Classrooms That Work: They Can All Read and Write, 6th edition

• Future teachers get a blueprint for organising classrooms to accelerate learning of all children.
  • NEW! A state-of-the-art framework for lessons that involve students in learning. A practical Word Detectives lesson framework is included for teaching students how to use all of the clues in the text–context, pictures, and morphology–to figure out word meanings
  • NEW! Each comprehension and writing lesson framework is illustrated with a sample lesson and each lesson incorporates the gradual release of Responsibility Model. Each lesson is set up as follows:
    • I Do and You Watch: At the beginning of the lesson, you model and show students how they need to think and what they are to do.
    • I Do and You Help: The class helps the teacher think and do something.
    • You Do It Together and I Help: Students arrange in groups to work together and complete the task. The object is to talk to and teach each other how to do the kind of thinking required by the task.
• Readers focus on practical strategies for promoting literacy among struggling and culturally diverse students.
  • Included are a variety of suggestions for differentiating instruction to meet the needs of all students in today’s increasingly diverse classrooms.
• Tech Savvy Teacher and English Language Learners boxes provide practical suggestions for using technology and other resources to make instruction as effective and interesting as possible for all learners.
• Teachers tackle the importance of fostering fluency with a variety of methods to increase the amount of reading their students are doing throughout the day and teach students to quickly and accurately read and spell common words. 
• As in other editions, suggestions for making Writer’s Workshop the centerpiece of writing instruction are included in the writing chapter.
  • NEW! In the new edition, this chapter provides lesson frameworks and guidelines for teaching students to write the informational, opinion and narrative pieces required in the Common Core
• NEW! A new chapter on reading informational text includes many lesson frameworks that can be adapted to teach students how to read informational text
• NEW! A new chapter provides practical suggestions for integrating writing with science and social studies and for teaching lessons that connect reading and writing
• NEW! A new chapter includes diagnostic procedures for targeting Tier 2 interventions for struggling readers who are not making adequate progress with this state-of-the-art classroom instruction. Readers see how to quickly determine whether comprehension, word identification, or fluency is the greatest roadblock for each struggling reader, and which interventions are apt to be the most effective

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• NEW! A state-of-the-art framework for lessons that involve students in learning. A practical Word Detectives lesson framework is included for teaching students how to use all of the clues in the text—context, pictures, and morphology—to figure out word meanings (Chapter 6).
• NEW! Each comprehension and writing lesson framework is illustrated with a sample lesson and each lesson incorporates the gradual Release of Responsibility Model. Each lesson is set up as follows:
• I Do and You Watch: At the beginning of the lesson, you model and show students how they need to think and what they are to do.
• I Do and You Help: The class helps the teacher think and do something.
• You Do It Together and I Help: Students arrange in groups to work together and complete the task. The object is to talk to and teach each other how to do the kind of thinking required by the task.
• NEW! In the new edition, this chapter provides lesson frameworks and guidelines for teaching students to write the informational, opinion and narrative pieces required in the Common Core (Chapter 9).
• NEW! A new chapter on reading informational text includes many lesson frameworks that can be adapted to teach students how to read informational text (Chapter 8).
• NEW! A new chapter provides practical suggestions for integrating writing with science and social studies and for teaching lessons that connect reading and writing (Chapter 10).
• NEW! A new chapter includes diagnostic procedures for targeting Tier 2 interventions for struggling readers who are not making adequate progress with this state-of-the-art classroom instruction. Readers see how to quickly determine whether comprehension, word identification or fluency is the greatest roadblock for each struggling reader, and which interventions are apt to be the most effective (Chapter 12).