Teaching Reading in the 21st Century: International Edition

Informed by the latest research on topics ranging from phonemic awareness and phonics to teaching comprehension strategies, motivation, and assessment, this text provides the knowledge base, skills, and research-based strategies that you need to guide K-8 students successfully toward literacy for the 21st century—using reading and writing for thinking, problem solving, and communicating. Principal themes include balancing phonemic skills with more holistic approaches; fostering the love of reading; and successfully teaching all students to become able and eager readers.   Motivating Struggling Readers features provide real-life examples of research-based strategies in action that help make reading exciting for all learners. Motivating Children with Technology features provide access to technological resources related to chapter concepts and explain why a technology-based approach can sometimes be more motivating for students than a traditional approach. Differentiating Instruction for English Language Learners features provide guidance on how to successfully teach English language learners in a classroom of native speakers.

Table of Contents:
CONTENTS   Preface xxvii Acknowledgments xxxiii About the Authors xxxv CHAPTER 1   READING AND LEARNING TO READ The Reading Process 2 The Cognitive-Constructivist View of Reading 2 In the Classroom 1.1       Using Background Knowledge 3 The Cognitive Orientation 3 Schema 4 Constructivism 5 Reader-Response Theory 6 Sociocultural Theory 7       Reflect and Apply 8 Concepts That Elaborate and Complement the Cognitive-Constructivist View 8 The Interactive Model of Reading 8 Automaticity 9 Fluency 10 Metacognition 11 The Reading Corner        Books to Help Build Automaticity and Fluency in Young Readers 12       Reflect and Apply 13 The Reading Proficiency of U.S. Students 13 A Response to Current Criticisms 14 Literacy for Today’s and Tomorrow’s World 16 In the Classroom 1.2       Developing Present-Day Literacy in the Sixth Grade 17       Reflect and Apply 18 A Literacy Curriculum for Today’s and Tomorrow’s World 18 Phonemic Awareness and Other Aspects of Emergent Literacy 19 Phonics and Other Word-Recognition Skills 20 Fluency and Matching Students with Appropriate Texts 20 Vocabulary Learning and Instruction 20 Scaffolding Students’ Comprehension of Text and Higher-Order Thinking 21 Teaching Comprehension Strategies 21 Encouraging Independent Reading and Reader Response 21 Fostering Higher-Order Thinking and Deep Understanding 22 Building Connections 23       Reflect and Apply 23 An Overview of This Book 23 Chapter-by-Chapter Overview 24 The Components and Organization of the Chapters 24 Strengths and Challenges of Diversity 25 Concluding Remarks 26 Extending Learning 26 Children’s Literature 27 CHAPTER 2   READING INSTRUCTION Instructional Principles 30 Traditional Instructional Principles 30 The Reading Corner        Informational Books That Give Students Opportunities to Make Critical Responses 31 Focusing on Academically Relevant Tasks 32 Employing Active Teaching 32 Fostering Active Learning 33 In the Classroom 2.1       Actively Engaging Students in Reading and Responding to a Text 33 Distinguishing Between Instruction and Practice 33 Providing Sufficient and Timely Feedback 34 Teaching for Transfer 34       Reflect and Apply 35 Constructivist and Sociocultural Perspectives on Instruction 35 Scaffolding 36 The Zone of Proximal Development 36 The Gradual Release of Responsibility Model 37 Cognitive Modeling 39 In the Classroom 2.2       Cognitive Modeling 39 Direct Explanation 40 Contextualizing, Reviewing, and Practicing What Is Learned 40 Teaching for Understanding 41 Cooperative Learning 41       Reflect and Apply 42 A Brief History of Reading Instruction in the United States 42 The Colonial Period and the 19th Century 43 The Heyday of Basal Readers 44 The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches 45 Massive Federal Intervention in Reading 47 Reading Instruction at Its Best 48       Reflect and Apply 49 Strengths and Challenges of Diversity 49 Concluding Remarks 51 Extending Learning 52 Children’s Literature 53 CHAPTER 3   MOTIVATION AND ENGAGEMENT Making