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ALL CHILDREN READ (with Teach It! booklet), 2/e©2008

Charles A. TempleDonna OgleAlan N. CrawfordPenny Freppon

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v

CHARLES TEMPLE stays busy teaching education courses atHobart and William Smith Colleges in Geneva, New York; andwriting books for children. Dr. Temple studied with the late Ed-mund Henderson at the University of Virginia, where he exploredreading instruction, reading disabilities, invented spelling, and whatwas to become emergent literacy with many others who have goneon to do good work in the literacy field. He has written books onemergent literacy, invented spelling, writing instruction, languagearts, diagnosis and remediation of reading disabilities, and children’s literature. He is a director of Critical Thinking Inter-national, Inc., (www.criticalthinkinginternational.org) a non-profit

corporation that develops materials and fields mid-career professionals for teacher training projectsaround the world. Temple has most recently offered literacy workshops in Haiti, El Salvador, Argentina,Romania, and the Republic of Georgia.

About theAuthors

DONNA OGLE is Professor of Education at National Louis Uni-versity in Chicago, Evanston, Illinois, and is actively involved instaff development projects work in the Chicago Public Schools, theReading Leadership Institute, and in other U.S. districts. She alsoserves as a literacy consultant internationally, including CriticalThinking International and as a part of the editoral review boards ofLectura y Vida and the Thinking Classroom. She recently finishedher term as the president of the International Reading Association(IRA). Donna also conducts research on visual literacy and contentcomprehension, having developed both the K-W-L and PRC2 (part-ner reading in content, too). She is the author of many books, book

chapters, and professional articles and continues to give workshops around the United States and theworld on teaching for comprehension and higher order thinking, as well as using the arts in teaching.Her K-W-L procedure has become so recognized and popular that teachers all over the world use it.

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ALAN CRAWFORD is Emeritus Professor of Educa-tion at California State University, Los Angeles. He isPast President of the California Reading Association andhas done extensive teaching, consulting, and writing onteaching reading in the elementary school, especially forEnglish language learners. Alan has written curriculumfor teaching reading in Spanish and serves on the Editor-ial Review Board of Lectura y Vida. He served as IRA’srepresentative to UNESCO for many years, and was aSenior Literacy Specialist at UNESCO in Paris during

International Literacy Year (1989-90). He is a director of Critical Thinking International. Hefrequently presents workshops on a volunteer basis for international development projects inLatin America, Europe, Asia, and Africa.

vi About the Authors

PENNY FREPPON is professor of education at theUniversity of Cincinnati. Her professional work hasfocused on workshop-based and literature-rich in-struction that attends to children’s skill development,as well as working with teachers of young children,especially in urban classrooms. She works with Ohioteachers in a state-wide professional developmentproject and is a member of Critical Thinking Inter-national. Those who are afraid that current trends inreading instruction run the risk of dismantling much

that is good in child-centered instruction will be much encouraged by Dr. Freppon’sthoughtful attention to skills in the context of meaning-centered instruction.

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PART 1 The Processes of Literacy1 Approaches to Teaching Reading 12 The Social and Cultural Contexts for Teaching All Children to Read 303 The Language Basis for Literacy 70

PART 2 Aspects of Reading4 Emergent Literacy 1045 Phonics and Word Knowledge 1366 Helping Readers Build Fluency and Vocabulary 1667 Comprehension: Understanding and Responding to Narrative Texts 2008 Comprehension: Understanding and Learning with Informational Texts 2389 Teaching Children to Write 278

10 Assessing Literacy 312

PART 3 Organizing and Managing the Literacy Program11 Putting Effective Literacy Instruction into Practice:

Grades K to 2 35012 Putting Effective Literacy Instruction into Practice:

Grades 3 to 5 38813 Putting Effective Literacy Instruction into Practice:

Grades 6 to 8 43014 Models and Strategies for Teaching ESL and for Teaching Reading in the

Mother Tongue: A Focus on Spanish 472

Appendix: Standards for Reading Professionals: IRA and NCTE 511References 515Name Index 535Subject Index 539

vii

Brief Contents

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Anticipation Guide 1Why Does Literacy Matter? 2How Well Do Children in the United States Read? 4

Who Are the Struggling Readers? 5Family and Community Involvement 6

Components of Reading Ability 7Word Recognition 7Comprehension 8Reading Fluency 9Critical Literacy 10

Phases of Reading Development 10Emergent Literacy 11Beginning Reading 11Building Fluency 12Reading to Learn and for Pleasure 12Mature Reading 13

Approaches to Teaching Reading: How We Got Where We Are 13Early Modern Descriptions of Reading 13Phonics versus Whole-Word Reading 14Cognitive Revolution 14Whole Language 14Research-Based Emphasis 15Balanced Reading Instruction 19

Multiple Roads to Balanced Literacy 19Basal Reading Programs 20Individualized Reading Instruction 21Reader’s Workshop 21

FOR REVIEW 26

FOR YOUR JOURNAL 27

TAKING IT TO THE WORLD 27

TECHNOLOGY CONNECTIONS 27

CONNECT WITH RESEARCH 28

Contents ix

Contents

The Processes of Literacy

Approaches toTeaching Reading

page 1

CHAPTER 1

PART 1

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x Contents

Anticipation Guide 31The Social Contexts of Literacy 34The Need for a Learning Community: Linking Home, School, and

Community 35Inside the Classroom 36

Create a Literate Culture 36Ensure the Sharing of Literacy 37Start the Year Out Right 39

Involving Parents in the School 39Become Part of a Professional Community 42

Within the School 42Outside of School 42Professional Organizations 43

Meeting the Literacy Needs of All Children 44An Urban Classroom 44Valuing Diversity or Coping with Differences? 46

Cultural Diversity, Background Knowledge, and Literacy 46The Zone of Proximal Development 47Culturally Responsive Classroom Communication 47

Linguistic Diversity: Today’s Classroom Demographics 49Bilingual Education 50English Language Learners and Literacy 51

Dialects of English and Literacy 52African American Vernacular English 52Adding Standard American English 54Literacy Issues for African American Children 54

Differentiating Instruction for At-Risk and Struggling Readers 55Cognitive, Affective, and Psychomotor Factors 56Inclusion in Regular Classrooms 58Readers Who Are Boys 60

Finding the Books and Materials They Want to Read 60The Print Environment of Students at Home 60Getting Books, Magazines, and Newspapers into Children’s Hands

61Equity and Access to Computers 63

Implications of Current Assessment Practices for Diverse Learners64Tests and Standards 64Effects of a Diluted Curriculum 65

FOR REVIEW 66

FOR YOUR JOURNAL 67




The Social andCultural Contextsfor Teaching AllChildren to Read

page 30

CHAPTER 2

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Contents xi

Anticipation Guide 71The Sounds of Language 73

Phonology: The Sounds of English 74How English Vowels Are Made 74How English Consonants Are Made 75

Developmental Milestones in Phonological Awareness 77Syllables, Onsets, and Rimes 78

How English Spelling Represents Sounds 79Complications in the English Spelling System 79

Marking Vowels Long and Short 80Marking Consonants Soft and Hard 80Consonant Blends and Consonant Digraphs 80Reduced Vowels 80Morphophonemics: Family Connections Between Words 81Historical Oddities 81Homophones and Homographs 81Loan Words 81

How Children Navigate the System of English Spelling 81Invented Spelling 81

Spelling at the Prephonemic Stage 82Spelling at the Early Phonetic Stage 82Spelling at the Letter Name Stage 83Spelling in the Transitional Stage 85

Morphology: How English Words Are Built 86Compound Words 86Prefixes and Suffixes 86Words From Ancient Parts 87

Etymologies: Word Origins 88Vocabulary: Words and Their Meanings 89

Levels of Vocabulary Knowledge 90Exploring Children’s Vocabulary 90

Syntax: The Grammar of English 91Syntax and Reading 91Syntax at a Larger Level: Story and Discourse Structure 92

Story Grammar 92Social Variations in Language Use 92

Dialects 92Registers 92

Functions of Language 94Discourse 95

How Do Children Learn Language? 97How Adults Support Children’s Language Learning 98

FOR REVIEW 100

FOR YOUR JOURNAL 100




The LanguageBasis for Literacy

page 70

CHAPTER 3

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Anticipation Guide 105Language-Based Learning 107

The Concept of Word 108Phonological Awareness 108

Learning about Print 108Graphic Principles 109

The Recurring Principle 109The Generative Principle 109The Flexibility Principle 110Directional Principles 110

Concepts about Print 110Alphabet Knowledge 113

Letter-to-Sound Correspondences: Learning Phonics 113Invented Spelling and Word Knowledge 114

How Does a Teacher Nurture Emergent Literacy? 116Arranging Classrooms for Literacy Learning 116

Labels 116Literacy Play 116Classroom Library 116Charts and Posters 116Classroom Post Office 117Writing Center 117

Reading Aloud to Children 117Extending Reading Experiences for Younger Children 118

Use Chants 119Use Drama 119Use Art 119

Dialogic Reading 119Teaching Phonological Awareness 120

Listening Games for Language Awarenesss 121Songs, Chants, and Poems 122

Teaching the Alphabet 124Displaying Print 124

Encouraging Early Writing 125Writing Workshop 125Dictation 125

Using Books 126Using Big Books 126Using Little Books 127Classroom-Produced Books 129

Involving Families in Emergent Literacy 130In the Classroom 130At Home 131

Home Books 131Book Baggies 131

Help in Family Literacy 132FOR REVIEW 133





EmergentLiteracy

page 104

CHAPTER 4

Aspects of ReadingPART 2

xii Contents

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Contents xiii

Anticipation Guide 137Children’s Knowledge of Words 138

Word Recognition and English Spelling 140Stages in Children’s Development of Word Recognition 140

