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How to Teach Balanced Reading and Writing
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How to Teach Balanced Reading and Writing

Second Edition
Edited by:


May 2006 | 288 pages | Corwin
'Any teacher can use this book 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' - Betty Ann Collinge, Kindergarten/First Grade Teacher, Green Acres Elementary School, North Haven, CT

'This book's 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, Fort Lewis College

'The book is easy to follow and very accessible. It is not too esoteric or philosophical, yet includes important theory and knowledge about learning. The suggestions are excellent, relevant, and inclusive' - Karen Heath, Literacy Coordinator, Barre Schools, VT

Reading is a complex process, and in today's increasingly diverse classrooms, each student has unique learning needs. In the face of these challenges, how can teachers ensure that all students develop essential literacy skills?

How to Teach Balanced Reading and Writing provides practical, research-based strategies for all aspects of literacy education. Presenting best practices in an easy-to-use format, literacy expert Bonnie Burns supplies guidance for providing direct instruction in phonics, using authentic texts, building word recognition, strengthening comprehension, and implementing writing across the curriculum. Aligned with the National Reading Panel Report (2000) and Reading First legislation, this book offers strategies to use with students at all developmental levels.

This second edition has been extensively revised to include ·

o A discussion of language acquisition

o Strategies for assessing phonemic awareness

o Techniques for developing fluency

o Increased attention to the needs of diverse learners

o Additional instructional activities in every chapter

Because of its flexibility, this book is suitable for both novice and experienced teachers. Its friendly, accessible format also makes it an ideal text for new teachers and students in education courses.


 
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
Fort Lewis College

"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
Green Acres Elementary School, North Haven, CT

"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
Barre Schools, VT

"This volume offers practical examples and will be especially appreciated by novice teachers."

Curriculum Connections, Spring 2007
School Library Journal

Voted by Faculty

Mrs Tonya Nwaneri
College Of Education, Austin Peay State University
May 8, 2015

Sample Materials & Chapters

Preface

Chapter 1


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