Motivation a Top Priority 56 The Critical Importance of Success 56 Creating a Literate Environment 58 Modeling 58 Time 58 The Classroom 60 Materials 60 In the Classroom 3.1       Assessing Students’ Reading Attitudes and Interests 62 Choice 63 The Reading Corner        Books About Food and Families in Many Cultures 65 In the Classroom 3.2       Poetry Browsing to Create Interest 66 Classroom Climate 67       Reflect and Apply 67 The Importance of Positive Attributions 67 Attribution Theory 68 Learned Helplessness 68 The Importance of Appropriate Challenges 69 In the Classroom 3.3       Providing Both Challenges and Supports 69 Concrete Approaches to Motivating Students 71 Ensuring Student Success 71 In the Classroom 3.4       Creating a Book Review File 72 Promoting Academic Values and Goals 72 Fostering Higher-Order Thinking and Deep Understanding 73 Ensuring Active Participation, Using Cooperative Activities, and Including Variety 74 Making Connections to Students’ Cultures and Lives Outside of School 75 Praising Students, Rewarding Them, and Helping Them Set Goals 76 Factors That Undermine Motivation 76       Reflect and Apply 77 Nancy Masters, a Superstar at Motivating Students 78 Grouping Students for Instruction 79 In the Classroom 3.5       Primary-Grade Cooperative Learning to Solve Story Problems 82       Reflect and Apply 83 Strengths and Challenges of Diversity 83 Concluding Remarks 84 Extending Learning 86 Children’s Literature 87   CHAPTER 4   CLASSROOM ASSESSMENT By Kathleen M. Wilson and Robert C. Calfee with contributions by Kathleen Clark  Our Perspective on Assessment 428 An Emphasis on Inquiry 428 Three Themes of Assessment 429 Balanced Assessment 430 Teacher-Based Strategies 431 Features of Contemporary Assessment Methods 431 In the Classroom 4.1       The Roots Project 431 The Roots Project and Assessment 432 Some Answers to Our Opening Questions 434 What Does the Teacher Need to Know, Week by Week, and Why? 434 What About Students? 434 What About Parents? 435 What About Other Teachers? 435 What About the Principal? 436 A Final Word on the Roots Project 436       Reflect and Apply 436 Assessment as Inquiry 436 Framing the Problem: What Is the Question? 437 Designing a Plan of Action 440 In the Classroom 4.2       Vocabulary Assessment in the Third Grade 440 Collecting Evidence 443 Observing 443 Discussing and Questioning 446 Interviewing 447 In the Classroom 4.3       The Funnel Approach 447 Student Work Samples: Performances and Portfolios 448 Scoring Rubrics 449 Models for Teacher-Made Tests 452 Analyzing and Summarizing the Data: The Teacher Logbook 454 Interpreting: Making Sense of the Results 457 In the Classroom 4.4       Interpreting Evidence in the Sixth Grade 457 In the Classroom 4.5       Collecting More Evidence 458 Reporting and Decision Making 459       Reflect and Apply 460 Test-Based Strategies 461 Basal Reader Tests 461 Standardized Tests 463 Preparing Students for Standardized Tests 466 In the Classroom 4.6       Using “Simon Says” to Practice Test Taking 468 nReflect and Apply 471 Concluding Remarks 471 Extending Learning 472 Children’s Literature 473 CHAPTER 5   DIFFERENTIATING INSTRUCTION AND INTERVENTION INDIVIDUAL DIFFERENCES IN LEARNING TO READ Learning Disabilities Environmental Causes The Matthew Effect Differentiating Instruction in the General Education Classroom Response to Intervention In the Classroom 5.1       Differentiating Word Study Instruction Differentiating Time, Tasks, and Texts Planning Small-Group Instruction 434 In the Classroom 5.2       Differentiating Comprehension Instruction In the Classroom 5.3       Planning for Differentiated Small-Group Instruction In the Classroom 5.4       A Differentiated Historical Fiction Unit   What Does the Teacher Need to Know, Week by Week, and Why? 434 What About Students? 434 What About Parents? 435 What About Other Teachers? 435 What About the Principal? 436 INTERVENTION FOR STRUGGLING READERS 436       Reflect and Apply 436 Assessment as Inquiry 436 Framing the Problem: What Is the Question? 