Teach Reading Creatively: Reading and Writing as Communication Book

Children Are Investigators     2
First Objective for Your Teaching Success     3
Bringing Creativity to State Standards     3
Children's Literature to the Rescue     4
Getting the Students Engaged     4
Children's Literature to the Rescue     4
Understanding How Young Children Learn     5
Vygotsky Leads the Way     6
Listening to Learn Language     6
Communication and Problem Solving     6
The Effect of Language Development on Thinking     7
Why Early Readers Are Early     8
Piaget Identified Concrete and Abstract Stages of Thinking     8
Children Need to Be Apprentices     9
Young Children Teach Themselves     10
Young Children Learn by Correcting Their Own Mistakes     10
Teachers Can Teach as Mentors     10
Young Children Play the Role of Reader     11
Reading and Writing Become Natural Forms of Play     12
Children Play the Role of Writer, Too     13
Writing May Be Play, but It's Also Challenging     13
Children First Distinguish Between Writing and Drawing     14
Kids Discover the Purpose of Letters     15
Children Learn to Show Differences in Meaningwith Words     15
Learn More About the Second Level of Writing     16
Children Become Creative Constructivists     17
Imagination Becomes the Core of Learning     18
Why Creative Thinking Is So Important to You and Your Students: In Praise of Paul Torrance     19
Focus on Students with Special Needs: Comments by Louise Fulton     20
Summary of Main Ideas     21
Literacy Through Technology     22
Application Experiences for Your Course     22
Creativity Training Session     23
Field Experiences     23
References     24
Other Suggested Readings     26
'The Nature of Reading, Writing, and Creativity     28
Second Objective for Your Teaching Success     29
The Connection Between Reading and Writing and Listening and Speaking     29
Five Magical Clues for Understanding What an Author Means     30
First Clue: Phonemes     30
Second Clue: Graphemes     30
Third Clue: Syntax     31
Fourth Clue: Semantics     31
Fifth Clue: Memories and Minitheories from Prior Experiences     31
The Importance of Prediction     32
Predicting as We Read      32
Checking Our Predictions     33
Reading Without Correct Schemas     34
An Illusive Ingredient of Reading Imagination     35
Why Kids Make Mistakes     36
A Mini-Case Study of a Skillful Reader     37
Why Skillful Readers Keep Looking Ahead     38
A Mini-Case Study of a Struggling Reader     39
How Struggling Readers Approach Reading     40
How Successful Teachers Think and Teach Creatively     41
The Evolution Method of Creative Thinking and Teaching     42
The Synthesis Method of Creative Thinking and Teaching     43
The Revolution Method of Creative Thinking and Teaching     44
The Reapplication Method of Creative Thinking and Teaching     44
The Changing-Direction Method of Creative Thinking and Teaching     45
The Ingredients for Thinking and Teaching Creatively     46
Characteristics of Creative Adults and Children     46
Experiences That Can Lead to Greater Creativity     47
Focus on Students with Special Needs: Comments by Louise Fulton     49
Summary of Main Ideas     50
Literacy Through Technology     50
Application Experiences for Your Course     50
Creativity Training Session      51
Field Experiences     51
References     52
Other Suggested Readings     53
Phonemic Awareness and Other Avenues to Phonics     54
Third Objective for Your Teaching Success     55
The Power of Phonemic Awareness     55
Teaching Phonological Awareness     57
Teaching Sentences, Compound Words, and Syllables     59
Teaching Phonemic Awareness     61
Trusting Researchers' Recommendations     64
Moving Boldly Toward Phonics     67
Use Creative Approaches     67
Test Assumptions     68
Explore Rhymes, Alliteration, and More Rhymes     69
Try Some Advanced Challenges     72
Segment Phonemes Differently     72
Teach the Alphabetic Principle     73
Assess Print Concepts That Beginners Need to Learn     74
Focus on Students with Special Needs: Comments by Louise Fulton     75
Summary of Main Ideas     76
Literacy Through Technology     76
Application Experiences for Your Course     76
Creativity Training Session     77
Field Experiences     77
References     77
