Early Literacy Instruction: A Comprehensive Framework for Teaching Reading and Writing, K-3 / Edition 1

Paperback (Print)
Buy Used
Buy Used from BN.com
(Save 34%)
Item is in good condition but packaging may have signs of shelf wear/aging or torn packaging.
Condition: Used – Good details
Used and New from Other Sellers
Used and New from Other Sellers
from $1.99
Usually ships in 1-2 business days
(Save 97%)
Other sellers (Paperback)
  • All (20) from $1.99   
  • New (4) from $37.97   
  • Used (16) from $1.99   
Sort by
Page 1 of 1
Showing All
Note: Marketplace items are not eligible for any BN.com coupons and promotions
Seller since 2015

Feedback rating:



New — never opened or used in original packaging.

Like New — packaging may have been opened. A "Like New" item is suitable to give as a gift.

Very Good — may have minor signs of wear on packaging but item works perfectly and has no damage.

Good — item is in good condition but packaging may have signs of shelf wear/aging or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Acceptable — item is in working order but may show signs of wear such as scratches or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Used — An item that has been opened and may show signs of wear. All specific defects should be noted in the Comments section associated with each item.

Refurbished — A used item that has been renewed or updated and verified to be in proper working condition. Not necessarily completed by the original manufacturer.

Brand New Item.

Ships from: Chatham, NJ

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
Seller since 2015

Feedback rating:


Condition: New
Brand new.

Ships from: acton, MA

Usually ships in 1-2 business days

  • Standard, 48 States
  • Standard (AK, HI)
Seller since 2015

Feedback rating:


Condition: New
Brand new.

Ships from: acton, MA

Usually ships in 1-2 business days

  • Standard, 48 States
  • Standard (AK, HI)
Seller since 2008

Feedback rating:


Condition: New

Ships from: Chicago, IL

Usually ships in 1-2 business days

  • Standard, 48 States
  • Standard (AK, HI)
Page 1 of 1
Showing All
Sort by


This introductory K-3 literacy instruction text details authentic classroom practice by authors who have recently taught in primary and elementary classrooms. Organized around a comprehensive reading and writing instructional framework, the text balances the authors' rich classroom experiences with a theoretical perspective. The authors also share a wealth of practical teaching strategies, authentic student artifacts, and real teaching examples. The chapter-opening vignettes demonstrate real-world classroom encounters, the phonics and assessment chapters provide especially useful classroom guidance, and the effective strategies offered to help English Language Learners and Struggling Readers in Chapter 11—and in text features throughout the book—make this new text a valuable choice for teacher education.

Read More Show Less

Product Details

  • ISBN-13: 9780130989604
  • Publisher: Prentice Hall
  • Publication date: 11/1/2004
  • Edition description: Older Edition
  • Edition number: 1
  • Pages: 416
  • Product dimensions: 8.00 (w) x 9.92 (h) x 0.66 (d)

Read an Excerpt

Teachers have a huge responsibility to know and use research-proven methods. When they graduate and get their first jobs, teachers often find themselves doing the things their own elementary teachers did or what the teacher across the hall is doing, or simply following the teacher's manual of the basal textbooks that their district has adopted and provided for their use.

This book was written with these new teachers in mind. Both new and experienced teachers need a practical plan to follow that gives them the flexibility to use the effective practices learned in preservice programs and ongoing professional development programs. They also need substantive, evidence-based support so they can use their basal teachers' editions judiciously, and, most of all, ensure that all their students are becoming literate.

We provide new teachers a framework for a comprehensive literacy program that includes all of the main elements of the National Reading Panel's report Teaching Children to Read. This framework also includes important elements that the report did not specifically address, such as writing, reading aloud, independent reading, and assessment. Within this flexible framework, we describe a variety of strategies, models, research-based practices, and well-established best practices for teaching reading and writing to young children. NOW THIS BOOK IS ORGANIZED

Early Literacy Instruction: A Comprehensive Framework for Teaching Reading and Writing, K-3 draws heavily on our experience as both classroom teachers and teacher educators, which has given us the background we need to help preservice teachers understand theory and research in the contextof real classroom practice. The book ties narrative descriptions directly to established theory and proven practices, making them understandable and immediately useful. The content covers the most important aspects of early literacy K-3.

Chapter 1, "Reading and Writing Instruction Frameworks," begins by explaining the difference between a flexible reading instruction framework and a reading program. The chapter provides descriptions of three nationally known literacy instruction frameworks and shows how essential elements of literacy instruction are common to all three frameworks. Finally, in this chapter we present an overview of our own five-part—comprehensive and practical—literacy instruction framework.

Chapter 2, "What Is Reading?", describes reading as a process of constructing meaning by using both the reader's background knowledge and information from the text. Common word identification processes, such as using sight vocabulary, structural analysis, phonics, context, and syntax, are discussed. The chapter also describes aspects of reading comprehension, including the importance of background knowledge and meaning vocabulary and understanding texts at the literal, inferential, and critical reading levels. All of these components of the reading process are then put into perspective through a discussion of their interactive relationships. The chapter concludes with a few thoughts on the importance of attitude and the teacher's role in teaching students not just how to read but also to want to read.