Logographic Reading 140Transitional Alphabetic Reading 140Alphabetic Reading 141Orthographic Reading 141Derivational Reading 141

Teaching Word Recognition 142Teaching the Logographic Reader (K–Grade 1) 142

Whole-Part-Whole Teaching 142Teaching the Alphabetic Reader (Grades 1–2) 145

Picture Sorts 145Word Wheels 145Flip Cards 145Plastic Letters 146Rhyming Games 146Word Walls 146Sight Words 147Word Wall Chants 148Shared Writing 149Guided Reading 149

Teaching the Orthographic Reader (Grades 2–3 to 3–5) 150Word Sorts 150Small-Group Demonstration 150Practice in Pairs 151Memory Game 151Board Games 152Speed Sorts 152

The Order of the Patterns for Word Study 152Word Hunts 153

Word Sorting with Two-Syllable Words 153Family and Community 154Technology Connection 154

Teaching the Derivational Reader (Grades 3 or 4 and Up) 155Structural Analysis 155Working with Words with Parts from Ancient Sources 156Family and Community 157Technology 157

Helping Students Read Words in Context 158FOR REVIEW 162





Phonics andWord Knowledge

page 136

CHAPTER 5

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xiv Contents

Anticipation Guide 167Fluency in Reading 168

Modeling Fluent Oral Reading 171Read Aloud with Expression 171

Qualities of Voice 172Bringing Characters to Life 172

Choosing Texts for Reading Aloud 173Engaging the Students as You Read 173Extending the Meaning of the Text 174

Four-Way Response Chart 174Supporting Children’s Reading for Fluency 174

Drop Everything and Read and Sustained Silent Reading 174Repeated Reading 174Practicing Fluency without the Teacher’s Guidance 177

Paired Reading 177Family Literacy 177

Buddy Reading 177Fluency Oriented Oral Reading (FOOR) 178

Technology 178Embedding Repeated Reading in Performance 178

Readers’ Theater 179Choral Reading in Voice Choirs 180

Encouraging Out-of-School Reading 182Helping Readers Build Vocabulary 182

What Is Vocabulary? 182How Do We Teach Vocabulary? 184Promoting Respect for Language 185Creating a Language-Rich Environment 185General Vocabulary Development and Content-Specific Terms 186Teaching Strategies for Word Learning 188Showing Relationships among Term and Word Parts 190Introducing and Focusing Attention on New Vocabulary 191

Word Conversations for Kindergarten and First Grade 191Using Online Sources to Build Vocabulary 196

FOR REVIEW 197





Helping ReadersBuild Fluency and

Vocabularypage 166

CHAPTER 6

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Contents xv

Anticipation Guide 201Understanding Reading Comprehension 204

Schema Theory 205Reader Response Theory 205

The Reader 205The Text 205The Poem 206

Critical Literacy 207Acts of Comprehension 208

Engaging Prior Knowledge 209Visualizing Details and Events 209Knowing Vocabulary 209Following the Patterns of Texts 209Asking Questions and Pursuing Answers 210Making Inferences 210Monitoring Comprehension 210Noting Main Ideas and Supporting Details 211Summarizing and Rehearsing Main Ideas 211

Scaffolding: From Strategies to Skills 211Teaching for Comprehension 212

Organizing Instruction for Comprehension and Response: The ABCModel 212Anticipation 212Building Knowledge 214Guided Reading 214Consolidation 216The Language Chart 228

FOR REVIEW 235





Comprehension:Understandingand Responding

to NarrativeTextspage 200

CHAPTER 7

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xvi Contents

Anticipation Guide 239Why Does Reading to Learn Matter? 242

Knowledge Standards and High-Stakes Assessment 243Instructional Priorities 244Teachers as Role Models 244

Understanding Comprehension in Informational Texts 245The Importance of Background Knowledge 245

Vocabulary 245Knowledge of Text Structure 246Topical Content Knowledge 246Principled Content Knowledge 246

The Teacher’s Role in Guiding Instruction 246Developing Principled Knowledge 247Skills and Strategies 247Interest and Motivation 247The “Matthew Effect”: Aspects of Comprehension Are Interrelated

248Student Engagement 249

Anticipating 249Building Knowledge 250Consolidating What They Learn 250

The Nature of Informational Texts 251Developing Familiarity with External Features of Informational Texts

251Focus Students’ Attention on Features 252Use Visual and Graphic Information 254

Developing Understanding of Internal Organization 255Compare Texts 255Write Texts 255Attend to Vocabulary and Content-Specific Terminology 257

Strategies for Active Reading of Informational Text 259Prereading Preparation 260

K-W-L 260I-Chart 264

Reading Strategies 266Reciprocal Teaching 266Questioning the Author 267Metacognitive Graphic Organizer 267

Questioning 268ReQuest Procedure 271Paired Reading/Paired Summarizing 271

Engaging in Research 272A Look at Classrooms for Learning 273

Involving English Language Learners 274Using Computer Resources 274Planning Instruction: A Reflection 274

FOR REVIEW 275





Comprehension:Understanding

and Learning withInformational

Textspage 238

CHAPTER 8

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Contents xvii

Anticipation Guide 279The Advantages of Promoting Writing Among Students 283

What Writers Need 283Authentic Reasons to Write 283Regular Chances to Write 283Topics That Are Interesting to Them 284Collaboration 284Models and Demonstrations 284Putting Conventions in Their Place 284

The Writing Process 285Rehearsing 285Drafting 286Revising 286Editing or Proofreading 287Publishing 287

How to Organize and Manage a Writing Workshop 287Sense-of-the-Class Meeting 289Focused Lessons 289Writing Time 290Conferences 290Sharing 290

Different Levels of Support for Writing 290Modeled Writing 291Shared Writing 292Interactive Writing 292Guided Writing 292Independent Writing 293

Writing in Different Genres 293Journals and Other Personal Writing 294

Dual-Entry Diary 296Dialogue Journals 296

Stories 296Imitating an Author 296Using Story Maps 296Dialogue Stories 297

Poems 297Acrostics 297Cinquains 297List Poems 298

Expository Writing 298Clusters 298Venn Diagrams 298Cause-and-Effect Charts 298

Persuasive Essays 299Your Portfolio 301Teaching Resources 301

Assessment of Writing 302Using Rubrics 302Work Sampling 302

Involving Families in Their Children’s Writing 304Family Writing for Young Children 305Family Writing for Older Children 305

Using Technology in Teaching Writing 306Communicating Via Computers 306

Individual E-mail Accounts 306Instant Messaging 306Chat Rooms 307Electronic Mailing Lists 307Pen Pals and Other Exchanges 307

Teaching Childrento Write

page 278

CHAPTER 9

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Protecting Children from Harmful Material Online 307Using Computers for Writing Reports 307

FOR REVIEW 309





xviii Contents

Anticipation Guide 313What Is Assessment? 314

Why Do We Assess? 315Approaches to Assessment 317

Norm-Referenced Tests 317Standards-Based Tests 317Curriculum-Based Measurement 320Informal Reading Inventories 320The Reading Miscue Inventory 321Running Records 321Authentic Assessment 323Kidwatching 323Portfolios 325Rubrics 325

Terms Used in Testing 325What Do We Need to Know from Assessing Children? 327

Emergent Readers 327Measures of Emergent Literacy 328

“Roaming Around the Known” 328What Do We Need to Know about Beginning Readers and Beyond?

329Reading Levels: Independent, Instructional, Frustration 329

Independent Reading Level 329Instructional Reading Level 330Frustration Level 330Reading Levels and Readability 330

Measuring Readability 331Assessing Word Recognition 333Assessing Word Recognition and Phonics 334Assessing Reading Fluency 335Assessing Vocabulary 335Assessing Comprehension 339Assessing Comprehension with an Informal Reading Inventory 339Other Measures of Comprehension 341Reading: Measuring Attitudes and Interest 342Assessing Spelling Knowledge 342

Using Words from Spelling Textbooks 343Assessing Spelling Qualitatively 344

Differentiated Instruction 345Teacher Self-Assessment 345FOR REVIEW 347





AssessingLiteracy

page 312

CHAPTER 10

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Anticipation Guide 351Creating the Learning Place 354Developing Knowledge and Skills 356

Why Does Reading Aloud Help? 358Phonics Knowledge and Skills 358

Organizing for Instruction 360Differentiate Instruction through Grouping and Planning 360

Dynamic Grouping 362Guided Reading and Four Blocks 362

Lesson Structures 363Mini-Lessons 363Teachable Moments 364Think-Alouds 365

Routines That Teach 365Daily Routines in K–2 Classrooms 365

Kindergarten Routines 365First-Grade Routines 369Second-Grade Routines 370

Providing Appropriate Materials 372Classroom Libraries 372Technology 374

Reaching All Children 374English Language Learners 374

English Language Learners in Kindergarten 375English Language Learners in First and Second Grades 376

Struggling Readers 377Interventions 377

Standards as a Guide 381Assessment 382

Grading 382Anecdotal Notes 383Assessment Strategies 384

FOR REVIEW 385





Putting EffectiveLiteracy

Instruction intoPractice: Grades

K to 2page 350

CHAPTER 11

Organizing and Managing the Literacy ProgramPART 3

Contents xix

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xx Contents

Anticipation Guide 389Developing Knowledge and Skills 391

Consolidating Primary-Grade Gains in Grade 3 392Using Code-Emphasis Primary-Grade Programs 392Using Basal Primary-Grade Programs 393Using Literature-Based Primary-Grade Programs 393

Moving Toward Independence in Grades 4 and 5 394Building Fluency In Reading 394

Instructional Planning Structures 395Planning at the Daily Level 395Strategies to Integrate into Daily Lessons 396