437 Designing a Plan of Action 440 In the Classroom 4.2       Vocabulary Assessment in the Third Grade 440 Collecting Evidence 443 Observing 443 Discussing and Questioning 446 Interviewing 447 In the Classroom 4.3       The Funnel Approach 447 Student Work Samples: Performances and Portfolios 448 Scoring Rubrics 449 Models for Teacher-Made Tests 452 Analyzing and Summarizing the Data: The Teacher Logbook 454 Interpreting: Making Sense of the Results 457 In the Classroom 4.4       Interpreting Evidence in the Sixth Grade 457 In the Classroom 4.5       Collecting More Evidence 458 Reporting and Decision Making 459       Reflect and Apply 460 Test-Based Strategies 461 Basal Reader Tests 461 Standardized Tests 463 Preparing Students for Standardized Tests 466 In the Classroom 4.6       Using “Simon Says” to Practice Test Taking 468 nReflect and Apply 471 Concluding Remarks 471 Extending Learning 472 Children’s Literature 473     CHAPTER 6   EMERGENT LITERACY Emerging Knowledge About Text Structures 90 In the Classroom 6.1       Using Wordless Picture Books in a Kindergarten Classroom 91 Emerging Knowledge About Word Structures 92 In the Classroom 6.2       Kindergartners and the PWords 93 Phonemic Awareness and Alphabet Recognition 94 What Is Phonemic Awareness? 95 In the Classroom 6.3       Phonemic Awareness (Segmenting and Blending Sounds) 96 Why Do Phonemic Awareness and Alphabet Recognition So Strongly Predict Success in Reading? 96       Reflect and Apply 97 Learning to Identify Words 97 Some Early Understandings About Print 98 In the Classroom 6.4       Using Letter Puppets to Help Children Understand the Connection Between Phonemes and Letters 99 Connecting Letters and Phonemes 100 Linking Letters and Phonemes: The Alphabetic Principle 100       Reflect and Apply 102 Instruction That Facilitates Children’s Growing Literacy 102 Creating a Literate Environment 102 Reading Opportunities 103 The Morning Meeting 103 Free “Reading” 104 Selecting Books for Specific Purposes 104 In the Classroom 6.5       Developing Phonemic Awareness 105 Writing Opportunities 106 The Reading Corner        Big Books 107 Journals 107 Language-Experience Activities 108 Shared Reading and Writing Experience 108 In the Classroom 6.6       Reading and Writing Rhymes 109 Making Books 109 Mailboxes 110 Play Centers 110 Listening and Speaking Opportunities 110 Reading Aloud 111 Choral Reading 111 Tape Recordings 111 Sing-Alongs 111 A Kindergarten Scenario - 112 By Jonnie Wolskee       Reflect and Apply 117 Strengths and Challenges of Diversity 117 Concluding Remarks 118 Extending Learning 119 Children’s Literature 121   CHAPTER 7   WORD RECOGNITION with contributions by Kathleen Clark The Importance of Recognizing Printed Words 124 Why Listening Is Easier Than Reading 125 Shared Background Knowledge 125 Immediate Feedback 125 Visual Cues from the Speaker 125 More Common Words 125 Contextualized Meaning 125 No Translation Needed 126 Skilled Readers Automatically Recognize Words 126 The Structure of Spoken and Printed Words 127 The Makeup of Spoken and Written English 127 Phonemes: Vowels and Consonants 128 Syllables, Onsets, and Rimes 129 Word Families and Phonograms 130 Morphemes 130 Affixes: Prefixes and Suffixes 130 The Alphabetic Principle 132 The Structure of Printed Words: The Good News 133       Reflect and Apply 134 Our Position on Phonics Instruction and Related Matters 134 Word-Study Instruction 135 Five General Principles of Word-Study Instruction 135 Teaching Children to Recognize Words 137 Getting Started: Sight Words and Word Banks 138 Language Experience 140 Read, Read, Read 140 Teaching Children About Letter-Sound Correspondences 141 Phase 1: Learning the Alphabet, Beginning Word Study, and Initial Blending Instruction 142 The Reading Corner        Alphabet Books 142 In the Classroom 7.1       Alphabet Activities 143 In the Classroom 7.2       Work with Onsets (Initial Consonants) 145 In the Classroom 7.3       Working with the Rime atand Some Individual Phonemes 147 In the Classroom 7.4       Steps in Blending 148 Phase 2: Short Vowels, Final Consonants, Consonant Blends, Consonant Digraphs, and Formal Blending Instruction 149 In the Classroom 7.5       Making New Words 150 In the Classroom 7.6       Word-Study Instruction on Consonant Blends 151 In the Classroom 5.7       What First-Graders Should Know 152 Phase 3: Short Vowels, Long-Vowel Patterns, Multisyllabic Words, and