Coverart for item
The Resource Creating literacy instruction for all children in grades pre-K to 4, Thomas G. Gunning

Creating literacy instruction for all children in grades pre-K to 4, Thomas G. Gunning

Label
Creating literacy instruction for all children in grades pre-K to 4
Title
Creating literacy instruction for all children in grades pre-K to 4
Statement of responsibility
Thomas G. Gunning
Creator
Subject
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorName
Gunning, Thomas G
Dewey number
372.6
Illustrations
illustrations
Index
index present
LC call number
LB1139.5.L35
LC item number
G86 2004
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/subjectName
Language arts (Early childhood)
Label
Creating literacy instruction for all children in grades pre-K to 4, Thomas G. Gunning
Instantiates
Publication
Bibliography note
Includes bibliographical references (pages 552-573) and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • 1. The nature of literacy and today's children -- The nature of reading -- The reader's role in the reading process -- Approaches to reading instruction: Whole versus Part Learning -- Importance of literacy models -- A reading and writing program for today's students -- Highly effective teachers -- 2. Evaluation -- The nature of evaluation -- Judging assessment measures -- Placement Information -- Evaluating writing -- Portfolios -- Basal reader assessment -- Screening and diagnostic instruments and classroom-based assessment -- Assessing English language learners -- Assessing materials -- Norm-referenced versus Criterion-referenced tests -- Reporting performance -- Functional level assessment -- Other methods of assessment -- Self-evaluation -- 3. Fostering emergent/early literacy -- Anticipation guide -- Using what you know -- Understanding emergent literacy -- Fostering emergent literacy -- Core activities for building emergent/early literacy -- Reading in preschool -- Working with parents -- Monitoring emergent literacy -- Help for struggling readers and writers -- Essential standards -- Action plan -- 4. Teaching phonics, high-frequency words and syllabic analysis -- Rationale and approaches for phonics instruction -- How words are read -- Stages in reading words -- Basic principles of phonics instruction -- Phonics elements -- Approaches to teaching phonics -- Scope and sequence -- Using word analysis references -- Using an integrated approach -- Dialect variation -- Phonics and spelling -- Strategy instruction -- Adapting Basal reader instruction -- Decodable texts -- Teaching phonics to English language learners -- High-frequence words -- Building fluency -- Syllabic analysis -- Help for struggling readers and writers
  • 4. Teaching phonics, high-frequency words and syllabic analysis -- Rationale and approaches for phonics instruction -- How words are read -- Stages in reading words -- Basic principles of phonics instruction -- Phonics elements -- Approaching to teaching phonics -- Scope and sequence -- Using word analysis references -- Using an integrated approach -- Dialect variation -- Phonics and spelling -- Strategy instruction -- Adapting Basal reader instruction -- Decodable texts -- Teaching phonics to English language learners -- High-frequency words -- Building fluency -- Syllabic analysis -- Help for struggling readers and writers -- 5. Building vocabulary -- The need for vocabulary instruction -- Stages of word knowledge -- Seven principles of developing vocabulary -- Techniques for teaching words -- A planned program -- Teaching special features of words -- Learning how to learn words -- Supplying corrective feedback -- 6. Comprehension: theory and strategies -- The process of comprehending -- Comprehension strategies -- Social-constructivist nature of comprehension -- Integration of strategies -- Importance of affective factors -- Help for struggling readers and writers -- 7. Comprehension: text structures and teaching procedures -- Nature of the text -- The role of questions in comprehension -- Frameworks for fostering comprehension -- Critical reading -- Using content-area textbooks -- Children's books in the content areas -- KWL plus: a technique for before, during and after reading -- Writing to learn -- Using the Internet to obtain information -- Help for struggling readers and writers -- 8. Reading literature -- Experiencing literature -- Types of literature -- Voluntary reading
  • 9. Approaches to teaching reading -- Changing approaches to teaching reading -- Basal approach -- Literature-based approach -- Individual reading -- reading workshop -- Language-experience approach -- Whole language -- Guided reading -- 10. Writing and reading -- The roots of writing -- Guided writing -- The process approach to writing -- Writing workshop -- Interpersonal writing -- Journals and personal narratives -- Improving expository writing -- Assessing and improving writing: the key traits approach -- Technology and writing -- Reading helps writing -- A full menu -- Help for struggling readers and writers -- 11. Diversity in the classroom -- Linguistically and culturally diverse students -- Bilingual learners -- Inclusion -- Intervention programs -- Help for struggling readers and writers -- 12. Creating and managing a literacy program -- Constructing a literacy program -- Managing a literacy program -- Literacy and technology -- Literacy in today's and tomorrow's world -- Professional development