Anticipation Strategies before Reading 399Reading Strategies for Building Knowledge during Reading 400Consolidation Strategies after Reading 403

Long-Term Planning Using Thematic Literature Units 403Standards as a Guide 405

Assessment: The Informal Reading Inventory 405Administering the Informal Reading Inventory 406Interpreting the Outcomes 406Interpreting IRI Results for Linguistically Diverse Students 409Other Informal Measures of Reading and Writing 409

Transitioning English Language Learners 410Using the Language Experience Approach in English 411Vocabulary Development 413Adapting Phonics and Decoding Strategies for English Language

Learners 414Writing and Spelling 414Scaffolding Strategies for Improving Reading Comprehension 415

The Cumulative Semantic Map 416Read-Aloud Activities 417

Differentiating Instruction in Grades 3 to 5 418Whole-Class Instruction 418Grouping: Why and Why Not? 419Grouping Students without Tracking 420

Groups Not Based on Ability and Achievement 420Dynamic Grouping 420

Organizing and Managing a Learning Community 421Children’s Identity and Motivation 422Managing Students and the Classroom for Learning 422Selecting Appropriate Materials 423

Leveled Books 423Using Technology in Grades 3 to 5 424

Involving Family and Community 425At Home 425At School 425

FOR REVIEW 427







3 to 5page 388

CHAPTER 12

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Contents xxi

Anticipation Guide 431Developing Knowledge and Skills 435

Daily Opportunities to Read 435Daily Reading at the Appropriate Instructional Level 435Integrating Reading and Writing 436Strategies for Independent Reading 436

Anticipating 436Building Knowledge 438Consolidating New Understanding 438

Engaging in Inquiry 438Strategies for Building Vocabulary 439

Teacher Modeling of Interest in Language 440Students Engage in Enjoyable Word Play 440Self-Selection 440Historical Development of English 441Learning and Retaining Content-Specific Vocabulary 441Wide Reading 443

Student Self-Reflection 444Opportunities to Model Fluent and Reflective Reading 444Fluency through Repetition 445

Assessment 446Determining Reading Levels 446

Informal Reading Inventories 446Advanced Informal Inventory 446Leveled Books 447

Classroom Fluency Measure 447Strategy Knowledge 447Content Reading 448Vocabulary and Concept Learning 448Understanding Students’ Interests 450Developing a Diagnostic Eye and Ear 450

Study Reading 450Scheduling Time to Study 450Test Taking 451Teacher Modeling 451

Metacognition 451Active Reading 452Self-Assessment 453Learning Logs 453Extended Unit Assessment 453Portfolio Evaluation 454

Reaching All Students 455Identify Strengths 455Recognize Students’ Cultures 455Adjusting Teaching for English Language Learners 456

Organizing for Instruction 457Integrating Content Areas 457Teaching Literature 458

Core Novel and Literature Groups 458Literature Circles 459Guided Reading and Reading Workshops 460

Expository Texts: Thematic Units 461Essays and Biography 462



6 to 8page 430

CHAPTER 13

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Drama and Choral Reading 463Organizing and Managing a Learning Community 463

Adolescents’ Identity and Motivation 463Selecting Appropriate Materials 465Assessing Reading Levels of Materials 466Involving Parents and Community 466

FOR REVIEW 469





xxii Contents

Anticipation Guide 473Options for Teaching the English Language Learner 475

Teach Them in English 475Immersion Instruction 476Structures for Providing ESL Instruction 476Sheltered English Instruction, SDAIE, and SIOP 478

Teach Them in the Language They Already Speak 478Transitional versus Maintenance Models of Bilingual Education

479Structures for Organizing Programs of Bilingual Education 479

The English Language in the Bilingual Education Program 481Second-Language Acquisition 481

Communicative-Based Approaches 482Other Basic Principles 483

Instructional Strategies for Second-Language Acquisition 484The Total Physical Response Method 484The Natural Approach 485Sheltered English Instruction for Intermediate-Level English Speakers

487Sheltered Instruction Observation Protocol 489

Grammar as Part of the Curriculum? 490Linking ESL Instruction and Literacy 491

Options for Teaching the English Language Learner to Read 492In English 492In the Mother Tongue 492Teaching Children to Read in Spanish 494

Methodologies for Teaching Reading in Spanish 495Issues Related to the Sound Systems of Spanish and English 496Instructional Materials in Spanish 498

Children Who Struggle Learning to Read in the Mother Tongue500

Assessing the Oral Language Proficiency and Reading Proficiency ofEnglish Language Learners 501

Mother Tongue Support in the Bilingual Classroom 503Supervising the Paraprofessional Who Teaches in the Mother Tongue

504Parent Volunteers 506

Models andStrategies for

Teaching ESL andfor Teaching

Reading in theMother Tongue:

A Focus onSpanish

page 472

CHAPTER 14

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FOR REVIEW 508





APPENDIX: STANDARDS FOR READING PROFESSIONALS:IRA AND NCTE 511

REFERENCES 515

NAME INDEX 535

SUBJECT INDEX 539

TEXT AND PHOTO CREDITS 549

Contents xxiii

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Features xxv

Features

What Are Learning Standards? 16Finding Resources 63What You May Be Expected to Know about

Language 99Invented Spelling 114A State Standards Lesson Plan 148Fluency and Vocabulary 170Texas Standards for Literacy Stress Comprehension

204

Content Area Standards 243Writing Process Requirements 284

High-Stakes Testing 319Reading Applications 380

Sample Lesson Plan 397Creating Visual Images While Reading 452Standards for English Language Learners 506

Standards and Literacy

Guided Reading and the Four Blocks 22Incorporating Authentic Children’s Literature 56The Language of Peace 95Reading Aloud 118Sample Writing Lessons 126Word Hunts 154Demonstrating Fluent Reading 172Conducting a DRTA 217Dramatizing a Story 225Using the Table of Contents to Predict 253Reciprocal Teaching 268Teaching Students to Write in Genres: Descriptive Writing 295The Fry Readability Graph 332Phonics in the Context of Children’s Needs 359First Day of Kindergarten 370First Day of First Grade 372Semantic Feature Analysis 401Inductive Phonics Lesson 496

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xxvi Features

The World of Reading

Why We Assess 23Caution about Teaching to the Test 65Charting Children’s Spelling Development 86Assessing Concepts about Print 112Using Informal Measures 159Charting Students’ Word Learning 190Assessing Comprehension 230Involving Students in Self-Assessment 265Six Traits Writing Evaluation 303Word Recognition Inventory 336Guiding Student Self-Assessment 360Formal Achievement Tests 411Using Cloze Assessments 467Spanish Readability Graph 505

Assessment: Focus on Instruction

Do Specific Reading Disabilities Exist? 5Children’s Secret Languages 53Bring on the Linguists! 77The Development of Storybook Reading: Language and Print Together 115Synthetic Phonics and Spelling 147Is Sustained Silent Reading Effective? 175Reader Response in Action 206Using Taxonomies in Questioning 272Teachers Become Writers 308The Three-Cuing System 324Quality Questioning 357Using the IRI Capacity Level as a Measure of English Language Proficiency 410The Nation’s Report Card 437My 24 First Graders Speak 14 Different Mother Tongues: What Can I Do? 500

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Features xxvii

What Is Differentiated Instruction? 25Readers Who Are Gifted 59The Language of School 96Emergent Readers 120The Language-Experience Approach for English Language Learners and

Struggling Readers 160English Language Learners 189Creating Acrostics 195Placing Students in the Proper Level Material 234Reading Comprehension: Understanding and Learning with Informational Texts

259Helping Struggling Writers 294A Rural Primary Classroom 361Providing Trade Books at the Independent Reading Level 421Learning Journals 454Teaching Older Children Who Are Preliterate 501

Differentiated Instruction

Changes in the Reading Field 18Your Professional Portfolio 44Morphemes and Reading 88Children’s Reading Levels 129Taking a Broad Perspective on Phonics 155Helping Children Explore Words 186The Power of a Good Story 228Develop Interest in Informational Reading 257

Collecting Books for Reading Aloud 258Modeling the Writer’s Life 301

Different Assessments for Different Phases ofInstruction 318

Consider Your Options 354Teaching Connections 418Finding a Good Organization 445Your Portfolio 490

Being a ProfessionalReading Teacher

S I O P ®

ShelteredInstructionObservationProtocol*

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xxix

Preface

eaching all children to read is the greatest challenge facing elementary schools in theUnited States. Reading instruction takes the most time and easily commands the most

public scrutiny of any school subject. With the greater diversity of our schools, especiallyin terms of the home languages of the children, the challenge of helping all children suc-ceed in reading will only increase. As authors of All Children Read, we accept this chal-lenge and are dedicated to helping you help all children read. As you read these words:

● Making all children readers has become a primary concern not just of teachers andparents but of the President of the United States, the U.S. Congress, and the dailynews.

● In country after country, an unprecedented emphasis is being placed on making allchildren readers through UNESCO’s worldwide initiative called “Education for All”[See http://www.unesco.org/education/efa/index.shtml]. Diplomats from aroundthe world gather to talk about ways to extend quality primary school instruction—and especially literacy—to every child on the planet.

● The major professional associations and the state education departments have passedlearning standards that specify what children should know about reading and writ-ing, and what teachers should know about teaching to make all children readers andwriters.

● Scholars in the evolving field of literacy studies are sharing fascinating insights onthe way reading and writing influence how people think and learn. New scholar-ship is changing our understanding of the ways members of different cultural groupsuse language, and how they respond to language and literacy instruction in the class-room. These insights have direct consequences in the classroom.