Prefixes and Suffixes 153 In the Classroom 7.8       Short-Vowel Work in the First Grade 154 In the Classroom 7.9       Contrasting Short- and Long-Vowel Patterns 155 In the Classroom 7.10     Multisyllabic Words 157 In the Classroom 7.11     Teaching Prefixes and Suffixes 158       Reflect and Apply 158 About Reading a Lot 159 Strengths and Challenges of Diversity 161 Concluding Remarks 162 Extending Learning 162 Children’s Literature 163 CLASSROOM PORTRAIT   A DAY IN THE LIFE OF JENNA LEBLANC AND HER FIRST-GRADE STUDENTS CHAPTER 8   FLUENCY Fluency and Its Importance 172       Reflect and Apply 174 Approaches to Building Fluency 174 Some Generalizations About Fluency Instruction 174 The Original Method of Repeated Reading 175 In the Classroom 8.1       The Original Method of Repeated Reading 176 Simultaneous Repeated Reading 178 Echo Reading 179 Tape-Assisted Repeated Reading 179 In the Classroom 8.2       Tape-Assisted Repeated Reading 180 Partner Reading 180 In the Classroom 8.3       Partner Reading 181 Choral Reading 181 Readers Theater 182 In the Classroom 8.4       Schedule for a Week of Readers Theater 182 Radio Reading 182 In the Classroom 8.5       Plan for a Radio-Reading Session 183 Fluency-Oriented Oral Reading 184 In the Classroom 8.6       Fluency-Oriented Oral Reading 184 Commercial Fluency Programs 185 Read Naturally Masters Edition 185 Renaissance Learning’s Fluent Reader 186 Wide Reading in Appropriate Texts 186       Reflect and Apply 187 Assessing Readers’ Fluency 187 In the Classroom 8.7       Procedures for Measuring Rate and Accuracy 188 The Reading Corner        Books to Build Fluency in Developing Readers 191 Choosing Among the Approaches to Fluency 192 Matching Students and Texts 192 Assessing Students’ Reading Proficiency and Motivation 193 In the Classroom 8.8       Constructing an Informal Reading Inventory 193 Assessing Text Difficulty and Accessibility 195 In the Classroom 8.9       Using the Fry Readability Formula 196 Your Personal and Professional Knowledge 198       Reflect and Apply 199 Strengths and Challenges of Diversity 200 Concluding Remarks 201 Extending Learning 202 Children’s Literature 203 CHAPTER 9   VOCABULARY DEVELOPMENT The Vocabulary-Learning Task 206 Frequent, Extensive, and Varied Language Experiences 207 In the Classroom 9.1       Interactive Oral Reading as Described by Biemiller 209       Reflect and Apply 210 Teaching Individual Words 210 Word-Learning Tasks 210 Learning a Basic Vocabulary 210 Learning to Read Known Words 210 Learning New Words That Represent Known Concepts 211 Learning New Words That Represent New Concepts 211 Clarifying and Enriching the Meanings of Known Words 212 Identifying Vocabulary to Teach 212 Methods of Teaching Individual Words 213 Learning a Basic Vocabulary 213 Learning to Read Known Words 215 Learning New Words That Represent Known Concepts 215 In the Classroom 9.2       Two Ways to Introduce New Words Representing Known Concepts 216 Learning New Words That Represent New Concepts 217 In the Classroom 9.3       Introducing New Words That Represent New Concepts 217 Clarifying and Enriching the Meanings of Known Words 217 In the Classroom 9.4       Semantic Mapping and Semantic Feature Analysis 218       Reflect and Apply 220 Teaching Word-Learning Strategies 220 Using Context Clues 220 In the Classroom 9.5       Balanced Strategies Instruction 221 In the Classroom 9.6       Teaching Context Clues 222 Using Word Parts 222 In the Classroom 9.7       Teaching Prefixes 224 Using the Dictionary 224       Reflect and Apply 226 Fostering Word Consciousness 226 The Reading Corner        Books About Words and Word Games 227 Modeling and Encouraging Adept Diction 227 Providing Intensive and Expressive Instruction 229       Reflect and Apply 230 Strengths and Challenges of Diversity 230 Concluding Remarks 232 Extending Learning 232 Children’s Literature 233 CHAPTER 10   SCAFFOLDING STUDENTS’ COMPREHENSION OF TEXT Instructional Frameworks and Procedures 236 The Roles of Purpose, Selection, and Reader in Planning a Successful Reading Experience 236 Purpose 237 The Function of Purposes 237 Matching Reading Purposes with the Text and the Reader 237 Selection 238 Types of Selections 238 Reader 240       Reflect