Other Suggested Readings      79
Phonics, Decoding, Vowel Patterns, and Spelling Go Together     80
Fourth Objective for Your Teaching Success     81
Using Both Sides of the Brain: A Fabulous High     82
What Really Happens When a Person Decodes a Word     82
Common Methods of Teaching Phonics     83
The Difference Between Analytic and Synthetic Phonics     84
A Carefully Planned Lesson Using the Analytic Method     84
Easy Planning Steps for Using the Synthetic Method     86
Using the Phonogram Method     88
Using the Vowel-Pattern Method of Advanced Phonics     97
Using Phonograms and Vowel Patterns to Attack Multisyllable Words     101
Focus on Students with Special Needs: Comments by Louise Fulton     106
Summary of Main Ideas     107
Literacy Through Technology     107
Application Experiences for Your Course     108
Creativity Training Session     109
Field Experiences     109
References     110
Other Sugggested Readings     111
The Recognition and Spelling of the Most Frequent Words     112
Fifth Objective for Your Teaching Success     113
But What Are Sight Words?     113
How Sight Words Help You Think and Read     114
Sight Words and Vocabulary     114
Sight Words and Spelling     115
Which Sight Words to Teach First     116
How Important Are the Top 100 Words?     118
How Many Instant Words Should Students Master?     118
How to Help Students Master Sight Words     118
Research on Predictable Patterned Books     120
Easy Literature     122
Games Versus Worksheets     122
Direct Teaching of Spelling     124
Use of Flash Cards     127
Personal Key Words     128
Environmental Print: Another Writing Experience     129
Creating Your Own Sight Words as You Write     130
Special Help for Special Students     130
Sight Words and Spanish Words in Diverse Classrooms     130
Differences That Cause Confusion     131
Spanish Speaking Errors Caused by English Sounds     132
Now Let's Look at Vowel Sounds     133
Teaching Spanish- and English-Speaking Students at the Same Time     134
Focus on Students with Special Needs: Comments by Louise Fulton     135
Summary of Main Ideas     135
Literacy Through Technology     136
Application Experiences for Your Course     136
Creativity Training Session     137
Field Experiences     138
References     138
Other Suggested Readings     140
Creating Vocabularies with Concept-Laden Words     142
Sixth Objective for Your Teaching Success     143
Abstract Words and Hidden Concepts     143
Teaching Difficult Words     145
A Teaching Example of Choosing the Best Difficult Words     145
Using Dale's Cone to Teach the Meaning of Concept-Laden Words     145
The Rozaga Hunt     146
Knowing Words in Context     148
Vocabulary as Seen from the Perspective of Communication     149
Scaffolding: Helping Students Become Independent Vocabulary Learners     150
Modeling a Strategy     150
Engaging a Child in One-on-One Guided Practice     151
Prompting the Child's Problem Solving     153
Suggesting a Strategy     153
Asking What Should Be Done     153
Moving On to Direct Instruction: What Does Research Say?     153
Using Effective Strategies to Build Vocabulary     154
Read to Your Students     154
Teach Semantic Mapping     156
Model Context Cue Awareness      157
Is the Dictionary a Good Way to Learn Words?     160
Consider the Researchers' Results     161
Building Vocabulary in a Diverse Classroom     164
Functional Experiences     164
Functional Vocabulary     165
Summary of Main Ideas     166
Focus on Students with Special Needs: Comments by Louise Fulton     167
Literacy Through Technology     168
Application Experiences for Your Course     168
Creativity Training Session     169
Field Experiences     170
References     170
Other Suggested Readings     172
Creative and Intriguing Comprehension Strategies     174
Seventh Objective for Your Teaching Success     175
What Are Strategies and How Can They Be Learned?     176
Strategy: Help Students Create Mental Images     176
Strategy Use: Poetry to Help Students Learn     176
Louise Fulton's Experience with Haiku     177
Sets of Poems for Teachers to Use     180
Strategy: Use Open-Ended Discussion More Than Oral Testing     180
Discussions for Wide Open Thinking Together     180
But How Practical Is Time on Discussion?     181
