OF PURPOSE, SELECTION, AND READER IN PLANNING A SUCCESSFUL READING EXPERIENCE Purpose Selection Reader Reflect and Apply FIVE FRAMEWORKS FOR SCAFFOLDING STUDENTS' READING Directed Reading Activity Directed Reading-Thinking Activity In the Classroom 8.1: Phase 1 of the DR-TA Scaffolded Reading Experience In the Classroom 8.2: Relating-the-Reading-to-Students'-Lives Prereading Activity Reflect and Apply Reflect and Apply In the Classroom 8.3: Sample Questions for Various Types of Thinking In the Classroom 8.4: Students' Postreading Dramatization The Reading Corner: Books that Invite Musical Connections Reflect and Apply Guided Reading Four Blocks INDIVIDUAL PROCEDURES FOR FOSTERING COMPREHENSION OF TEXT Procedures for Narratives Procedures for Expository Texts In the Classroom 8.5: Using K-W-L Procedures Appropriate for All Types of Text STRENGTHS AND CHALLENGES OF DIVERSITY Concluding Remarks Extending Learning Children's Literature TEACHING COMPREHENSION STRATEGIES WHAT ARE COMPREHENSION STRATEGIES? CHARACTERISTICS OF COMPREHENSION STRATEGIES Strategies Are Conscious Efforts Strategies Are Flexible Strategies Should Be Applied Only When Appropriate Strategies Are Widely Applicable Strategies Can Be Overt or Covert Reflect and Apply KEY COMPREHENSION STRATEGIES Establishing a Purpose for Reading Using Prior Knowledge Asking and Answering Questions Making Inferences Determining What Is Important Summarizing Dealing with Graphic Information Imaging and Creating Graphic Representations In the Classroom 9.1: Practicing Imaging with First Graders Being Metacognitive In the Classroom 9.2: Fostering Metacognition The Reading Corner: Books that Illustrate Strategic Behavior Reflect and Apply A POWERFUL APPROACH TO TEACHING STRATEGIES The First Day's Instruction on Determining What Is Important The Second Day's Instruction on Determining What Is Important Overview of a Unit The Constructive Nature of Good Strategy Instruction Transfer, Review, and Integration Activities STRENGTHS AND CHALLENGES OF DIVERSITY Concluding Remarks Extending Learning Children's Literature ENCOURAGING INDEPENDENT READING AND READER RESPONSE INDEPENDENT READING Providing Time to Read Providing a Rich Array of Reading Material, the Incentive to Read, and a Place to Read In the Classroom 10.1: Guidelines for Choosing Books for Your Classroom Library In the Classroom 10.2: Guidelines for Helping Students Select Reading Material Establishing and Maintaining an Independent Reading Program Encouraging Out-of-School Reading RESPONDING TO LITERATURE Reader Response In the Classroom 10.3: Students' Artistic Responses After Reading about Animals Literature Circles In the Classroom 10.4: Establishing Literature Circles in a Fourth-Grade Classroom THREE FRAMEWORKS THAT PROMOTE LITERATURE AND READER RESPONSE Book Club and Book Club Plus Reading Workshop In the Classroom 10.5: A Glimpse Into a Reading Workshop in Action Reflect and Apply STRENGTHS AND CHALLENGES OF DIVERSITY In the Classroom 10.6: Encouraging Reluctant Readers Concluding Remarks Extending Learning Children's Literature CLASSROOM PORTRAIT: A DAY IN THE LIFE OF DOLORES PUENTE AND HER THIRD AND FOURTH GRADE STUDENTS FOSTERING HIGHER-ORDER THINKING AND DEEP UNDERSTANDING IN THE CONTENT AREAS TWO ROADS TO COMPETENT THINKING AND LEARNING Fostering Higher-Order Thinking Teaching for Understanding Reflect and Apply PRACTICAL APPROACHES TO HIGHER-ORDER THINKING AND DEEP UNDERSTANDING Teaching for Understanding Units Generative Topics Understanding Goals Understanding Performances Ongoing Assessment' Summary Comments on Teaching for Understanding Units Reflect and Apply Text Talk and Questioning the Author Reflect and Apply Reciprocal Teaching In the Classroom 11.1 Increasing the Questioning Ability of a 7th Grade Student Reflect and Apply Jigsaw Reflect and Apply STRENGTHS AND CHALLENGES OF DIVERSITY Concluding Remarks Extending Learning Children's Literature WRITING AND READING THE READING-WRITING CONNECTION A POSITIVE READING-WRITING ENVIRONMENT The Intellectual Climate The Physical Environment In the Classroom 12.1: Guidelines for Creating a Positive Writing Environment THE PROCESS APPROACH TO WRITING INFORMAL WRITING Reflect and Apply SOME WRITING FORMS AND PURPOSES Writing to Learn and to Understand Note Taking In the Classroom 12.2: Sample Lesson on Note Taking Brainstorming and Quickwriting Semantic Mapping, the Venn Diagram, and K-W-L Journals In the Classroom 12.3: Introducing the Response Journal to Primary-Grade Students In the Classroom 12.4: Journal Writing Reflect and Apply Writing to Communicate Letters In the Classroom 12.5: Writing Letters To or From People Students Read About Biographies and Autobiographies Reports The Reading Corner: Books by Exemplary Non fiction Children's Book Authors Imaginative Writing In the Classroom 12.6: Writing Imaginative Mathematics Scenarios and Questions Fiction Poetry Reflect and Apply In the Classroom 12.7: Writing Poems Around a Theme THE WRITING WORKSHOP RESPONDING TO STUDENTS' WRITING PUBLISHING AND CELEBRATING WRITING Reflect and Apply STRENGTHS AND CHALLENGES OF DIVERSITY In the Classroom 12.8: Activities to Challenge Skillful Writers Concluding Remarks Extending Learning Children's Literature READING INSTRUCTION FOR ENGLISH-LANGUAGE LEARNERS LEARNING TO READ ENGLISH AS A SECOND LANGUAGE IN THE UNITED STATES Fostering Reading Achievement in English-Language Learners In the Classroom 13.1: Traditional Instructional Principles In the Classroom 13.2: Instructional Principles Motivated by Constructivist and Sociocultural Theory The American Landscape SOME CHALLENGES OF LEARNING TO READ IN A SECOND LANGUAGE Challenges Faced by English-Language Learners Challenges Faced by Teachers What Light Does Research Shed on These Challenges? The Importance of Language Knowledge The Importance of Literacy in the First Language Cross-Language Influences Cross-Cultural Influences Reflect and Apply INSTRUCTIONAL PRINCIPLES Delpit's Principles for Working with Poor Urban Children Demand Critical Thinking Ensure Access to the Basic Skills, Conventions, and Strategies Essential to Success in U.S. Education Empower Students to Challenge Racist Views of Their Competence and Worthiness In the Classroom 13.3: Using the Shared Reading Experience in a Sixth Grade ESL Class Recognize and Build on Strengths Use Familiar Metaphors and Experiences from the Children's World Create a Sense of Family and Caring Monitor and Assess Needs, and Then Address Them with a Wealth of Diverse Strategies Honor and Respect Children's Home Cultures Reflect and Apply Kamil and Bernhardt's Techniques for Working with English Language Learners in Typical Classrooms Take Advantage of the 20 Percent Rule Give English-Language Learners and Yourself Plenty of Time In the Classroom 13.4: Summarizing Part of a Selection Use the Rosetta Stone Technique Involve Parents, Siblings, and Other Speakers of the Children's Languages Use All the Available People Resources In Assessing Students, Give Them the Freedom to Choose the Language in Which to Respond The Reading Corner: Books Available in Bilingual Formats Use Informational Texts as a Significant Part of Instruction Use Alternate Assessment Strategies Reflect and Apply In the Classroom 13.5: Gersten and Baker on Working with English-Language Learners In the Classroom 13.6: Jimenez on Working with Latinos and Latinas In the Classroom 13.7: The SIOP Model Concluding Remarks Extending Learning Children's Literature CLASSROOM ASSESSMENT OUR PERSPECTIVE ON ASSESSMENT An Emphasis on Inquiry Three Themes Balanced Assessment TEACHER-BASED STRATEGIES Features of Contemporary Assessment Methods Ms. King and the Roots Project In the Classroom 14.1: The Roots Project What Does the Roots Project Say About Assessment Some Answers to the Opening Questions What Does the Teachers Need to Know, Week by Week, and Why? What about Students? What about Parents? What about Other Teachers? What about the Principal? A Final Word on the Roots Scenario Reflect and Apply ASSESSMENT AS INQUIRY Framing the Problem: What Is the Question? Designing a Plan of Action In the Classroom 14.2: Vocabulary Assessment in Third Grade Collecting Evidence Observing Discussion and Questioning Interviewing In the Classroom 14.3: The Funnel Approach Student Work Samples: Performances and Portfolios Scoring Rubrics Models for Teacher-Made Tests Analyzing and Summarizing the Data: The Teacher Logbook Interpretation: Making Sense of the Results In the Classroom 14.4: Interpreting Evidence in the Sixth Grade In the Classroom 14.5: Collecting More Evidence Reporting and Decision Making Reflect and Apply TEST-BASED STRATEGIES Basal Reader Tests Standardized Tests Preparing Students for Testing In the Classroom 14.6: Using "Simon Says" to Practice Test Taking Reflect and Apply Concluding Remarks Extending Learning Children's Literature References Name Index Subject Index Credits

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詳細情報

• NII書誌ID(NCID): BA81728191
• ISBN:
  • 9780205492640
• LCCN: 2006044778
• 出版国コード: us
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: Boston
• ページ数/冊数: xxxv, 533 p.
• 大きさ: 29 cm.
• 分類:
  • LCC : LB1573
  • DC22 : 372.4
• 件名:
  • LCSH : Reading (Elementary)