Early Literacy Instruction: Teaching Reading and Writing in Today's Primary Grades / Edition 2

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Overview

This proven K-3 literacy methods text models explicit instruction as a vehicle for developing reading and writing skills in primary grade students. The authors rely on both recent research and personal experience, sharing classroom-proven lesson plans, samples of student work, and examples from the classroom to ground and apply each chapter's content. By modeling explicit instruction and providing the tools and media you need to implement the approach in your classroom, Early Literacy Instruction prepares you for success in your primary classroom.

Modeling Effective K-3 Instruction

Chapters outline an explicit instruction model that is ideal for primary grades students.

  • Vignettes open chapter to help students envision the effective teaching of each chapter’s topics.
  • Online video footage provides a clear vision of classroom implementation.
  • Student work samples throughout chapters ground concepts and prepare readers for their own classroom.

Implementing Explicit Instruction Model

You will not only examine the explicit instructional model, but you’ll be given the tools you need to implement this framework in your own classroom.

  • Lesson Plans, including considerations for struggling readers, help you plan explicit instruction for early literacy instruction.
  • English Language Learner notes provide concrete suggestions for addressing the needs of students whose first language is not English.
  • A strengthened focus on struggling readers - in feature boxes within each chapter, as adaptation ideas within lesson plans, and in a complete chapter (Chapter 11 - Interventions for Struggling Readers) - gives you the information you need to detect, assess, and address the needs of these students.

Integrated Multimedia Resources

MyEducationLab is a research-based learning tool that brings literacy teaching to life. Through authentic in-class video footage, interactive simulations, and rich case studies, MyEducationLab prepares you for your teaching career by showing you what quality early literacy instruction looks like, providing examples of authentic teacher and student work, as well as other teaching tools. What’s more, MyEducationLab is easy to use. In your textbook look for the MyEducationLab logo and follow the simple link instructions to access the MyEducationLab video or activity that corresponds with the chapter content. For more information, turn to the MyEducationLab walk-through preface or go to www.myeducationlab.com.

To order this book WITH MyEducationLab, use either ISBN:

ISBN-13: 9780135035283

ISBN-10: 0135035287

To order this book WITHOUT MyEducationLab use either ISBN:

ISBN-13: 9780135129036

ISBN-10: 0135129036

Responses from the Field

“I thought the text was very clearly written, and contained many effective examples of strategies and activities that a beginning teacher could easily implement.”

Stacey A. Dudley, Bowling Green State University

“I remember my first year of teaching. My concerns were: What do I do first? How long should I spend on this? On that? Where do I start? I say all this to emphasize how important your instructional framework is. This comment also comes as a thank you from me and from all my students. This text gives them strong guidelines and a concrete place to start.”

Barbara A. Schaudt, California State University, Bakersfield

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Product Details

  • ISBN-13: 9780135035283
  • Publisher: Pearson
  • Publication date: 5/5/2008
  • Series: MyEducationLab Series
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 384
  • Product dimensions: 7.90 (w) x 9.90 (h) x 0.70 (d)

Meet the Author

John A. Smith

Dr. John A. Smith is a professor in the Department of Elementary Education at Utah State University. He holds a bachelor’s degree in Elementary Education from Brigham Young University, a master’s degree in Elementary Curriculum from the University of Utah, and a doctorate in Curriculum and Instruction from the University of North Carolina at Chapel Hill.

Dr. Smith has 10 years of elementary classroom teaching experience in 2nd and 5th grades and as a Chapter 1 reading teacher, and 20 years experience teaching at the university level. Dr. Smith also taught at-risk students entering kindergarten and 1st grade for three summers at the Frank Porter Graham Child Development Center in Chapel Hill, North Carolina. Dr. Smith served three years as Reading Coordinator for the Chapel Hill City School District, during which time the district’s Chapter 1 program was recognized by the U.S. Department of Education as an Exemplary Program. A highlight of Dr. Smith’s teaching was taking a year off from university teaching to return to a first-grade classroom to implement the comprehensive literacy instruction framework described in this book.