and Apply 240 Five Frameworks for Scaffolding Students’ Reading 241 Directed Reading Activity 241 Directed Reading-Thinking Activity 242 In the Classroom 10.1     Phase I of the DR-TA 243 Scaffolded Reading Experience 243 Prereading Activities 244 In the Classroom 10.2     Prereading Activity Relating the Reading to Students’ Lives 246       Reflect and Apply 247 During-Reading Activities 247       Reflect and Apply 249 Postreading Activities 249 In the Classroom 10.3     Sample Postreading Questions for Various Types of Thinking 250 In the Classroom 10.4     Students’ Postreading Dramatizations 252 The Reading Corner        Books That Invite Musical Connections 253       Reflect and Apply 255 Comprehensive SREs 256 Guided Reading 256 Four Blocks 257 Individual Procedures for Fostering Comprehension of Text 258 Procedures for Narratives 259 Story Grammars 259 Story Maps 260 Procedures for Expository Texts 261 K-W-L 261 In the Classroom 10.5     Using K-W-L 262 Reading Guides 263 Procedures Appropriate for All Types of Text 264 Discussion Web 264 Semantic Webbing and Weaving 264       Reflect and Apply 266 Strengths and Challenges of Diversity 266 Concluding Remarks 268 Extending Learning 268 Children’s Literature 269 CHAPTER 11   TEACHING COMPREHENSION STRATEGIES What Are Comprehension Strategies? 272 Characteristics of Comprehension Strategies 273 Strategies Are Conscious Efforts 273 Strategies Are Flexible 273 Strategies Should Be Applied Only When Appropriate 273 Strategies Are Widely Applicable 273 Strategies Can Be Overt or Covert 274       Reflect and Apply 274 Key Comprehension Strategies 274 Establishing a Purpose for Reading 275 Using Prior Knowledge 275 Asking and Answering Questions 275 Making Inferences 276 Determining What Is Important 276 Summarizing 277 Dealing with Graphic Information 278 Imaging and Creating Graphic Representations 278 In the Classroom 11.1     Practicing Imaging with First-Graders 278 Being Metacognitive 279 In the Classroom 11.2     Fostering Metacognition 280       Reflect and Apply 281 The Reading Corner        Books That Illustrate Strategic Behavior 282 A Powerful Approach to Teaching Strategies 282 The First Day’s Instruction on Determining What Is Important 284 Motivation and Interest Building 284 Teacher Explanation 284 Teacher Modeling 285 Large-Group Student Participation and Teacher Mediation 285 The Second Day’s Instruction on Determining What Is Important 287 More Large-Group Student Participation and Teacher Mediation 287 Cooperative Group Work 287 Sharing Group Work and Teacher Response and Mediation 287 Overview of a Unit 288 The Constructive Nature of Good Strategy Instruction 288 Transfer, Review, and Integration Activities 288       Reflect and Apply 290 Strengths and Challenges of Diversity 291 Concluding Remarks 291 Extending Learning 292 Children’s Literature 293 CHAPTER 12   ENCOURAGING INDEPENDENT READING AND READER RESPONSE Independent Reading 296 Providing Time to Read 296 Providing a Rich Array of Reading Material, the Incentive to Read, and a Place to Read 297 In the Classroom 12.1     Guidelines for Choosing Books for Your Classroom Library 297 Assisting Students in Selecting Material 298 In the Classroom 12.2     Guidelines for Helping Students Select Reading Material 298 Establishing and Maintaining an Independent Reading Program 298 Encouraging Out-of-School Reading 299 Responding to Literature 300 Reader Response 300 In the Classroom 12.3     Students’ Artistic Responses After Reading About Animals 301 Literature Circles 302 In the Classroom 12.4     Establishing Literature Circles in a Fourth-Grade Classroom 302 Three Frameworks That Promote Literature and Reader Response 303 Book Club and Book Club Plus 304 Reading Workshop 306 In the Classroom 12.5     A Glimpse into a Reading Workshop in Action 308 Reflect and Apply 309 Strengths and Challenges of Diversity 309 In the Classroom 12.6     Encouraging Reluctant Readers 310 Concluding Remarks 311 Extending Learning 311 Children’s Literature 312 CLASSROOM PORTRAIT  AD DAY IN THE LIFE OF DOLORES PUENTE AND HER THIRD-AND FOURTH-GRADE STUDENTS CHAPTER 13   WRITING AND READING The Reading-Writing Connection 358 A Positive Reading-Writing Environment 358 The Intellectual