Overview

For courses in K-8 literacy methods A practical and applied K-8 reading methods book with a focus on new literacies and developmental, cultural, and linguistic diversities. Written by one of the most dynamic author teams in the field of reading and literacy, All Children Read, 5th Edition, continues to offer K-8 teachers the best practices for developing reading and writing in all students. As with earlier editions, six critical themes are interwoven throughout: the struggling reader; family/community literacy; new literacies; writing and reading connections; developmental, cultural, and linguistic diversity; and phonics/phonological awareness. The fifth edition further integrates Common Core State Standards and Response to Intervention (RTI), includes separate chapters on teaching reading fluency and vocabulary, emphasises the teaching of English Learners, and equips teachers-in-training with the foundational knowledge they will need for their professional qualifying examinations. This focus on contemporary and critical learning prepares future teachers for the demands of helping all students succeed in the classroom.

Full Product Details

Author:   Charles Temple ,  Donna Ogle ,  Alan Crawford ,  Penny Freppon
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   5th edition
Dimensions:   Width: 21.60cm , Height: 1.80cm , Length: 27.40cm
Weight:   0.862kg
ISBN:  

9780134894652

ISBN 10:   0134894650
Pages:   480
Publication Date:   14 April 2021
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Brief Table of Contents Approaches to Teaching Reading The Social and Cultural Contexts for Teaching All Children to Read What Reading Teachers Need to Know About Language Emergent Literacy Phonics and Word Knowledge Helping Readers Build Fluency The Importance of Vocabulary Development Reading Comprehension, Part I: Making Sense of Literature Reading Comprehension, Part II: Understanding and Learning with Informational Texts Critical Thinking and Critical Literacy Teaching Children to Spell and Write Assessing Literacy Integrating Language and Literacy Instruction Across the Grades Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue Appendix A: Addressing the Common Core Standards Appendix B: Teach It! Instructional Activities References Glossary Name Index Subject Index Detailed Table of Contents Approaches to Teaching Reading Why Does Literacy Matter? How Well Do Children in the United States Read? Components of Reading Ability Phases of Reading Development The Recent History of Reading Instruction: How WeGot Where We Are The Social and Cultural Contexts for Teaching All Children to Read The Social Contexts of Literacy Planning for a Literate Classroom Meeting the Literacy Needs of All Children Response to Intervention (RTI) Finding the Books and Materials TheyWant to Read What Reading Teachers Need to Know About Language Phonology: The Sounds of English Morphology: How English Words Are Built Vocabulary: Words and Their Meanings Syntax: Ordering and Inflecting Classes of Words Text Structure Emergent Literacy What Is Emergent Literacy? Language-Based Learning and Emergent Literacy Print-Based Learning and Emergent Literacy Comprehensive Strategies to Nurture Emergent Literacy Teaching Specific Skills Environmental Strategies to Support Emergent Literacy Involving Families in Emergent Literacy Phonics and Word Knowledge What Is Phonics? What Is Word Knowledge? Words as Wholes: The Logographic Phase Letter-by-Letter Reading: The Alphabetic Phase Chunking: The Orthographic Phase Meaningful Word Parts: The Morphological Phase Word Histories and Families: The Derivational Phase Helping Students Read Words in Context Helping Readers Build Fluency Fluency in Reading Modeling Fluent Oral Reading Supporting Children’s Reading for Fluency Practicing Fluency With and Without the Teacher’s Guidance Embedding Repeated Reading in Performance The Importance of Vocabulary Development What Is Vocabulary? What Does the Research Say About Vocabulary? Teaching Vocabulary Teaching Strategies for Independent Word Learning Reading Comprehension, Part 1: Making Sense of Literature How Students Understand Literature Teaching for Comprehension: General Strategies Teaching for Comprehension: Specific Skills Close Reading Assessing Comprehension Reading Comprehension, Part II: Understanding and Learning with Informational Texts Characteristics of Informational Texts Understanding How Readers Comprehend Informational Texts Teaching Students to Use Features of Informational Texts Teaching with Informational Texts Classrooms That Develop Independent Learners Critical Thinking and Critical Literacy Critical Thinking and Critical Literacy Looking Critically at Works of Literature Thinking Critically About Texts Other Than Stories Teaching Strategies for Critical Thinking Teaching Children to Spell and Write Spelling Development and Assessment Teaching Children to Spell A Writing Process in Five Parts Writing in Different Genres Assessment of Writing Writing to Learn Assessing Literacy What Is Assessment and Why Do We Assess? Approaches to Assessment Terms Used in Testing Assessing Emergent Readers Assessing Beginning Readers and Beyond Other Uses of Assessment Integrating Language and Literacy Instruction Across the Grades Teaching Print Concepts and Phonological Awareness in Context Teaching Phonics in Context Teaching Morphology in Context Teaching Grammar in Context Teaching Text Structure Models and Strategies for Teaching ESL and for Teaching Reading in the Mother Tongue Options for Teaching the English Language Learner Major Principles of Second-Language Acquisition Instructional Strategies for Second-Language Acquisition Options for Teaching the English Language Learnerto Read Mother Tongue Support in the Bilingual Classroom Appendix A: Addressing the Common Core Standards Appendix B: Teach It! Instructional Activities References Glossary Name Index Subject Index

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Author Information

CHARLES TEMPLE is a professor of education at Hobart and William Smith Colleges in Geneva, New York, where he teaches courses on literacy, children's literature, storytelling, and international education. He has written books on emergent literacy, invented spelling, writing instruction, language arts, diagnosis and remediation of reading disabilities, and children's literature, as well as books for children. He codirects Critical Thinking International, Inc., a nonprofit organisation that does children's book development and literacy work around the world. DONNA OGLE is Emerita Professor of Reading and Language at National-Louis University (NLU) in Chicago, Illinois, and is active in research and professional development projects. She served as senior consultant to the Chicago Striving Readers Project, was Co-Director of the Literacy Partners Project, and codirects the Reading Leadership Institute. Donna also serves as a literacy consultant internationally and is part of Critical Thinking International and an editorial reviewer for Grupo SM in Latin America, The Reading Teacher, and the Journal of Adolescent and Adult Literacy. Donna is a past president of the International Reading Association (IRA) and an elected member of the Reading Hall of Fame. She is the author of many books, book chapters, professional articles, and curriculum materials. ALAN CRAWFORD is Emeritus Professor of Education at California State University, Los Angeles. He has served as President of the California Reading Association, a Fulbright Senior scholar in Ecuador and Morocco, and a Researcher in Residence at the American Embassy in Baku, Azerbaijan. He has done extensive teaching, consulting, and writing on teaching reading in the elementary school, especially for second language learners. Alan has written curriculum for teaching reading in Spanish and served on the Editorial Review Board of Lectura y Vida. He served as IRA's representative to UNESCO for many years and was a Senior Literacy Specialist at UNESCO in Paris during International Literacy Year (1989-90). He is currently a director of Critical Thinking International. He frequently presents seminars and workshops on a volunteer basis for international development projects in Latin America, Europe, Asia, and Africa. CODRUTA TEMPLE is associate professor of second language education at the State University of New York College at Cortland. She has coauthored two college textbooks, The Beginnings of Writing and Understanding Reading Problems: Assessment and Instruction, as well as several articles and book chapters on literacy development in mathematics classrooms.

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