Control code
51330182
Dimensions
24 cm
Extent
xviii, 589 pages
Isbn
9780205356836
Isbn Type
(pbk.)
Lccn
2003040351
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations
Label
Creating literacy instruction for all children in grades pre-K to 4, Thomas G. Gunning
Publication
Bibliography note
Includes bibliographical references (pages 552-573) and index
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • 1. The nature of literacy and today's children -- The nature of reading -- The reader's role in the reading process -- Approaches to reading instruction: Whole versus Part Learning -- Importance of literacy models -- A reading and writing program for today's students -- Highly effective teachers -- 2. Evaluation -- The nature of evaluation -- Judging assessment measures -- Placement Information -- Evaluating writing -- Portfolios -- Basal reader assessment -- Screening and diagnostic instruments and classroom-based assessment -- Assessing English language learners -- Assessing materials -- Norm-referenced versus Criterion-referenced tests -- Reporting performance -- Functional level assessment -- Other methods of assessment -- Self-evaluation -- 3. Fostering emergent/early literacy -- Anticipation guide -- Using what you know -- Understanding emergent literacy -- Fostering emergent literacy -- Core activities for building emergent/early literacy -- Reading in preschool -- Working with parents -- Monitoring emergent literacy -- Help for struggling readers and writers -- Essential standards -- Action plan -- 4. Teaching phonics, high-frequency words and syllabic analysis -- Rationale and approaches for phonics instruction -- How words are read -- Stages in reading words -- Basic principles of phonics instruction -- Phonics elements -- Approaches to teaching phonics -- Scope and sequence -- Using word analysis references -- Using an integrated approach -- Dialect variation -- Phonics and spelling -- Strategy instruction -- Adapting Basal reader instruction -- Decodable texts -- Teaching phonics to English language learners -- High-frequence words -- Building fluency -- Syllabic analysis -- Help for struggling readers and writers
  • 4. Teaching phonics, high-frequency words and syllabic analysis -- Rationale and approaches for phonics instruction -- How words are read -- Stages in reading words -- Basic principles of phonics instruction -- Phonics elements -- Approaching to teaching phonics -- Scope and sequence -- Using word analysis references -- Using an integrated approach -- Dialect variation -- Phonics and spelling -- Strategy instruction -- Adapting Basal reader instruction -- Decodable texts -- Teaching phonics to English language learners -- High-frequency words -- Building fluency -- Syllabic analysis -- Help for struggling readers and writers -- 5. Building vocabulary -- The need for vocabulary instruction -- Stages of word knowledge -- Seven principles of developing vocabulary -- Techniques for teaching words -- A planned program -- Teaching special features of words -- Learning how to learn words -- Supplying corrective feedback -- 6. Comprehension: theory and strategies -- The process of comprehending -- Comprehension strategies -- Social-constructivist nature of comprehension -- Integration of strategies -- Importance of affective factors -- Help for struggling readers and writers -- 7. Comprehension: text structures and teaching procedures -- Nature of the text -- The role of questions in comprehension -- Frameworks for fostering comprehension -- Critical reading -- Using content-area textbooks -- Children's books in the content areas -- KWL plus: a technique for before, during and after reading -- Writing to learn -- Using the Internet to obtain information -- Help for struggling readers and writers -- 8. Reading literature -- Experiencing literature -- Types of literature -- Voluntary reading
  • 9. Approaches to teaching reading -- Changing approaches to teaching reading -- Basal approach -- Literature-based approach -- Individual reading -- reading workshop -- Language-experience approach -- Whole language -- Guided reading -- 10. Writing and reading -- The roots of writing -- Guided writing -- The process approach to writing -- Writing workshop -- Interpersonal writing -- Journals and personal narratives -- Improving expository writing -- Assessing and improving writing: the key traits approach -- Technology and writing -- Reading helps writing -- A full menu -- Help for struggling readers and writers -- 11. Diversity in the classroom -- Linguistically and culturally diverse students -- Bilingual learners -- Inclusion -- Intervention programs -- Help for struggling readers and writers -- 12. Creating and managing a literacy program -- Constructing a literacy program -- Managing a literacy program -- Literacy and technology -- Literacy in today's and tomorrow's world -- Professional development
Control code
51330182
Dimensions
24 cm
Extent
xviii, 589 pages
Isbn
9780205356836
Isbn Type
(pbk.)
Lccn
2003040351
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations

Library Locations

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      1020 Lowry Street, Columbia, MO, 65201, US
      38.944491 -92.326012
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