Climate 359 The Physical Environment 360 In the Classroom 13.1     Guidelines for Creating a Positive Writing Environment 360 The Process Approach to Writing 361 Informal Writing 364 nReflect and Apply 365 Some Writing Forms and Purposes 365 Writing to Learn and to Understand 366 Note Taking 366 In the Classroom 13.2     Sample Lesson on Note Taking 367 Brainstorming and Quickwriting 367 Semantic Mapping, the Venn Diagram, and K-W-L 368 Journals 370 In the Classroom 13.3     Introducing the Response Journal to Primary-Grade Students 372 In the Classroom 13.4     Guidelines for Journal Writing 375       Reflect and Apply 375 Writing to Communicate 375 Letters 376 In the Classroom 13.5     Writing Letters to or from People Students Read About 376 Biographies and Autobiographies 377 Reports 378 The Reading Corner        Books by Exemplary Nonfiction Children’s Book Authors 379 Imaginative Writing 380 In the Classroom 13.6     Writing Imaginative Mathematics Scenarios and Questions 380 Fiction 382 Poetry 382 In the Classroom 13.7     Writing Poems Around a Theme 383       Reflect and Apply 383 The Writing Workshop 383 Responding to Students’ Writing 385 Publishing and Celebrating Writing 387       Reflect and Apply 388 Strengths and Challenges of Diversity 388 In the Classroom 12.8     Activities to Challenge Skillful Writers 389 Concluding Remarks 390 Extending Learning 390 Children’s Literature 391 CHAPTER 14  READING INSTRUCTION FOR ENGLISH-LANGUAGE LEARNERS Learning to Read English as a Second Language in the UnIted States 396 Fostering Reading Achievement in English-Language Learners 396 In the Classroom 14.1     Traditional Instructional Principles 396 In the Classroom 14.2     Instructional Principles Motivated by Constructivist and Sociocultural Theories 397 The U.S. Landscape 397 Some Challenges of Learning to Read in a Second Language 399 Challenges Faced by English-Language Learners 399 Challenges Faced by Teachers 401 What Light Does Research Shed on These Challenges? 402 The Importance of Language Knowledge 403 The Importance of Literacy in the First Language 404 Cross-Language Influences 405 Cross-Cultural Influences 405       Reflect and Apply 406 Instructional Principles 406 Delpit’s Principles for Working with Poor Urban Children 406 Demand Critical Thinking 407 Ensure Access to the Basic Skills, Conventions, and Strategies Essential to Success in U.S. Education 407 Empower Students to Challenge Racist Views of Their Competence and Worthiness 408 In the Classroom 14.3     Using the Shared Reading Experience in a Sixth-Grade ESL Class 408 Recognize and Build on Strengths 409 Use Familiar Metaphors and Experiences from the Children’s World 409 Create a Sense of Family and Caring 409 Monitor and Assess Needs, and Then Address Them with a Wealth of Diverse Strategies 410 Honor and Respect Children’s Home Cultures 410       Reflect and Apply 411 Kamil and Bernhardt’s Techniques for Working with English-Language Learners in Typical Classrooms 411 Take Advantage of the 20 Percent Rule 411 Give English-Language Learners and Yourself Plenty of Time 412 In the Classroom 14.4     Summarizing Part of a Selection 413 Use the Rosetta Stone Technique 414 Involve Parents, Siblings, and Other Speakers of the Children’s Languages 415 Use All the Available People Resources 416 In Assessing Students, Give Them the Freedom to Choose the Language in Which to Respond 417 The Reading Corner        Books Available in Bilingual Formats 418 Use Informational Texts as a Significant Part of Instruction 419 Use Alternative Assessment Strategies 420 Additional Suggestions for Working with English-Language Learners 420 In the Classroom 14.5     Gersten and Baker’s Suggestions for Working with English-Language Learners 420 In the Classroom 14.6     Jiménez’s Recommendations for Working with Latino and Latina Students 421 In the Classroom 14.7     Short and Echevarria’s SIOP Model 422 In the Classroom 14.8     AERA’s Recommendations 422       Reflect and Apply 423 Concluding Remarks 423 Extending Learning 424 Children’s Literature 425 CLASSROOM PORTRAIT   A DAY IN THE LIFE OF DAVID CARBERRY AND HIS FIFTH — AND SIXTH-GRADE STUDENTS References 485 Photo Credits 503 Name Index 505 Subject Index 515