Classrooms That Work: They Can All Read and Write, 6th edition
Published by Pearson (January 25, 2015) © 2016
- Patricia M. Cunningham
- Richard L. Allington University of Tennessee, Knoxville
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- 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).
Chapter 1 Creating Classrooms That Work
Observing in the Classrooms of Unusually Effective Teachers 3
Observing in the Most Successful Schools 7
What We Know About Effective Classrooms 9
Common Core Raises the Bar 11
Creating Your Classroom That Works in the Common Core Era 12
Chapter 2 Creating Independent Readers
Assess and Document Your Students’Independent Reading 14
Make a Teacher Read-Aloud an Everyday Event 14
Schedule Time Every Day for Independent Reading 20
Accumulate the Widest Possible Variety of Reading Materials 21
Schedule Conferences So You Can Talk with Your Students
About Their Reading 22
Make Time for Sharing and Responding 24
Summary 26
Chapter 3 Building the Literacy Foundation
Concepts That Form the Foundation for Literacy 30
Activities for Building the Foundation 33
Summary 44
Chapter 4 Fluency
Mandate Easy Reading for Everyone 47
Model Fluent, Expressive Reading 49
Provide Engaging Rereading Opportunities 51
Use a Word Wall to Teach High-Frequency Words 53
Summary 57
Chapter 5 Teaching Phonics and Spelling Patterns
Guess the Covered Word 61
Using Words You Know 64
Making Words 67
The Nifty-Thrifty-Fifty 76
Summary 80
Chapter 6 Meaning Vocabulary
How Do We Learn All the Words We Know? 84
Teach Vocabulary with “Real Things” 86
Talking Partners 88
Maximize Word Learning from Reading 90
Teach Independent Word Learning Strategies 96
Promote Word Wonder 99
Summary 100
Chapter 7 Comprehension
Comprehension Strategies 103
Think-Alouds to Teach Comprehension Strategies 104
Lesson Frameworks for Comprehending Narrative Text 109
Summary 118
Chapter 8 Reading Informational Text
Lesson Frameworks for Close Reading and Making Inferences 122
Summary 148
Chapter 9 Writing
Writer’s Workshop 152
Adding Editing to Writer’s Workshop 155
Adding Conferencing, Publishing, and Author’s Chair to Writer’s Workshop 159
Adding Revising to Writer’s Workshop 163
Focused Writing 170
Summary 175
Chapter 10 Reading and Writing Across the Curriculum
Reading-Writing Connections 178
Main Idea Trees 178
Time Lines 180
Compare/Contrast Bubbles 181
Think-Writes 183
Summary 191
Chapter 11 Assessment
What Is Assessment? 193
Determining Student Reading Level 193
Identifying Good Literacy Behaviors and Documenting Student Progress 196
Summary 203
Chapter 12 Differentiation and Interventions for Struggling Readers
Targeted Tier 2 Interventions for Struggling Readers 209
Summary 226
References 227
Index 229
Patricia M. Cunningham is a Professor of Education at Wake Forest University. She has over 30 years of experience, taught in various elementary grades and remedial reading, and was a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children and currently engages in staff development across the United States.
Richard L. Allington is a Professor of Education at the University of Tennessee at Knoxville. He is past president of the International Reading Association and the National Reading Conference, co-recipient of the Albert J. Harris Award, and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers.
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