Chapter 3, "Foundations of Literacy," describes how some children come to our kindergarten classrooms well prepared for learning as a result of being read to, sung to, taught the alphabet, and included in stimulating conversations by family members for literally thousands of hours (Adams, 1990a). Unfortunately, increasing numbers of children are arriving in our kindergartens unprepared for learning, with virtually none of these family-based literacy experiences. Chapter 3 describes four important foundations for literacy learning: developing oral language, knowing the alphabet letter names and sounds, understanding how speech sounds and printed letters blend together to form spoken and written words, and familiarity with the conventions of print (i.e., left-to-right, top-to-bottom, punctuation).

Chapter 4, "Reading Aloud," provides a multifaceted argument for the importance of reading aloud and has read-aloud strategies embedded throughout. It shows how reading aloud is a valuable context in which to teach comprehension strategies and explicitly model fluency. It also provides a brief overview of the world of children's literature.

Chapter 5, "Word Study," provides an overview of phonics—the common spelling patterns and word parts that comprise most of the words we encounter in print. We are convinced that you must understand the basics of phonics yourself to be effective in teaching them to children. This chapter provides descriptions of effective instructional activities for helping students recognize and apply spelling patterns in their reading. Many of these activities focus on spelling patterns in isolation, as word families. Others teach phonics in context so students will come to understand that phonics is an important contributor to meaningful reading.

Chapter 6, "Independent Reading," explains the importance of independent reading and how to implement a teacher-monitored, independent reading program in the classroom. Year after year, the National Assessment of Educational Progress, the Nation's Report Card, shows that students who read the most, read best. Just as in skiing, playing the piano, or speaking a new language, it takes practice to improve. Independent reading provides students with a critically important opportunity to practice applying their reading skills in the context of real reading.

Chapter 7, "Guiding and Supporting Student Reading," describes five lesson formats and plans for guiding and supporting students as they read. Language experience, shared reading, guided reading, literature circles, and group lessons are important instructional opportunities for reinforcing word study, building reading fluency, and teaching reading comprehension strategies. Chapter 7 concludes with a description of Reading Workshop, a popular approach to orchestrating reading instruction and independent reading.

Chapter 8, "Writing Instruction," explains Writing Workshop and writing as a process and clearly emphasizes the importance of having students write every day, teaching mini-lessons, conferring with students, and asking students to share their writing with the class. It provides a balanced view of writing as both a skill and a meaning-making process.

Chapter 9, "Nonfiction Reading and Writing," discusses the need for and the importance of reading and writing across the curriculum. It explains expository text structures and how to integrate instruction in expository text structures within Writing Workshop.

Chapter 10, "Reading Assessment," begins with an overview of factors commonly associated with reading problems. It includes descriptions of the types, purposes, and uses of formal and informal testing as well as many commonly used classroom assessments. Other assessment topics include locating reading assessments, developing an annual assessment plan, and analyzing and communicating assessment data.

Chapter 11, "Interventions for Struggling Readers," describes classroom-based reading interventions, including increased instructional time, focused small-group instruction, and one-on-one tutoring. Overviews of resource programs, including Title I, special education, speech and language programs, and Reading Recovery, are also provided. Finally, the chapter describes school-level interventions such as before- and after-school programs and r e a,ding incentive programs.

Chapter 12, "Putting It All Together," gives an overview of a typical day in both a first-grade and a second-grade classroom. These longer vignettes synthesize and summarize the best practices described in this book by showing them in action in the authors' former classrooms. SPECIAL FEATURES

This book includes a number of features readers will find especially helpful:

  • Vignettes that describe authentic classroom practices, many of them our own
  • Instructional procedures with directions for engaging children in specific literacy activities
  • A framework that allows you to customize a literacy program and differentiate instruction based on the needs of your students and the resources you have on hand
  • Struggling Readers and English Language Learner boxes that provide concrete, specific directives for working with these children
  • Connections to the IRA Standards for Reading Professionals
  • A developmental time line for monitoring children's growth in reading and writing
  • Application activities that fall at the end of each chapter
Read More Show Less

Table of Contents

Ch. 1 Reading and writing instruction frameworks 1
Ch. 2 What is reading? 11
Ch. 3 Foundations of literacy 31
Ch. 4 Reading aloud 67
Ch. 5 Word study 107
Ch. 6 Independent reading 141
Ch. 7 Guiding and supporting student reading 169
Ch. 8 Writing instruction 201
Ch. 9 Nonfiction reading and writing 237
Ch. 10 Reading assessment 267
Ch. 11 Interventions for struggling readers 311
Ch. 12 Putting it all together 325
App. A Word parts we use chart 349
App. B Spelling patterns and chunks list 351
App. C Final silent E flashcards 361
App. D Vowel team flashcards 363
App. E Spelling pattern bingo 365
App. F Spelling test page 367
App. G Story maps 369
App. H Story map response form 371
App. I International Reading Association standards for reading professionals 373
Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)