Effective Discussion Webs     181
Strategy: Help Students Learn the K-W-L Method Matching Through Self-Questioning     184
Strategy: Encourage Students to Use a Variety of Individual Comprehension Techniques     186
Strategy: Engage Students in Repeated Reading     186
Strategy: Consider the Directed Reading-Thinking Activity     187
Strategy: Help Students Use Story Grammar as a Comprehension Strategy     192
A Direct or Indirect Approach     192
A Framework for Discussion Questions     194
Strategy: Try Reciprocal Teaching     194
An Important Study     194
Other Ways to Use Reciprocal Teaching     195
Some Evaluative Comments     197
Strategy: Teach Inferential Thinking and Reading     197
A Demonstration Teaching Episode on Thinking     198
Strategy: Help Students Search for the Main Idea     202
Strategy: Teach Comprehension Monitoring     203
Variations in Students' Metacognitive Abilities     204
Focus on Students with Special Needs: Comments by Louise Fulton     205
Summary of Main Ideas     206
Literacy Through Technology     206
Application Experiences for Your Course     206
Creativity Training Session      207
Field Experiences     207
References     208
Other Suggested Readings     210
The Importance of Fluency in Reading     212
Eighth Objective for Your Teaching Success     213
The Important Characteristics of Fluent Readers     214
Modeling Fluent Reading     214
Encourage Fluent Reading with Predictable Text     215
Patterned Books     216
Predictable Books for Older Students     218
Research on Predictable Books     219
Check Out This Teaching Plan for Young Students     219
Predictable Student Writing     220
Encourage Fluent Reading of Expository Text     221
What Are the Patterns of Explanation?     221
Increase Students' Use of Mental Imaging     224
Use Trade Books to Improve Information     227
Develop Fluency Through Oral Reading     229
Echo Reading: A Natural Way to Learn     231
Choral Reading: A Joyful Way to Learn to Read     231
Repeated Reading: A Wonderful Partnership     232
Paired Reading: Readers Helping Readers     233
Modeled Reading: A Bond Between Teacher and Students     233
The Read-Aloud: Classroom Clue      234
Poetry Reading in an Old-Time Coffee House     234
Readers' Theater: Everybody's Favorite     234
Focus on Students with Special Needs: Comments by Louise Fulton     236
Summary of Main Ideas     237
Literacy Through Technology     237
Application Experiences for Your Course     237
Creativity Training Session     238
Field Experiences     238
References     238
Other Suggested Readings     240
Teach Reading Through Literature     242
Ninth Objective for Your Teaching Success     243
The Astonishing Advantages of Literature     244
Literature Provides Meaningful Reading Practice for Different Students     244
Literature Offers Abundant Models with Whom Children Can Identify     244
Literature Is an Important Supplement for Textbooks     244
Literature Can Send Thrills Down Your Spine     245
Literature Brings the Social Cohesion So Desperately Needed     245
Literature Can Be a Great Teacher of Ethical and Moral Responsibility     245
Reminder: Exposition Is Literature, Too     246
Protect Your Students from the Monsters of Exposition     247
The Challenge of Content Area Vocabulary      247
Reap the Benefits of a Good Classroom Library     47
Four Excellent Classroom Libraries     248
Know Children's Literature Intimately     249
Provide Plenty of Time to Read     251
The SSR and DEAR Approaches     251
Why SSR May Not Always Work     252
Get Students to Respond to Literature     253
Book Projects: The Power of Choice     253
Reading Workshops: Learning from Each Other     254
Literature Circles: Book Clubs for Kids     255
A Combination of Reading Workshop and Literature Circle     257
Let Technology Motivate Reading     260
Family: The Originating Source of Literacy     263
Let Social Scientists "Talk" to Parents     264
Involve Parents in Teaching Their Children     264
The Homeless Child: An Extreme Need for Literacy and Literature     265
Cultural Differences in Diverse Classrooms     267
Abundant Resources Are Available     268
Focus on Students with Special Needs: Comments from Louise Fulton     270
Summary of Main Ideas     271