● American classrooms are inhabited by children who speak many languages otherthan English, and whose ancestral cultures come from every corner of the world.Legislation affecting children with special learning needs requires that children beeducated in the “least restrictive environment.” Children who were formerly edu-cated in separate special education classrooms are now taught in inclusive class-rooms, often with teams of teachers present. The task of making all children readersnow means working effectively with children with different languages, different cul-tural backgrounds, and different learning needs.

● Disagreements among educators over approaches to teaching reading—beginningreading, in particular—have led to the formation of a national commission to studythe issue. But attempts to settle disagreements among educators with appeals to sci-ence have raised new questions. What constitutes the scientific study of literacy, andwho has claim to expertise in the field?

● The past decades have been a wonderfully inventive time for new insights into chil-dren’s literacy learning. Our knowledge of emergent literacy, developing word knowl-edge, the writing process, literature-based instruction, strategic instruction, workshopapproaches to teaching, and teaching for comprehension have both expanded andmatured.

● We also have a richly supplied “tool kit” for teaching. A host of approaches exist forencouraging children’s emergent literacy, promoting language development, teach-ing word recognition in ways that honor children’s developmental processes, teach-ing comprehension, encouraging and teaching thoughtful and critical reading, andteaching students to use strategies for reading, writing, and learning.

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ow This Book Is OrganizedIncorporating a “whole-part-whole approach,” All Children Read is organized in three parts.Part 1 helps you develop a broad understanding of the processes by which students learnto read and write. Part 2 looks in depth at the different aspects of reading and writing. Fi-nally, Part 3 describes, level by level, how to put all of this information together into an ef-fective reading program that helps all children become readers and writers.

Part 1: The Processes of LiteracyThe three chapters in the first section of the book set the stage for teaching reading andwriting. Chapter 1, “Approaches to Teaching Reading,” describes aspects of literacy thatmust be taught and stages of reading development before discussing the main approachesto literacy instruction. Chapter 2, “The Social and Cultural Contexts for Teaching All Chil-dren to Read,” carefully describes the cultural and linguistic diversity of America’s students,and lays out guidelines for making literacy instruction work for all of them. Chapter 3, “TheLanguage Basis for Literacy,” provides a background in the sounds, rules, and meanings ofthe English language, so the reader can successfully help learners navigate its challenges.

Part 2: Aspects of ReadingThe chapters in Part 2 of the book focus on the key aspects of literacy. Chapter 4, “Emer-gent Literacy,” details the early concepts about language and print that lay the basis for learn-ing to read and write. There are many ideas, systematically arranged, for helping childrenget off to a successful start in literacy. Chapter 5, “Phonics and Word Knowledge,” coversphonics and word recognition. The chapter begins by exploring what children need to knowin order to read words, and the phases through which that knowledge develops. It then pres-ents a host of strategies for teaching children to read words and build sight vocabularies. ANEW Chapter 6, “Helping Readers Build Fluency and Vocabulary,” summarizes ourcurrent understanding of reading fluency, the “neglected skill” in reading, and then pres-ents best practices in teaching children to read fluently. The chapter uses the same theoryand practice approach for teaching vocabulary. Chapter 7, “Comprehension: Understand-ing and Responding to Narrative Texts,” explores the nature of reading comprehension andresponse to literature, and then helps the reader build a repertoire of teaching techniquesthat work with fictional texts. Chapter 8, “Comprehension: Understanding and Learningwith Informational Texts,” extends the discussion of comprehension to teaching studentsto understand and learn from informational texts. Chapter 9, “Teaching Children to Write,”presents the components and phases of the writing process and then explains the writingworkshop approach as well as other approaches to teaching writing in many genres. Themethods include those that offer more support to beginning writers, and others that givethe students more leeway to create in print. A NEW Chapter 10, “Assessing Literacy,” ex-plains a host of procedures that can be used in four “moments” of assessment: screening,diagnosing, monitoring, and outcomes-based assessment.

Part 3: Organizing and Managing theLiteracy ProgramThe last section of the book weaves together the concepts and strategies that were presentedearlier and shows how to organize instruction for different levels of learners. Three chaptersin this section share approaches to teaching reading in different grade level spans, and thefourth shows how to work with English language learners at all levels. Chapter 11, “PuttingEffective Literacy Instruction into Practice: Grades K to 2,” explains how to set up and man-age a literacy program for emergent and beginning readers. Chapter 12, “Putting Effective

xxx Preface

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Literacy Instruction into Practice: Grades 3 to 5,” shows how to build reading and writingfluency, and how to help children in the upper elementary grades read for meaning andlearn from texts. Chapter 13, “Putting Effective Literacy Instruction into Practice: Grades6 to 8,” continues with middle school students and adds a strong emphasis on reading andwriting to learn. Chapter 14, “Models and Strategies for Teaching ESL and for TeachingReading in the Mother Tongue: A Focus on Spanish,” shows you how to set up instructionalprograms in reading and writing for English language learners. The chapter puts primaryemphasis on teaching Spanish speakers, since they constitute the majority of our Englishlanguage learners, but addresses other English language learners, as well.

ontent Changes in The Second EditionThe literacy field has seen significant developments in the few years since the first editionof All Children Read appeared. This new edition acknowledges many of these developments.

● Chapter 1: Approaches to Teaching Reading chronicles recent changes in the field,including government initiatives such as Reading First, that are affecting classroom prac-tice, a new section on the major approaches to reading instruction, including BasalReading Programs, Individual Reading Instruction, and Reader’s Workshop, and newdiscussions of Guided Reading and the Four Block Model.

● Chapter 2: Social and Cultural Contexts for Teaching All Children to Read includesnew demographic information about diverse learners, updated information about thelegal aspects of No Child Left Behing (NCLB) and Reading First, and updated infor-mation about the Individuals with Disabilities Education Act (IDEA) and its ramifica-tions for students with disabilities and their teachers.

● Chapter 2: The Language Basis for Literacy provides an even stronger backgroundfor understanding phonics and spelling, with particular attention to speech sounds,phonological awareness, and phonics, as well as a new emphasis on morphophonemics,the interface between sounds and meanings in words.

● Chapter 4: Emergent Literacy contains a new and extensive section on teaching phono-logical awareness.

● Chapter 5: Phonics and Word Knowledge has many more strategies for teaching phon-ics and word recognition, and enhanced coverage of the stages of word recognition (log-ographic, transitional, alphabetic, orghographic, and derivational reading).

● Chapter 6: Helping Readers Build Fluency and Vocabulary––NEW CHAPTER––offers an extensive discussion of reading fluency … the “neglected skill” … and aplethora of research-based approaches for teaching reading fluency and vocabulary.

● Chapters 7 and 8, the Comprehension chapters, differentiate strategies for understand-ing and learning from fictional and informational genres.

● Chapter 9: Teaching Children to Write includes a new emphasis on encouragingteachers to write themselves.

● Chapter 10: Assessing Literacy––NEW CHAPTER––reflects the expanded role ofmeasuring, examining, and monitoring students’ learning in contemporary classrooms.

● Chapters 11 through 13, the Instructional Strategies chapters, provide updated infor-maton about research-based approaches to teaching students at the different grade levels.

● Chapter 14: Models and Strategies for Teaching ESL and for Teaching Reading inthe Mother Tongue: A Focus on Spanish includes new research and updated informa-tion about legal policies for English Language Learners as well as a new section on Shel-tered Instruction Observation Protocol (SIOP).

● Students from California who use All Children Read will find that key terms from theReading Instruction Competence Assessment (RICA) are fully developed in the textand also appear in the index. In addition, major concepts related to the assessment ofstudents are also developed to support our readers in other aspects of the RICA.

Preface xxxi

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pecial FeaturesThroughout the book, special features focus on issues of recurring importance to readingteachers and extend understanding of key concepts in reading instruction.

xxxii Preface

think aloud and call attention to the way he provides emphasis with his voice to impothe meaning and invite comments. Then tethat is, the teacher fluently reads a line, andtake turns echo reading the entire text.

● Day 2: The students pair up and take turns retence or a paragraph.

● Day 3: The students come back together in ththey choral-read the text; that is, they all readents may take turns reading parts of the text of readers’ theater (see later).

TechnologyThe National Reading Panel (2000) recommends twto read fluently: modeling fluent reading and guidand feedback offered to the student. The latter of tone attention from a competent adult. But compuprovide much of this support. Consider Fluent Reaing (http://www.renlearn.com), for a good examploffered texts to read from fiction, poetry, and informganized at seventeen difficulty levels. While readindent clicks on each difficult word and also clicks oThe program then computes the student’s reading anBoth the student’s present score and the target scorgraph. Then the student reads the text again while ent reader. On the screen the lines are highlighted recorded voice can be set to different speeds, so theslowly and clearly at first, and then again read at a ntext several times, the student can be tested again by and accuracy scores are recorded and presented on a version of the text the student is working on, too, reading the text at home or to free up the compute

TECHNOLOGY

Look up Fluent Reader online. How muchof the needed interaction is the computerprogram providing to build a child’sfluency?

How Well DoChildren in theUnited States

Read?

Components ofReading Ability

Phases ofReading Ability

Approaches toTeaching Reading

Multiple Roadsto Balanced

Literacy

Why DoesLiteracyMatter?

Approaches toTeaching

Reading: HowWe Got Where

We Are

chapter 1 Approachesto TeachingReading

Anticipation GuideThe following statements will stimulate your thinking about the topics of this chapter.Answer true or false in response to each statement. As you read and learn more aboutthe topics in these statements, double-check your answers. See what interests you andprompts your curiosity toward more understanding.

●1 Literacy makes you smarter becausethe vocabulary, the information, andthe habit of learning from text makeyou better able to learn new things.

●2 Among adults, there is little correla-tion between people’s level of readingability and their income level.

●3 American children read fairly well.Nine-year-olds scored second in theworld on one recent internationalcomparison of basic reading skills.