Dr. Smith has worked extensively with teachers in elementary school classrooms as a Reading Excellence Act reading coach and currently as a consultant and Reading First technical assistant. Dr. Smith’s publications and presentation topics include implementing balanced, comprehensive literacy instruction, implementing a variety of reading instruction strategies, and enhancing literacy instruction with children’s songs. He is reviewer for The Reading Teacher and Literacy Research & Instruction journals, and currently serves as a member of the Executive Board of the College Reading Association.

Dr. Smith’s teaching awards include USU College of Education Teacher of the Year, USU Department of Elementary Education Teacher of the Year, USU Extension Program Teaching Award, and the Mortar Board “Top Prof” award.

Dr. Smith and his wife Joanne are proud parents of five children and three grandchildren, so far.

Sylvia Read

Dr. Sylvia Read is an assistant professor in the Department of Elementary Education at Utah State University. She holds a bachelor’s degree in English from the University of Illinois, a master’s degree in Education from the University of Illinois, and a doctorate in Curriculum and Instruction from Utah State University.

Dr. Read has 13 years of classroom teaching experience in 1st, 2nd, 6th, and 7th grades and 6 years of experience teaching at the university level.

Dr. Read works extensively with teachers in elementary school classrooms as a writing instruction mentor, as a professional developer for school districts in the area of reading and writing, and as the leader of professional study groups locally. Dr. Read’s publications and presentation topics include incorporating nonfiction in the reading and writing curriculum, implementing effective writing instruction strategies, and using children’s literature effectively in language arts instruction. She is co-editor of Literacy Research and Instruction, a publication of the College Reading Association.

Dr. Read and her husband, Michael, have two children, Nancy and Isaac.

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Table of Contents


1. What is Reading?

Reading is Constructing Meaning

Components of Reading

Attitude Toward Reading

2. Organizing for Literacy Instruction

Why a Reading Framework Rather Than a Reading Program

A Five-Part Reading Instruction Framework

Physical Environment

Instructional Materials

Explicit Instruction

Building and Using a Classroom Library

3. Building Early Literacy Skills

Oral Language: Building a Necessary Foundation

Alphabet Knowledge: Learning Letter Names and Sounds

Phonemic Awareness: Recognizing and Using Speech Sounds

Print Awareness: Understanding How Print Works

4. Reading Aloud to Children

Purposes for Reading Aloud

Teaching Children to Respond to Literature

Reading Aloud to Teach Comprehension

Comprehension Strategy Instruction

Types of Text to Read Aloud

5. Word Study

Understanding Word Identification

What to Teach: Common Spelling Patterns

Teaching Spelling Patterns: An Explicit Instruction Model

Sample Explicit Instruction Lessons for Spelling Patterns

Building Students' Sight Vocabularies

Teaching Multi-Syllable Words

Additional Guide Practice Word Study Activities

6. Differentiated Small-Group Reading Instruction

Issues Associated with Small-Group Instruction

Placing Students into Differentiated Reading Groups

Differentiated Small-Group Reading Lesson Components

7. Independent Reading, Writing, and Learning-Center Activities

Becky's Small-Group Lesson

Preparing Students to Work Independently

Three Options for Independent Work Time

8. Effective Writing Instruction

The Reading-Writing Connection

Writing Workshop

Writing in Many Genres

9. Reading and Writing Across the Curriculum

Reading Informational Texts

Writing Informational Texts

Reading, Writing, and Math

Reading, Writing, and Science

Reading, Writing, and Social Studies

10. Reading Assessment That Guides Instruction

Assessment Issues

Assessing the Essential Elements of Reading

11. Interventions for Struggling Readers

The Need for Reading Instruction Intervention

The Classroom Teacher is Responsible

Strong Classroom-Based Reading Instruction

In-Class Interventions

Resource Program Interventions

Using Assessment Data to Plan Instruction

Enlisting Parent Support

School-Level Interventions

12. Putting It All Together

A Day in Mr. Green's First Grade Classroom

Appendix A Word Parts We Use

Appendix B Spelling Pattern Word Familiies

Appendix C Spelling Patterns List

Appendix D Flashcards

Appendix E Bingo

Appendix F Spelling Test

Appendix G Reading Rates

Appendix H Individual Reading Record

Appendix I Status of the Class

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