Literacy Through Technology     271
Application Experiences for Your Course     272
Creativity Training Session      272
Field Experiences     273
References     273
Other Suggested Readings     276
Writing as a Critical Connection to Literacy     278
Tenth Objective for Your Teaching Success     279
Introduce the Art of Writing with the Wonder of Poetry     279
Examine the Writing/Reading Connection     283
What Research Shows     283
One Unified Process: Writing and Reading     283
Teach Writing Creatively     284
A Literate Environment     284
The Importance of Teachers' Beliefs     285
Try a Kindergarten Writing Workshop     287
Use Patterned Books     288
Inspire Students with Other Types of Literature     290
Let your Students Write a Movie     291
Try Informational Text, Too     291
Model and Teach Good Writing     293
Help Students Learn What Good Writers Do     293
What About the Basic Steps of Writing?     295
Help Students See Themselves as Writers     298
Bring Spelling into Writing     299
Allow Invented Spelling     299
Use the Phonogram Method     299
Encourage Children to Create Their Own Spelling Strategies      299
Develop Literacy Through Journal Writing     300
Start with Dictation from Child to Adult     301
Create a Positive Classroom Environment     301
Include Older Students, Too     302
Respond Skillfully to Children's Journals     303
Inspire Writing Through Activities     304
Integrated Projects     304
Language-Experience Activities     305
Involve Budding Authors with Technological Sites     310
Excite Your Students with the Author's Computer Chair     311
Summary of Main Ideas     312
Focus on Students with Special Needs: Comments by Louise Fulton     313
Literacy Through Technology     314
Application Experiences for Your Course     314
Creativity Training Session     315
Field Experiences     316
References     316
Other Suggested Readings     318
A Performance Point of View in Assessing Literacy     320
Eleventh Objective for Your Teaching Success     321
Creative Portfolios     322
Tracking Personal Progress     324
Other Benefits of Literacy Portfolios     326
Reviewing Literacy Portfolios     326
Observation Tools     328
Informal Observations     328
Quickly Recording What You Observe     328
Miscue Analysis     329
Consider Three Minicases     332
Examine Reading Miscues Together: Teacher with Student     335
Assess Only Two Types of Miscues     336
Retelling and Storytelling     337
Use Modeling and Encourage Practice     338
Think-Alouds     338
Assess Comprehension Strategies     339
Standardized State Tests (Only If You "Hafta")     340
The Negative Effects of Political Agendas     341
Profiles of Struggling Readers     342
Equitable Assessment of Latino Students     343
Informal Paper-and-Pencil Assessments     344
Self-Correction and Self-Evaluation     344
The Benefits of Self-Teaching     345
Coaches     347
A Philosophical View of Assessment     350
Focus on Students with Special Needs: Comments by Louise Fulton     351
Summary of Main Ideas     352
Literacy Through Technology     353
Application Experiences for Your Course     353
Creativity Training Session     355
Field Experiences      356
References     356
Other Suggested Readings     359
The Nature of Motivation for Reading and Writing     360
Twelfth Objective for Your Teaching Success     361
Research on Motivation to Read     362
Newman's Findings     362
The Findings of Alexander, Filler, and Davis     362
An Interview with Curriculum Director Rebecca Silva     363
Provide a Variety of Models     365
Motivational Modeling     366
Encouraging Parental Models     366
Other School Employees as Models     368
Students' Book-Club Peers as Models     368
Parents as Active Tutors     368
Inspire Motivation Through the Use of Learning Principles     370
Help Meet Students' Physiological Needs     371
Help Meet Students' Security Needs     372
Help Meet Students' Need for Love and Belonging     372
Help Meet Students' Need for Self Esteem     373
Create a Motivational Learning Environment     374
Inspire Motivation Through the Use of Teaching Principles     374
Teach at the Appropriate Level of Difficulty     374
Provide Frequent and Specific Feedback     375
Add Novelty to Learning Experiences   &nb