●4 Most reading disabilities are caused bymalfunctions of the brain, and chil-dren with reading problems need awholly different kind of teaching fromwhat normally developing readersneed.

●5 Research shows that more than 86percent of the children who get a poorstart in learning to read do not catchup with their peers.

●6 Differences in the amount of readingchildren do are not significant. Whatmatters in teaching reading is the skill.

●7 Giving parents ideas for helping theirchildren at home with literacy experi-ences makes a considerable differencein the children’s success in school.

●8 Reading ability develops throughstages in this order: beginning read-ing, emergent literacy, reading tolearn and for pleasure, building flu-ency, and mature reading.

●9 The debate in the United States be-tween advocates of phonics instruc-tion and advocates of whole-wordinstruction began in the 1980s duringthe Reagan administration.

●10 Testing is the only worthwhile meansof assessing children’s literacy.

STRUGGLINGREADER

TECHNOLOGYLANGUAGE andDIVERSITY

PHONICS andPHONOLOGICAL

AWARENESS

WRITINGand READINGCONNECTIONS

FAMILY LITERACY

● Central to this text are six overriding themes interwoven through-out the book that are critical in reading instruction today. Specialmarginal icons call your attention to points in the text that specif-ically address these themes. NEW to this edition are critical think-ing questions attached to each icon.

● A graphic organizer and anticipation guide at the start of eachchapter provide readers with an overall perspective of the chapterand the opportunity to assess their level of understanding prior toreading the chapter.

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Preface xxxiii

anet Reardon feels lucky to have

been assigned to this second-grade

class for her observation period. She will

be student teaching next fall, and she has

filled a notebook with ideas she can use.

Her cooperating teacher is Alan Parsons.

He is exciting to watch with children and

he is also generous with his time and ad-

vice, especially when Janet asks him

about topics she has been studying at the

university in her literacy class.

Last Friday she asked him how he as-

sesses phonemic awareness.

“Yes, I do use the Yopp-Singer phone-

mic awareness test from time to time.

You should try it out yourself. But the

truth is, I can tell a lot about how a child

is coming along in phonemic awareness

by looking at her invented spelling.”

“How?”

“For instance, when a child strings a

lot of letters in a line without any obvious

connection to sounds, I don’t expect the

child to have a concept of word or much

in the way of phonemic awareness. But if

a child writes down a few letters for a

word—what is called ‘early phonetic’

spelling—you can be pretty sure that she

has started to be aware of phonemes.”

“Why? What does the spelling tell

you?”

What Does LinguisticsHave to Do with Early

Reading?

A C L A S S R O O M S T O R Y

72 PART ONE The Processes of Literacy

“Reading is talk written down,” teachers say, and in many ways the statement is true. In or-der to read, children and young people need to know the language that print represents.And in order to teach reading well, you need to understand children’s talk—children’s lan-guage. The study of language, as distinct from the study of any particular language such asJapanese or Spanish, is known as linguistics. We don’t need to cover the field of linguis-tics to any great depth; just to pay attention to those parts of language that matter the mostin learning to read. The key ways that reading and writing depend on oral language arethese:

● Sounds of language, how they are made and how they relate to each other● The spelling system, how language is represented in print● Vocabulary, the ways that words convey meaning● Morphology or word structure, the ways words are made● Syntax, the grammar of sentences● Story and discourse structure, the way texts are constructed● Pragmatics, the way language is used● Learning processes—the ways language is acquired by children

“He has to be. For a kid to invent

spellings, he has to be able to break a

word down into its phonemes, and then

match each one of those phonemes with

a letter. But there’s more.”

“There always is.”

“You’ll get used to it. When she uses

‘letter name spelling’ when she writes, we

know she’s further along in phonemic

segmentation. What’s more, you can get

an idea of what she knows about letter-to-

sound correspondences from her early

spelling. Look at this spelling: HAK MIK.“Hack Mick”?

“No. ‘Check mark.’ That’s what Andrea

said when she read it back to me. She’s

pretty far along in phonemic segmenta-

tion. See? She spelled the beginning con-

sonant sound, the vowel, and the final

consonant on both words. But you can

see from the spelling that she doesn’t

have a clue about digraph consonants

yet—see that /c / for the “ch” sound? So

her invented spelling is a good indication

not only of her phonemic segmentation,

but also of what she knows about letter-

to-sound correspondences.”

“Amazing.”

“Totally. Go back and tell your class-

mates to pay attention to linguistics.

Especially to phonology.”

“What’s that?”

“That’s for you to find out. Have a

great weekend.”

Themes of the Times

Expand your knowledge of the concepts dis-

cussed in this chapter by reading current and

historical articles from the New York Times by

visiting the Themes of the Times section

of the Companion Website (www.ablongman

.com/templeallchildren2e).

CHAPTER 3 The Language Basis for Literacy 73

he Sounds of LanguageYou often hear reading experts talk about letter-to-sound relationships, but do you thinkabout what those sounds are? If the language is Chinese, the sounds are not sounds at all,but ideas. The same written character is rendered into different words, depending on thedialect of Chinese that one speaks. Hence, the Chinese writing system is calledideographic—ideo from the Greek word for idea, and graph from the Greek word for writ-ten. Chinese ideographic (ideas written down) writing differs from logographic (“words writ-ten down”) writing because each character stands for an idea and not a spoken word (seeFigure 3.1).

If the language we spoke were Japanese, the written characters would mostly rep-resent spoken syllables. Each character that represented a consonant would also repre-sent a vowel. Each consonant and vowel combination (such as ka, ki, ke, ko, and ku)gets a different graphic character. Hence the Japanese writing system is syllabic, althoughJapanese does use some ideographic characters, called kanji, for content words (seeFigure 3.2).

● Every chapter begins with a narrative vignette that shares a reading teacher’s expe-rience in an active classroom. Each vignette models key concepts from the chaptersand demonstrates the challenges of today’s classrooms and considerations for address-ing children’s needs.

● Themes of the Times are special Internet connections at the beginning of each chap-ter that encourage you to go beyond the text to learn all that you can about literacyvia a direct link to specially selected New York Times articles, which present differ-ing perspectives on contemporary topics on literacy and education.

● World of Reading boxesinvestigate a wide array ofsubjects as they pertain tothe field of reading.

What Are Learning Standards?Twenty years ago, the U.S. government publication ANation at Risk seriously questioned the quality of Americanschools. The report surprised many because the trend in Americanstudents’ achievement scores throughout the twentieth century hadalways shown small but steady increases. Besides, internationalcomparisons of industrialized countries showed American studentsperforming at or above average of industrialized countries in theworld. In reading, U.S. students did better than average, and onestudy from the early 1990s showed that American fourth gradersperformed second in the world.

Nonetheless, although there might not have been grounds to de-clare a crisis twenty years ago, a nearly flat line in educational im-provement was still worrisome because the demands placed oneducation were escalating quickly. Under the pressures broughtabout by globalization, changes in employment demographicsthroughout the country raised a need for more advanced literacyskills. The sharp rise in the need to teach students to read and thinkskillfully required urgent attention, even if the sudden demand didnot constitute a massive failure of the schools, as the federal reportalleged.

Since the nation’s founding, the governance of education in theUnited States has been the responsibility of the states. In the 1990s,a decade after the founding of the U.S. Department of Education,the federal government was looking for a mechanism to exertenough influence over the states to lead a reform movement in edu-cation. An initiative called America 2000, launched in 1989 duringthe presidency of George H. W. Bush, introduced the idea ofstandards-based education that continues today. America 2000called for states to set standards that defined “what all students

should know and be able to do” not only in readingbut in science and mathematics. The act set up a bi-

partisan federal panel to “certify State content standardsand State student performance standards . . . if such stan-

dards are comparable or higher in rigor and quality to the voluntarynational content standards and voluntary national student perfor-mance standards” (See http://www.ed.gov/legislation/GOALS2000/TheAct/sec211.html).

Ten years later, all states had set performance standards forchildren and developed tests for those standards. At present, thereis considerable variety from state to state in what children are ex-pected to learn and what teachers are expected to teach. For in-stance, in Virginia, specific standards are in place for children ineach grade, such as the following for first graders:

The student will orally identify and manipulate phonemes (smallunits of sound) in syllables and multisyllabic words.

a. Count phonemes (sounds) in syllables or words with amaximum of three syllables.

b. Add or delete phonemes (sounds) orally to change syl-lables or words.

c. Create rhyming words orally.d. Blend sounds to make word parts and words with one to

three syllables.

The student will apply phonetic principles to read and spell.

a. Use beginning and ending consonants to decode andspell single-syllable words.

b. Use two-letter consonant blends to decode and spellsingle-syllable words.

Standards and Literacy

Do Specific Reading Disabilities Exist?

Specific reading disabilities, including dyslexia, do not have adefinition that everyone agrees on, but they are thought to be asevere inability to read as well as one’s intelligence and backgroundwould predict, in spite of normally effective teaching. There is nodoubt that reading disabilities exist. Snowling (2000) followed onechild with a severe reading disability from preschool to adulthoodand documented his difficulty reading texts and his primitivespelling strategies that remained with him as an adult (Snowling,2000).

But are most readers with disabilities constitutionally differentfrom normally competent readers? The United States has a huge in-dustry devoted to the identification and treatment of learning dis-abilities, the largest number of which are specific readingdisabilities. These disabilities have traditionally been treated as acategorically different set of problems from normal reading devel-opment. However, a growing body of evidence suggests that nearlyall instances of specific reading disability, including dyslexia, mayjust be extreme cases of difficulty in normal reading development(Snow et al., 1998). Children with reading problems look much likechildren who can read; they just don’t read as well (Stanovich &Siegel, 1994; Vellutino et al., 1996).

