How to Teach Balanced Reading and Writing 2/e

Bonnie Burns, Ed.D. is director of the Reading Specialist Program at Dominican University in River Forest, Illinois. She works with both undergraduates and graduate students who are studying to be reading specialists. She has authored or coauthored several books, articles, and an online column. Her current interests are establishing school district-university partnerships and reading clinics. She has served for 30 years as an elementary teacher, reading specialist, and principal in Illinois, Florida, and Arizona, working with a wide variety of students. Bonnie was a trainer for the Illinois state assessment in writing and the New York State Effective Teaching Program. She presents professional development and workshops nationally.

Preface Publisher's Acknowledgments About the Author 1. Balanced Reading and Writing The Reading Wars Combined Approaches Whole-Part-Whole Model of Instruction Continuing to Define Balanced Instruction Integrating the Language Arts Levels of Support and Intensity of Instruction Balancing Student- and Teacher-Centered Instruction 2. Getting Ready to Read Concept of Reading Language Acquisition Sociocultural and Other Factors That Affect Reading Emergent Literacy Letter and Word Recognition Comprehension and Beginning Readers Choosing Texts for Beginning Readers Emergent Writing Success in First Grade Is Critical 3. Developing Phonemic Awareness Developing Phonemic Awareness The Alphabetic Principle Phonological Awareness and Alphabet Knowledge Phonemic Awareness Skills When Should Phonemic Awareness Be Taught? Balancing Phonemic Awareness Initial Activities for Learning Phonological Awareness Phonemic Awareness Activities At-Risk Readers Resources for Phonemic Awareness 4. Teaching Word Recognition The Debate About Phonics How Does Word Recognition Develop? Word Recognition in a Balanced Reading Program Approaches to Teaching Phonics Activities to Teach Word Recognition Phonics and Older Students Who Struggle With Reading Assessing Sound-Symbol Relationships 5. Fluency Fluency Is Linked to Comprehension Assessing Fluency Factors Affecting Fluency Individual Methods for Improving Fluency Whole-Class Methods for Improving Fluency Reading Rates Other Fluency Issues Thinking About Rate for Older Students 6. Guided Reading What Is Guided Reading? Leveled Groups Planning and Logistical Management Procedures Teaching Comprehension During Guided Reading Questioning Variations 7. Grouping for Reading and Choosing Books Reading Groups Whole-Group Instruction Small-Group Instruction Independent Reading Responding to Literature Children Need to Read Extensively Choosing Books The Advantage of Great Literature 8. Instruction for Comprehension Capable and Less-Capable Readers An Instructional Model for Teaching Comprehension Factors Affecting Comprehension Comprehension Strategies Comprehension Activities for Before Reading Comprehension Skills and Strategies During Reading Comprehension Strategies for After Reading Strategies for Higher Level Thinking: Inferring, Generalizing, Evaluating Putting It All Together Influencing the Attitude and Motivation of Readers 9. Vocabulary Instruction Vocabulary Development Depth of Word Knowledge Is It Worthwhile to Teach Vocabulary? Indirect Teaching of Vocabulary Choosing Words for Direct Teaching Prereading Activities for Teaching Vocabulary Directly Extension Activities for Directly Teaching Vocabulary Teaching Students Strategies for Learning New Words Reviewing Vocabulary With a Magic Square Assessing Vocabulary 10. Teaching and Learning Spelling Stages of Spelling Development Characteristics of Good and Poor Spellers Spelling Should Be Taught Developmentally Activities to Encourage or Teach Spelling Techniques for Transitional Spellers Spelling Rules What About Spelling Tests? 11. Balanced Writing Elements of the Writing Process Developmental Stages of Writing Balanced Writing Instruction Writers' Workshop Structured Writing Audiences and Genres Writing in Response to Reading Looking Back at Objectives and Balanced Writing 12. Reading and Writing in the Content Areas The Differences Between a Textbook and a Novel Trade Books and Text Sets Removing Obstacles to Comprehension With Prereading Activities Removing the Obstacles of Concept Vocabulary Guiding Comprehension During the Reading Process Responding to Texts After Reading Standard Techniques That Do Not Work Well 13. Assessment Determining Reading Level With an Informal Reading Inventory Diagnostic Assessment Informal Classroom Assessment Standardized Assessment Assessing Assessment References Index

"The idea of balance in literacy is critical. This book models the fact that good teachers need to draw from a variety of approaches to achieve balance. Its major strengths include straightforward writing, clear discussion of topics, excellent graphic samples, strong attention to a balanced perspective and practical ideas." -- Jennifer Trujillo, Assistant Professor, Teacher Education "One of the strongest aspects of this book is that any teacher can use it regardless of the reading program a district may be using. It brings the various practices of reading and writing and pulls them together in a practical and useful way that any teacher can incorporate into a reading/writing program." -- Betty Ann Collinge, Kindergarten and First Grade Teacher "The book is easy to follow, very accessible - not too esoteric or philosophical, but includes important theory and knowledge about learning - and the messages are right on. As a discerning language arts specialist, I can honestly say that the positions and suggestions are excellent, relevant, and inclusive." -- Karen Heath, Literacy Coordinator "This volume offers practical examples and will be especially appreciated by novice teachers." -- Curriculum Connections, Spring 2007