Patricia Cunningham

Classrooms That Work: They Can All Read and Write Patricia Cunningham 6th edition

Jacket Description/Back: Practical help for providing balanced, comprehensive literacy instruction for all students, particularly those from culturally diverse backgrounds and those who are struggling with reading and writing. This popular resource provides comprehensive, balanced, practical literacy instruction for all students in today's increasingly diverse classrooms, especially students from culturally diverse backgrounds and those struggling with reading and writing. As the Common Core raises the bar for all children, "Classrooms That Work "helps educators meet the challenges by presenting lesson frameworks for providing reading and language arts instruction that helps all children achieve their highest literacy levels. In a clear, friendly writing style, the authors emphasize the importance of promoting the integration of phonics and literature-based process writing and reading instruction to enhance all students' learning and reading skills. The book clarifies concepts, defines key terms, and offers just the right balance of research and practical coverage to make the content complete without being overwhelming. New to the Sixth Edition: 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. Three new chapters cover reading informational text, integrating writing with science and social studies, and diagnostic procedures for targeting Tier 2 interventions for struggling readers who are not making adequate progress. Marc Notes: Previous edition: 2011.; Includes bibliographical references and index.;'Classrooms That Work' provides practical help for the delivery of balanced and comprehensive literacy instruction for all students, particularly those from culturally diverse backgrounds and those who are struggling with reading and writing. Biographical Note: 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. Table of Contents: Chapter 1 Creating Classrooms That WorkObserving in the Classrooms of Unusually Effective Teachers 3Observing in the Most Successful Schools 7What We Know About Effective Classrooms 9Common Core Raises the Bar 11Creating Your Classroom That Works in the Common Core Era 12 Chapter 2 Creating Independent ReadersAssess and Document Your Students'Independent Reading 14Make a Teacher Read-Aloud an Everyday Event 14Schedule Time Every Day for Independent Reading 20Accumulate the Widest Possible Variety of Reading Materials 21Schedule Conferences So You Can Talk with Your StudentsAbout Their Reading 22Make Time for Sharing and Responding 24Summary 26 Chapter 3 Building the Literacy FoundationConcepts That Form the Foundation for Literacy 30Activities for Building the Foundation 33Summary 44 Chapter 4 FluencyMandate Easy Reading for Everyone 47Model Fluent, Expressive Reading 49Provide Engaging Rereading Opportunities 51Use a Word Wall to Teach High-Frequency Words 53Summary 57 Chapter 5 Teaching Phonics and Spelling PatternsGuess the Covered Word 61Using Words You Know 64Making Words 67The Nifty-Thrifty-Fifty 76Summary 80 Chapter 6 Meaning VocabularyHow Do We Learn All the Words We Know? 84Teach Vocabulary with "Real Things" 86Talking Partners 88Maximize Word Learning from Reading 90Teach Independent Word Learning Strategies 96Promote Word Wonder 99Summary 100 Chapter 7 ComprehensionComprehension Strategies 103Think-Alouds to Teach Comprehension Strategies 104Lesson Frameworks for Comprehending Narrative Text 109Summary 118 Chapter 8 Reading Informational TextLesson Frameworks for Close Reading and Making Inferences 122Summary 148 Chapter 9 WritingWriter's Workshop 152Adding Editing to Writer's Workshop 155Adding Conferencing, Publishing, and Author's Chair to Writer's Workshop 159Adding Revising to Writer's Workshop 163Focused Writing 170Summary 175 Chapter 10 Reading and Writing Across the CurriculumReading-Writing Connections 178Main Idea Trees 178Time Lines 180Compare/Contrast Bubbles 181Think-Writes 183Summary 191 Chapter 11 AssessmentWhat Is Assessment? 193Determining Student Reading Level 193Identifying Good Literacy Behaviors and Documenting Student Progress 196Summary 203 Chapter 12 Differentiation and Interventions for StrugglingReadersTargeted Tier 2 Interventions for Struggling Readers 209Summary 226 References 227Index 229 Contributor Bio:  Cunningham, Patricia M Patricia M. Cunningham The day I entered first grade, I decided I wanted to teach first grade. In 1965, I graduated from the University of Rhode Island and began my teaching career teaching first grade in Key West, Florida. For the next several years, I taught a variety of grades and worked as a curriculum coordinator and special reading teacher in Florida and Indiana. From the very beginning, I worried about children who struggled learning to read and devised a variety of alternative strategies to teach them to read. In 1974, I received my Ph. D. in Reading Education from the University of Georgia. I developed the Making Words activity while working with Title One teachers in North Carolina where I was the Director of Reading for Alamance County Schools. I have been the Director of Elementary Education at Wake Forest University in Winston Salem, North Carolina since 1980 and have worked with numerous teachers to develop hands-on engaging ways to teach phonics and spelling. In 1991, I published "Phonics they Use: Words for Reading and Writing," which is currently available in its fourth edition. Along with Richard Allington, I published "Classrooms that Work "and "Schools that Work," Dottie Hall and I have worked together on many projects. In 1989, we began developing the Four Blocks Framework, a comprehensive approach to literacy which is used in many schools in the United States and Canada. Dottie Hall and I have worked together to produce many books, including the first Making Words books and the Month by Month Phonics Books. These Making Words by Grade Level books are in response to requests by teachers across the years to have making words lessons with a scope and sequence tailoredto their grade level. We hope you and your students will enjoy these making words lessons and we would love to hear your comments and suggestions. Contributor Bio:  Allington, Richard L Richard Allington is coauthor of No More Summer-Reading Loss, part of Heinemann's Not This But That series as well as editor of Big Brother and the National Reading Curriculum. Dick is a professor of literacy studies at the University of Tennessee. He is a past-president of the International Reading Association and the Literacy Research Association. Dick and Anne McGill-Franzen were awarded the Albert J. Harris Award for their study of ameliorating summer reading loss. Toegther the co-edited the Handbook of Reading Disability Research and Summer Reading: Closing the Rich/Poor Reading Achievement Gap. He was previously the Irving and Rose Fien Professor of Education at the University of Florida. Dick is a member of the Reading Hall of Fame and the recipient of numerous awards for his contributions to understanding reading difficulties. He is the author/coauthor of several books, including What Really Matters for Struggling Readers: Designing Research-based Programs.