Going back to the definition of dyslexia as notlearning to read in spite of otherwise effective reading

instruction, we can ask: Suppose the problem is the in-struction? When Frank Vellutino and his associates (1996)

identified a large number of struggling first graders and tutoredthem intensively for a year using conventional best practices, only3 percent of them continued to have difficulty learning to read, andonly 1.5 percent had severe difficulties. Vellutino and associatesconcluded that the difficulties in learning to read may well becaused by deficits in certain of the cognitive abilities underlying theability to learn to read, especially phonological abilities such asphoneme analysis, letter-to-sound decoding, name encoding andretrieval, and verbal memory. However, they found that “the numberof children impaired by basic cognitive deficits represents a rela-tively small percentage of beginning readers compared with thesubstantially larger percentage of those children whose reading dif-ficulties are caused by experiential and instructional deficits” (Vel-lutino & Scanlon, 2001, p. 317).

Vellutino and his colleagues (1996) concluded that most of thechildren who had been identified as possibly having a specific read-ing disability did not suffer from abnormal brain function. Rather,they suffered from confusions, delays, poor starts, and the need forfinely tuned and responsive instruction that was carefully tailored totheir strengths and needs.

The World of Reading

● Standards & Literacy boxes explore standards froman objective perspective and openly discuss the pros,cons, and considerations surrounding their use inliteracy education.

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FOR REVIEW sections conclude each chapter and offer a conven-ient study tool in the form of a brief recap of the most important top-ics covered.

● For Your Journal sections offer ideas for using material learned ineach chapter to inform development of a personal teaching jour-nal.

● Taking It to the World exercises challenge readers to apply chap-ter material to authentic classroom situations

● Technology Connections offer a selec-tion of relevant websites and advice forusing them to benefit professional devel-opment.

● Connect with Research sections guidereaders to the rich online resource Re-search Navigator™, a powerful onlineresearch tool that connects readers to acontinually updated supply of main-stream news and journal articles.

In addition, the book includes a special Standards appendix out-lining the IRA Standards for Reading Professionals-Revised 2003,including a discussion of how these new standards differ from theprevious IRA standards and how All Children Read, second edi-tion, perfectly correlates to these changes. This special appendixalso includes a table of the NCTE Standards for Language Arts(similar to the IRA table located on the inside cover of the book)and a correlation of where those standards are addressed withinAll Children Read.● TEACH IT! boxes provide readers

with ready-made teaching tips forskill development, as well as for in-troducing new approaches to theteaching of literacy.

TEACH IT! BOOKLET—Back by popular demand, and sig-nificantly updated and expanded

for the second edition, this bookletaccompanies each copy of All Children

Read. As you read through the text, look forTeach It! margin icons that identify correlating activ-

ities from the Teach It! booklet that can be used to teach the concepts discussed. Itis perfect for your field experience.

Guided Reading

and the Four Blocks

Guided reading is “a context in which the teacher supports each

reader’s development of effective strategies for processing novel

texts at increasingly challenging levels of difficulty” (Fountas & Pin-

nell, 1996). These are the key elements of guided reading:

● The teacher works with small groups.

● The children in each group are reading at about the same level.

● The teacher introduces stories and support children’s develop-

ment of independent reading strategies.

● Each child reads the entire text.

● Independent, silent reading is the goal for each child.

● Over time, the teacher focuses on increasing the levels of text

provided.

● The children are grouped and regrouped in accordance with out-

comes observed and assessed by the teacher.

● Books are carefully leveled. That is, the difficulty levels of books

available to the children are precisely determined so that they

can progress in an orderly way.

Guided reading lessons are conducted in three essential stages.

“Before the Reading” is a stage in which the teacher introduces a

new and appropriate text, and the children converse with the

teacher about the text, asking questions and building expectations.

“During the Reading” is the stage in which the teacher observes

problem-solving strategies used by children. The children read the

entire text, or a unified part of it, to themselves silently (or softly in

the case of younger readers) and ask for help when needed. “After

the Reading,” the teacher involves the children in responding to the

story through such activities as writing, discussion, paired reading,

and sharing personal responses. The children talk about the story,

verify predictions they made before reading, and respond, usually

through writing or perhaps drama (Fountas & Pinnell, 1996).

Guided reading is often combined with the structure of the Four

Blocks approach (Cunningham, Hall, & Sigmon, 1999). Together,

the four blocks address the five elements of Reading First and also

combine many of the strengths of the basal reading program, indi-

vidualized reading, and reader’s workshop while avoiding most of

their limitations.

The four blocks are guided reading, as just described; writing;

self-selected reading; and working with words. Teachers can imple-

ment the multilevel aspect of the four block approach by teaching a

lesson to the entire class, making the text accessible to all students

with multiple readings involving read-aloud, shared reading, and

paired reading in small flexible groups. They can add the writing

and self-selected reading blocks of the approach as after-reading

activities from the guided reading approach.

Although children in Reading First classrooms are often doing

word study as a whole group, with all working on the same skills,

teachers may find it more useful to teach appropriate skills in

smaller groups tailored to the needs of children. For example, some

children are more advanced and may not need to work with skills al-

ready mastered, and other children may lack prior knowledge

needed to achieve some skills, such as children trying to work with

three-letter consonant blends such as str and spl before they have

mastered two-letter consonant blends, such as st and tr. In order to

decide which child needs what instruction, a teacher must become

adept at using assessment.

As you can see, there are several roads to balanced literacy that

also address the five major elements of Reading First: phonemic

awareness, phonics, fluency, comprehension, and vocabulary. As

you proceed through the chapters that follow, you will see more

specific ways to apply these approaches and many others.

● Refer to your Teach It! booklet for further activities you can use

to reinforce concepts discussed in this chapter.

ll ed by a mini-lesson that addresses a need of many o

t blends or to make inferences. Chi

h ini lessons for som

9First Day of First Grade

For Review

For Your Journal

100 PART ONE The Processes of Literacy

1. Review the answers to the anticipation guide on the first page of this chapter. Whatanswers would you give to those questions now that you have read this chapter?

2. If you still need proof that you have tacit knowledge of English grammar, that is, knowl-edge that enables you to talk and listen but of which you are largely unaware, try thisexercise. Explain what is wrong with this sentence: Ignacio is playing with a red bigball. State the rule that you would use in writing the sentence correctly.

3. Families from different social backgrounds think of literacy in strikingly different ways.How did you use literacy in your family when you were growing up? What materialsdid the people around you read? Did they share or discuss them with each other? Ifso, how? Was there bedtime reading? If so, what was it like?

If reading is making sense of talk written down, then children need a healthy level of lan-guage development in order to read, and teachers need more than a passing acquaintancewith linguistics, the study of language, to teach reading well.

In this chapter we explored the main areas of language knowledge, including the soundsystem of language, or phonology, the grammar of language, or syntax, and the meaningsystem or semantics. We also looked at social variations in language as well as the uses towhich language is put. English uses an alphabetic writing system, so the letters of the al-phabet relate to individual speech sounds. But morphemes, or meaningful word roots, andaffixes are also important both in the structure of words and in the act of reading them.

English spelling relates to the spoken language in interesting and often vexing ways.Watching children trying to discover the patterns and rules of English spelling—that is, theirinvented spelling—is not only fascinating but important if we are going to understand howthey are thinking about words, and help them advance their knowledge.

Teachers need to be aware of the varieties of registers and dialects of language. Dialectsand registers are a great part of the richness of language; but we need to make sure all chil-dren have control of the grapholect, the dialect of written language. The functions for whichlanguage is used should be practiced in all their diversity. This will not only help childrenread a variety of genres, but also increase their awareness of things and their ability to re-flect on themselves and relate to others.

Taking It to the World1. Look up your own state’s standards for elementary and reading teachers’ knowledge of

language. You can find them on your state department of education’s Website, usuallyby using the key word standards. What do you think teachers need to know about lan-guage besides what is mandated in the state standards?

CHAPTER 3 The Language Basis for Literacy 101

Technology ConnectionsThe Internet has many excellent sites with information on language.

Lily Fillmore and Catherine Snow have an excellent summary of language conceptsfor the teacher available online at http://www.cal.org/ericcll/teachers/teachers.pdf. Thework, entitled What Teachers Need to Know about Language, was originally published inAugust 2000, by the U.S. Department of Education’s Office of Educational Research andImprovement. This fifty-page monograph is written in a question-and-answer format withchapters on oral and written language, and language and diversity. It’s an excellent sum-mary of essential knowledge about language by two distinguished scholars.

Several sites on the Internet provide rich examples of how sounds are made, includ-ing diagrams of the mouth, recordings of sounds, and even spectrographic displays of soundwaves produced with sound:

1. Professor George Dillon at the University of Washington has a wonderful site(http://faculty.washington.edu/Dillon/PhonResources) that provides informationabout speech sounds and also links to numerous other sites that provide detailed in-formation and tutorials.

2. Visit the “Vocal Vowels” exhibit at the San Francisco Museum of Science’s onlineExploratorium (www.exploratorium.edu/exhibits/vocal_vowels) to see how a duck callcan be made to produce human vowel sounds by modifying the production chamber.

3. Noted linguist Peter Ladefoged provides a comprehensive site devoted to speech soundsat http://hctv.humnet.ucla.edu/departments/linguistics/VowelsandConsonants.

2. Halliday’s functions of language constitute a menu of ways in which people of everyage need to learn to use language. Interview a kindergarten or first-grade teacher andask whether he or she consciously tries to help children develop their ability to talkand listen for different purposes—that is, to use language for different functions. If so,what purposes should the teacher emphasize? How does the teacher help children learnto use them well?

