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Developing Competent Readers and Writers in the Primary Grades, 1/e
Martha Combs, University of Nevada, Reno
Published January, 1996 by Prentice Hall Career & Technology
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Reading Methods Supplementary Texts-Curriculum and Instruction
Reading in Early Childhood-Early Childhood Education
Literacy in Early Childhood-Early Childhood Education
Rather than bombarding novice teachers with many different, disjointed
theories and strategies, Combs develops a deeper, more confident understanding
of a specific range of methods to increase the likelihood that
readers will effectively put the principles into practice.
makes clear, immediate connections between concepts and
their application.
integrates frequent developed lessons and examples.
no other K-3 or K-6/8 text develops instructional
approaches in reading and writing—especially emergent and literature-based
approaches—to the depth that this text does.
features Your Turn, My Turn and Take a Moment
and Reflect activities, providing student response journals and
additional explicit examples of teacher thinking and decision making.
provides in-depth coverage of literature-based teaching
with whole groups, small groups and individuals, with frequent applications
and connections between program components.
covers developmental word study—including phonics and
structural analysis—to provide holistic teachers with valuable
background knowledge.
uses examples from children's literature to support theory
throughout the text and reviews the use of literature from a reading/writing
perspective.
gives attention to Basal instruction with emphasis on decision
making.
guides readers through an instructional framework composed
of...
I. FOUNDATIONS OF A PRIMARY READING AND WRITING PROGRAM.
1. Developing Competent Readers and Writers: An Introduction.
Meaningful Learning Environment. The Teacher's Role in Instruction.
Monitoring Children's Growth as Readers and Writers. Respecting Diversity in
Your Classroom.
2. Thinking About and Learning to Read: Making Meaning with Print.
Extensive Experiences with Written Language. Intensive Experiences
with Written Language. Learning to Think Like a Reader. Ways of Making Meaning
with Text. Making Meaning and Text Difficulty. Learning About Written Language:
Stages of Development. Monitoring Children's Growth as Meaning Makers.
Respecting Diversity in Meaning Making.
3. Thinking About and Learning to Write: Making Meaningful Print.
Thinking and Writing. Views of Writing. Emerging Writers.
Informal Writing Experiences. Process Approach to Writing—A Journey
in Thinking. Integrating Writing Into Other Parts of the School Day.
Helping Children Develop Legible Handwriting. Monitoring Children's Growth as
Writers. Respecting Diversity in Writing Development.
4. Thinking About and Learning Words: Meaningful Patterns in Print.
Learning Words. Basic Components of Word Knowledge. Sight Vocabulary.
Using Context. Phonics Patterns. Structural Patterns. Developmental Stages of
Word Knowledge. Prephonemic Stage. Phonemic Stage. Letter-Name Stage. Within-
Word Pattern Stage. Syllable Juncture Stage. Derivational Constancy Stage.
Monitoring Children's Growth in Word Knowledge. Respecting Diversity in Stages
of Development.
5. Preparing to Teach with Children's Literature.
The Value of Authentic Literature. Forms of Children's Literature.
Genre of Children's Literature. Narrative Writing: Becoming Aware
of Literary Elements. Information Writing: Becoming Aware of Text
Structures. Text Structures in Children's Literature. Respecting Diversity
Through Children's Literature.
II. THEORY TO PRACTICE: TEACHING READING AND WRITING IN
THE PRIMARY CLASSROOMS.
6. Read-Aloud and Independent Reading: An Absolute Must!
Inviting Children Into Books. Tips for Good Read-Alouds.
Guiding Children Through Books. Respecting Diversity Through Read-Alouds.
Promoting Independent Reading. Independent Reading. Providing an Environment
for Independent Reading. Monitoring Children's Growth in Reading. Respecting
Diversity Through Read-Aloud and Independent Reading.
7. Writer's Workshop and Beyond: Putting the Writing Process to
Work.
Writer's Workshop in First Grade. What is Writer's Workshop?
Components of Writer's Workshop. Trying On Different Types of Writing.
Monitoring Children's Growth as Writer's. Respecting Diversity in Children's
Writing.
8. Language Experience Approach: Using Children's Language
for Reading and Writing.
What is the Language Experience Approach? Steps in Language
Experience Approach. Organizing for LEA Instruction. Using LEA to Supplement
the Language Arts Program. Monitoring Children's Growth in LEA. Respecting
Diversity with LEA.
9. Literature-Based Reading: An Overview of Possibilities.
Preparing to Teach with Literature. Organizing for Instruction.
Mediated Reading Experiences. Extending Understanding of Literature.
Developing Word Knowledge Through Literature. Monitoring Children's
Growth in Literature-Based Reading. Daily Possibilities for Literature-Based
Reading.
10. Shared Reading: Literature-Based Reading for Emerging Readers.
What is Shared Reading? Types of Shared Reading. Selecting Text for
Shared Reading. Planning for Shared Reading. Integrating Shared Reading
with Other Approaches. Respecting Diversity Through Shared Reading.
11. Whole Class, Literature Circles, Readers' Workshop: Literature-
Based Reading for Developing and Transitional Readers.
Whole-Class Literature Study. Literature Circles: Small-Group
Literature Study. Literature Study. Reader's Workshop. Respecting Diversity in
Literature-Based Instruction.
12. Developmental Word Study: Word Recognition and Spelling
Development.
What is Word Study? Developing a Weekly Plan for Word Study.
Word Study in the Phonemic Stage. Word Study in the Letter-Name Stage.
Word Study in the Within-Word Pattern Stage. Word Study in the Syllable
Juncture Stage. Monitoring Children's Growth in Word Knowledge. Respecting
Diversity in Word Study.
13. Working With a Basal Reading Series.
What is a Basal Reading Series? Overview of a Basal Series. Planning
a Basal Lesson. Adopting a Literature Perspective. Organizing Basal Reading
Instruction. Monitoring Children's Growth in Basal Readers. Respective
Diversity in Basal Instruction.
14. Teaching with Units: Integrating Learning Experiences.
Using Units of Study. Whole-Class Literature Units. Flexible
Literature Units. Mini-Units to Supplement Content. Thematic Units: Balancing
Literature and Content.
Appendices.
Index.
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