3. Interview a guidance counselor at a middle or high school or a counseling psycholo-gist who treats adults. Interview a foreman or manager at a business or manufacturingplant. With regard to their clients or the people they supervise, to what extent do theseprofessionals find that people’s problems are related to their difficulties in using lan-guage for different purposes—for self-awareness, for getting along with others, for giv-ing and receiving directions clearly? Do these people believe that schools have a rolein teaching communication for different purposes?

4. After you have written in your journal about your own family’s uses of literacy, inter-view a first- or second-grade teacher. What differences does that teacher notice in dif-ferent children’s expectations of and approaches to literacy tasks? That is, what dodifferent children do when they are asked to make up a story or to discuss one?

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ew Features in theSecond Edition

● Differentiated Instruction features in every chapter highlightways to differentiate instruction so that all students are engagedpositively and productively, acknowledging the increasing diver-sity of today’s students. Several of these features also include aSheltered Instruction Observation Protocol—SIOP component,highlighting ways to differentiate reading instruction for Englishlanguage learners.

● Assessment: Focus on Instruction features in every chapter high-light practical aspects of information and formal assessment ap-proaches related to chapter topics.

● Being a Professional Reading Teacher activities help futureteachers explore their own thoughts about teaching and begin toprepare their own professional portfolio. Formerly included at theend of each chapter in the first edition, this feature has been inte-grated within each chapter.

● Advice to Beginning Teachers: First-year teachers, prospectiveteachers, as well as highly experienced teachers share their per-sonal reflections and advice about what to expect during one’s firstyear of teaching.

● MyLabSchool activities conclude each chapter with a variety of activitiesand assignments that take advantage of assets available in this rich onlineresource, including classroom video cases, lesson planners, licensure in-formation, and more.

Readers Who Are GiftedGifted children are usually not an instructional challenge for classroom teachers. Many have learned to readat home as a result of being read to, and most others very quickly learn to read in kindergarten or the firstgrade. But teachers often make four erroneous assumptions about gifted children:

● That gifted children don’t have reading problems.The gifted child who is reading on grade level may have a reading problem that should be diagnosed

and addressed. Ordinarily, gifted children will be reading above grade level, often several grades abovetheir age-expected level. Teachers should identify the levels at which they need instruction and at whichthey can read independently without great effort, and then provide appropriate books at those levels.

● That all children will benefit from the same reading program.Children who already read, often far above grade level, will be bored if required to proceed laboriously

through instructional content designed for children who are on grade level, or even below. Teachers shouldchallenge such children, usually by differentiating the reading program for them and certainly by provid-ing alternative activities when other children are learning something mastered long ago by children whoare gifted or advanced in their reading abilities. This includes helping them find books of interest. Giftedchildren will often persevere even with difficult materials if they are of great interest.

● That gifted children have already mastered all of the basic skills.The fragmentation of basic skills is not unusual among gifted children. They can be integrated into read-

ing groups that are addressing identified areas of weakness at the time an appropriate lesson or lessonsare offered, even though those groups are usually working below the levels of these otherwise more ca-pable students.

● That all gifted children speak English well.We should search for gifted children among English language learners and other marginalized groups

of children as diligently as we search among advantaged children. Gifted English language learners andchildren who speak African American Vernacular English will benefit greatly from language-rich strategiessuch as those found in the Sheltered Instruction Observation Protocol (SIOP) (Echevarria, Vogt, & Short,2004).

Differentiated Instruction

S I O P ®

ShelteredInstructionObservationProtocol*

Preface xxxv

Assessment is a vital part of teaching reading and writing. Assessment allows teachers to determine how wella particular child is learning and how well an individual lesson succeeded and to evaluate the effectiveness ofthe whole program of instruction. Assessment enables children to see for themselves how they are perform-ing as they learn to read and write and what they can do to improve. It helps school administrators to makedecisions about the placement of individual children in special assistance, about the design of a curriculum,and about the in-service training needs of their faculty. Assessment also provides parents with feedback ontheir children’s progress and identifies areas where they can provide support. It can even help parents andcommunities to know how their schools are performing in comparison to other schools. With the advent ofthe No Child Left Behind legislation of the past decade, assessment is also being used in an effort to deter-mine which schools are performing satisfactorily in teaching children to read.

Assessment can take many forms, including testing. Although some formal and informal tests of readingand writing ability can be useful, some of the most informative kinds of assessments involve watching verycarefully as children read and write under natural circumstances. The type of assessment that is used dependsa great deal on what needs to be known and who needs to know it.

In this book, the topic of the assessment of literacy is covered extensively in Chapter 10. It is also inte-grated within each chapter. Suggestions for assessment are provided for emergent literacy, word recognition,fluency, vocabulary, comprehension, response to literature, and writing. Suggestions for assessment are givenat every level of schooling, from lower primary to upper elementary to the middle grades.

AssessmentWhy We Assess

Go to Allyn & Bacon’s MyLabSchool (www.mylabschool.com), enter AssignmentID RMV2 into the Assignment Finder. Watch the video, Teaching Phonics, in whicha first grade teacher works with small groups to teach vowels, diphthongs, anddiagraphs.Question: How would you incorporate phonics as part of the reading program?You may also answer the questions at the end of the clip and e-mail your re-sponses to your instructor.

Remember why you are doing this. Ke

ep in mind

the power of starting from the beginni

ng with

young children, as oppos

ed to trying to fix the

world of adults. . . . Lite

racy is the key to

success in all subjects. I

t opens the gates to

communication, knowledge, and i

magination. The

greatest reward I’ve got

ten from teaching is

hearing them get excited

about a book and

hearing them resolve conf

licts peacefully and

independently.

—Sarah,

Preschool Reading Teacher

Washington, D.C.

Changes in the Reading Field

If you are a new teacher just entering aschool with many experienced teachers on the

faculty, the conversations about changes in theteaching of reading could be puzzling to you, even

unsettling. You could easily get the impression that thefocuses of educational research and teaching are as

changeable as the preferred colors of kids’ T-shirts or brand oftheir sneakers. We hope the discussion you just read did not addto that impression. The truth is, things are moving forward in lit-eracy education. The students we teach are far more diverse, andas great as the challenge of serving each of them well may be, oursociety as a whole is much more committed to helping every childbecome a success than it was a generation ago—ask your grand-mother. Our knowledge base for teaching has grown tremen-dously. Although the disagreements among theorists andpractitioners have been shrill at times, we do know much moreabout teaching reading than we did a generation ago. Our under-standing of emergent literacy, the nature of language, comprehen-sion, the development of word knowledge, the importance offluency and how it is learned, the way children learn to write, andthey way they learn literature; ways of serving children with spe-cial needs, ways of conducting assessment, ways of teaching—these have all advanced tremendously. Things are movingforward. Keep your eyes open. Hold on to your hat. Be part of thechange.

Your Professional PortfolioMost college and university teacher preparation programs now re-quire that candidates prepare portfolios that reflect their profes-sional development. In addition, many principals and school districtpersonnel directors make new teachers’ portfolios a focus of theirpreemployment interviews. Finally, your portfolio can be a means ofself-evaluation, a record of past achievement, and a plan for futureprofessional development.

As you begin this course, begin thinking about your own portfo-lio. Because reading instruction is such an important part of yournew career, it should be highlighted in your portfolio. There are

many formats for teacher portfolios. Most includesome or all of the following:

● Sample lesson plans● Thematic units

● Videotapes of lessons● Descriptions of cooperative learning activities used in your

lessons● Photographs or hand-drawn plans of your classroom

environment● Student, teacher, and participant products, such as writing

assignments, self-evaluations, projects, lesson plans, maps,experiments

● Plans for and evidence of continuing education or professionaldevelopment, such as courses, workshops, conference atten-dance, and activities in professional organizations

● Descriptions of mentoring activities, both as mentee and mentor● Peer observations and evaluations● Letters of reference, commendations, and recommendations

from supervisors● An essay about your teaching philosophy (how you teach and

why)● Written reflections about planning (why artifacts are included in

the portfolio); many teachers write them on stick-on notes thatcan be attached to items in the portfolio. Your portfolio is a dy-namic, living document. It should change over time. It shouldreflect you as you are, which means you should periodically re-move items that no longer reflect your current status, interests,and capabilities. How large should your portfolio be? Only youcan answer that. But it should be functional and useful, not aburden to you or to the person reviewing it.

Two final cautions:

● Ensure that all examples presented in your portfolio are yourown original work. If you use or adapt the work of someoneelse, be sure to give credit.

● Proofread everything carefully; you are presenting your bestface in your portfolio, including your ability to write and spell inEnglish.

For more about portfolios, see McLaughlin and Vogt (1996).

Being a Professional Reading Teacher

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upplements and Learning AidsTo get the most use of All Children Read: Teaching for Literacy in Today’s Diverse Class-rooms, second edition, a number of useful supplements are available for students and in-structors. Speak with your representative about obtaining these supplements for your class!

For the Instructor:● Instructor’s Manual and Test Bank. The Instructor’s Manual includes a wealth of

interesting ideas and activities designed to help instructors teach the course. Eachchapter includes a chapter-at-a-glance grid, key concepts, student objectives, activ-ities and discussion questions, and vocabulary and key terms. There is also a test bankfor each chapter. (Available for download from the Instructor’s Resource Center atwww.ablongman.com/irc.)

● Computerized Test Bank. The printed Test Bank is also available electronicallythrough the Allyn & Bacon computerized testing system, TestGen EQ. Instructorscan use TestGen EQ to create exams in just minutes by selecting from the existingdatabase of questions, editing questions, and/or writing original questions. (Availablefor download from the Instructor’s Resource Center at www.ablongman.com/irc.)

● PowerPoint™ Presentation. Ideal for lecture presentations or student handouts, thePowerPoint™ Presentation created for this text provides dozens of ready-to-usegraphic and text images. (Available for download from the Instructor’s Resource Cen-ter at www.ablongman.com/irc.)

● Allyn & Bacon Digital Media Archive CD-ROM for Literacy, 2002. This CD-ROM offers still images, video clips, audio clips, web links, and assorted lecture re-sources that can be incorporated into multimedia presentations in the classroom.

● Available as a value-package item with student copies of AllChildren Read: Teaching for Literacy in Today’s Diverse Classrooms, second edition,MyLabSchool is a collection of online tools for student success in the course, in li-censure exams, and their teaching career. Visit www.mylabschool.com to access thefollowing: video clips from real classrooms, with opportunities for students to reflecton the videos and offer their own thoughts and suggestions for applying theory topractice; an extensive archive of text and multimedia cases that provide valuableperspectives on real classrooms and real teaching challenges; Allyn & Bacon’s Les-son and Portfolio Builder application, which includes an integrated state standardscorrelation tool; help with research papers using Research Navigator™, which pro-vides access to four exclusive databases of credible and reliable source material in-cluding EBSCO’s ContentSelect academic journal database, the New York TimesOn The Web subject archive, the “Best of the Web” Link Library, and FT.com busi-ness archive. MyLabSchool also includes a Careers Center with resources for Praxisexams and licensure preparation, professional portfolio development, job search, andinterview techniques.

● Professionals in Action: Literacy Video (© 2000, 90 minutes in length). This Pro-fessionals in Action video consists of 10- to 20-minute segments on DevelopingPhonemic Awareness, Teaching Phonics, Helping Students Become Strategic Read-ers, Organizing for Teaching with Literature, and Reading Intervention, plus discus-sions with experts on literacy and brain research. The first four sections of eachsegment provide narrative along with actual classroom teaching footage. The finalsection presents, in a question-and-answer format, discussions by leading experts inthe field of literacy. Please consult with your Allyn & Bacon representative for de-tails and conditions on how to obtain this video.

● Allyn & Bacon Literacy Video Library. This selection of videos features reading ex-perts such as Richard Allington, Dorothy Strickland, and Evelyn English, and ad-dresses core topics covered in the literacy classroom. Videos include Classroom

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Insight II, Developing Literacy in the Multiple Intelligences Classroom (featuring Eve-lyn English); Professionals in Action: Children’s Literature: Meet the Authors (featur-ing Joseph Bruchac, Alma Flor Ada, Pat Mora, Carmen Lomas Garza, Walter DeanMyers, Patricia Polacco, Robert Sabuda, John Archambault, Barbara Park, GeraldMcDermott); Professionals in Action: Literacy (featuring Phyllis Hunter and DonnaOgle); Reading Strategies (featuring Donna Ogle); Reading and Writing: The Path-way to Meaning (featuring Dorothy Strickland); or Thoughtful Literacy: The Key toStudent Achievement (featuring Richard Allington). Please consult with your Allyn& Bacon representative for details and conditions on how to obtain this video.

● VideoWorkshop for Reading Methods, Version 2.0. An easy way to bring video intoyour course for maximized learning! This total teaching and learning system includesquality video footage on an easy-to-use CD-ROM plus a Student Learning Guideand an Instructor’s Teaching Guide—both with questions and activity suggestions.The result? A program that brings textbook concepts to life with ease and that helpsstudents understand, analyze, and apply the objectives of the course. VideoWork-shop is available for students as a value-pack option with this textbook.

● Course Management. Powered by Blackboard and hosted nationally, Allyn &Bacon’s own course management system, CourseCompass, helps you manage allaspects of teaching your course. For colleges and universities with WebCT™ andBlackboard™ licenses, special course management packages can be requested inthese formats as well, and the Test Item file for this text can be prepared in the ap-propriate format for importing into your system. Allyn & Bacon is proud to offer pre-mium content for Elementary Reading in these platforms. (Your sales representativecan give you additional information.)● Allyn & Bacon Blackboard for Elementary Reading (Open access)

For Students:● Teach It! The Teach It! lesson plan booklet, written by class-

room teacher and author Jean Gillett of the Orange CountyPublic Schools in Virginia with Codruta Temple, doctoralstudent at Syracuse University, contains a wide variety ofready-to-use, classroom-tested activities for teaching criticalconcepts in Literacy Education. All activities are correlatedto lessons in the text itself. This free supplement, packagedwith the book, is the perfect resource for first time and ex-perienced literacy teachers. The Teach It! booklet also con-tains students’ personal access codes and instructions forgaining access to Research Navigator.

● is a collection of online tools for student success in the course,in licensure exams, and the teaching career. Visit www.mylabschool.com to access:video clips from real classrooms, with opportunities for students to reflect on thevideos and offer their own thoughts and suggestions for applying theory to practice;an extensive archive of text and multimedia cases that provide valuable perspec-tives on real classrooms and real teaching challenges; Allyn & Bacon’s Lesson andPortfolio Builder application, which includes an integrated state standards corre-lation tool; help with research papers using Research Navigator™, which providesaccess to three exclusive databases of credible and reliable source material includ-ing EBSCO’s ContentSelect Academic Journal Database, New York Times Searchby Subject Archive, and “Best of the Web” Link Library; and The New York TimesEducation News Feed. MyLabSchool also includes a Careers center with resourcesfor Praxis exams and licensure preparation, professional portfolio development, jobsearch, and interview techniques.

● Companion Website. Created to accompany All Children Read: Teaching for Lit-eracy in Today’s Diverse Classrooms, second edition, this online site offers tools and

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activities to help students understand and extend the text discussion and study moreeffectively. It includes for each text chapter an overview, learning objectives, weblinks, practice tests, flash cards, and study aid activities. Visit www.ablongman.com/templeallchildren2e

● Themes of the Times for Literacy. Available as a value-package, this collection of50 New York Times articles provides students with real-world information aboutliteracy.

cknowledgmentsThe four of us have enjoyed writing this book, although we have to confess, this manuscriptprobably set a record for miles traveled before completion. We were brought together inthe first place in Brasov, Romania, several summers ago by the Reading and Writing forCritical Thinking Project, which was facilitated by the International Reading Associationand funded by the Open Society Institute. The authors would like to thank the RWCT vol-unteers and overseas partners who helped us lift up this great enterprise, Liz for believingin us, and G.S. for being so generous. We learned a ton from all of you.

We thank all teachers, educators, researchers, and our students who contribute so muchto this team of authors’ learning. In particular, we’d like to recognize the professional con-tributions of four people without whom this project would not have been complete: JeanGillet, a long-time friend, author, and reading specialist in the Virginia school system whocompiled the Teach It! booklet that accompanies All Children Read as well as the Instruc-tor’s Manual and Test Bank; Codruta Temple, a doctoral student at Syracuse University whorevised the Teach It! book for this edition; Dr. Darlene Michener at California State Uni-versity, Los Angeles and Sue Kawell, Director of the California State, Los Angeles RICARescue project, for their specialized efforts on the compilation of the special RICA mate-rial packaged with the book for California educators.

We also would like to thank the reviewers who took time out from busy schedules toshare with us their support and expertise and provided us with the valuable feedback thathelped to shape this project: Rebecca S. Anderson, University of Memphis; Diane Barone,University of Nevada-Reno; Marian S. Beckman, Edinboro University of Pennsylvania;Charlotte Black, California State University, San Bernardino; Melise Bunker, Palm BeachAtlantic College; Margaret Bell Davis, Eastern Kentucky University; Deborah Doty, North-ern Kentucky University; Mary Ann Dzama, George Mason University; Callie L. Forten-berry, Texas A&M Texarkana; David Landis, University of Northern Iowa; DarleneMichener, California State University, Los Angeles; Michael Moore, Georgia SouthernUniversity; Kathleen R. Murphy, Clarion University of Pennsylvania; John Savage, BostonCollege; Corlis Snow, Delta State University; Kim Truesdell, State University College atBuffalo; Marion P. Turkish, William Paterson University; Debra Whitaker-Volturo, OceanCity School District; Clairin DeMartini Wilson, Nevada State College; Valerie Wright,Saint Leo; James Zarrillo, California State University, Hayward.

Charles Temple wants to thank his colleagues and students at HWS for good cheer atall hours, the International Reading Association and the Open Society Institute for all theirsupport over the years, and his (oh so) extended family. Donna Ogle wants to thank herhusband and her colleagues for their contributions to this book. Bud has provided incred-ible support for their project and takes ideas right into the field, testing them in his workin Good News Ministries and as a part of the Reading and Writing for Critical ThinkingProject. The teachers with whom Donna works in Chicago and in international contextsenergized her to share their ideas and hers in this book. Special thanks to Debbie Gurvitz,Marge Harter, and the rest of the RLI team, and to colleagues on the faculty at NLU. AlanCrawford thanks his colleagues and students in the public schools of Los Angeles and CalState Los Angeles for inspiration over the years; the teachers with whom he’s worked—inCalifornia, Latin America, Central Asia, Central Europe, and Africa; good friends at

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UNESCO, the International Reading Association, and the Open Society Institute; and ofcourse, Linda. Penny Freppon wishes to thank Dr. Jill Dillard and Linda Headings for theirfriendship and professional guidance. Penny also thanks her family, in particular, Don, herhusband and intellectual partner with whom all things are possible.

Last but not least, a special thank you to everyone at Allyn & Bacon for working sohard to create this beautiful book out of our humble parts and for remaining so steadfastlycheerful and encouraging throughout: Executive Editor, Aurora Martínez Ramos; SeniorDevelopment Editor, Alicia Reilly; Senior Production Editor, Janet Domingo, for her proj-ect coordination; Sara Holliday for her assistance with the standards correlations, and toKathy Smith for her good eye and detailed oversight.

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