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Creating Literacy Instruction for All Students, 6/E
Thomas G. Gunning, Adjunct Professor, Central Connecticut State University; Professor Emeritus, Southern Connecticut State University

ISBN-10: 0205523668
ISBN-13: 9780205523665

Publisher: Allyn & Bacon
Copyright: 2008
Format: Cloth; 656 pp
Published: 03/05/2007

Suggested retail price: $125.80
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With its inclusive view of literacy, Creating Literacy Instruction for All Students 6e emphasizes methods that have been validated by research and practice, while delivering the basics of all major aspects of reading and writing.

 

The Sixth Edition of Creating Literacy Instruction for All Students continues to be one of the most comprehensive, practical texts on the market, and includes a new focus on higher-level literacy practices. Written by distinguished author Tom Gunning, Creating Literacy Instruction for All Students provides readers with step-by-step guidance for teaching reading and writing, including sample lessons for virtually every major literacy skill/strategy. Reflecting the author’s ongoing extensive hands-on work with schools coping with the demands of No Child Left Behind, the Sixth edition includes teaching tips and materials that are more practical, more realistic, more effective, and more extensive than ever.

 

With its careful balance between the theory and the practice, the book always gives readers the theories behind the methods, encouraging them to choose, adapt, and construct their own approaches as they create a balanced program of literacy instruction. While maintaining an emphasis on adapting instruction for English language learners, struggling readers and writers, and special needs students, Creating Literacy Instruction for All Students, Sixth Edition, looks at developing higher-level literacy requirements for reading and writing, including those stemming from No Child Left Behind regulations and high-stakes tests. The new edition stresses effective steps for closing the gap between the reading, writing, discussion, and thinking skills as mandated by No Child Left Behind and Reading First.

  • Phonemic Awareness coverage in Chs. 2, 3, 4, and in Appendix B provides such a thorough grounding in phonics and other word recognition strategies that students will be able to assess and teach these areas without relying on published programs.
  • Emphasis on Struggling Readers and Writers throughout all chapters prepares students to promote success with learners of all abilities. This includes a particular focus on ESL methods and the relationship between first- and second-language literacy.
  • Technology as a tool is emphasized throughout the book; for example Chapter 8, “Reading in the Content Areas,” offers students step-by-step suggestions for finding and organizing internet information; Chapter 13, “Constructing and Managing the Literacy Program,” is devoted to the use of Internet and other technologies.
  • Unique Leveling Books System is a program that enables students to understand what makes a book difficult to read, and to be able to pick the best books for readers of various levels (Ch 2).
  • Strongest Pedagogical Program of any comparable text. Within-chapter features include step-by-step lessons, Anticipation Guides, Using What You Know, Student Strategies, Exemplary Teaching, Reinforcement Activities, and Student’s Reading Lists. Solid End-of-Chapter Pedagogy provides activities to extend understanding and promote practical use of chapter information, as well as guidance in developing a Professional Portfolio and a personal Resource File.
  • A broad range of boxed features provide information on the latest changes in literacy education and real-life classroom examples that prepare prospective teachers for the demands of today’s literacy classroom and help them meet the needs of all students effectively. These include understanding positions of the International Reading Association, strategies for closing the gap between struggling and achieving readers and writers, and learning to adapt instruction based on results of all forms of assessment.
  • Marginal Annotations provide interesting, practical, handy advice and guidance that extends the general topical discussions.  Margin topics include Building Higher-Level Literacy (new), Adapting Instruction for Struggling Readers and Writers, Adapting Instruction for English Language Learners, Fostering Engagement, Using Technology, Involving Parents, FYI, and many more.
  • Appendices readers will refer to again and again.
    • Appendix A “Graded Listing of 1000+ Children's Books,” lists fiction and informational books by level of difficulty for each grade level. Students will have ready access to the readability levels of the most popular books in grades K-8.
    • Appendix B “Informal Assessment of Key Skills and Strategies,” provides students with access to a full range of informal tests for assessing phonological awareness, letter knowledge, and word analysis.

  • Building Higher-Level Literacy serves as an overriding theme of the Sixth Edition, with at least one segment in each chapter devoted to specific suggestions for building higher-level literacy, as well as marginal notes entitled Building Higher-Level Literacy added throughout.
  • Higher-Level Discussions. To foster higher-level literacy and enriched classrooms, readers are provided with steps for implementing higher-level discussions and specific prompts that can be used to foster higher-level, accountable talk. (Chapters 7 & 10).
  • Systematic Use of Graphic Organizers offers a more organized approach to using specific graphic organizers to foster specific thinking skills that foster higher-level thinking. (Chapter 8)
  • Assessing for Learning has been amplified throughout the text, including additional specific suggestions for using data to plan instruction and suggestions for continuous progress monitoring.  Readers will be better able to use assessment to improve instruction and monitor progress.  (Chapter 2 and throughout text)
  • The Phonics Progress Monitoring System includes a phonics assessment aligned with today’s major programs, a leveling system designed to grade books according to the phonics skills needed to read them, and a monitoring chart designed to track students’ grasp of basic phonics skills. Readers will be able to use the system to determine which phonics skills students have mastered and to track students’ progress. (Chapter 4 & Appendix A)
  • Suggestions for Improving Performance on High-Stakes Tests encourage readers to use rubrics and teach specific skills that enable students to respond more effectively to constructed response items on higher-level tests. The suggestions are based on a study of difficulties students have when composing constructed responses and on the types of questions most frequently asked on high-stakes tests. (Chapter 7)
  • Adapting Instruction to Stages of English Acquisition. Recommendations for adapting instruction to English language learners’ stage of English acquisition enable readers to plan instruction based on the possible difficulties experienced by English language learners and their individual needs.  (Chapter 12)
  • New coverage of Professional Development.  Readers learn how to form or more effectively participate in study groups and grade level meetings, as well as to make use of resources offered by literacy coaches. (Chapter 13)
  • More Effective Voluntary Reading Program offer step-by-step procedures that foster a greater interest in reading as well as improved understanding and discussion skills. (Chapter 9)
  • Improved Lessons. The sample phonics lesson and the suggestions for teaching clusters (blends) have been revised based on classroom experience, enabling readers to teach phonics lessons that are more effective. (Chapter 4)
  • Addition of Effective, Techniques and Activities including double-entry journals, quickwrites, think-pair-share, macro-cloze, It Says-I Say-And So, and story impressions — provide the reader access to a greater variety of proven techniques.  (Chapters 5, 6, 9, 11)
  • Examples of Classroom Practices.  Accounts of classroom practices, including the author’s own recent experiences in the classroom, as well as examples of exemplary teaching provides readers with a concrete understanding of effective classroom instruction.

1          The Nature of Literacy and Today’s Students

2          Evaluation

3          Fostering Emergent/Early Literacy

4          Teaching Phonics, High-Frequency Words, and Syllabic Analysis

5          Building Vocabulary

6          Comprehension: Theory and Strategies

7          Comprehension: Text Structures and Teaching Procedures

8          Reading and Writing in the Content Areas and Study Skills

9          Reading Literature

10        Approaches to Teaching Reading

11        Writing and Reading

12        Diversity in the Literacy Classroom: Adapting Instruction for English Language and At-Risk Learners

13        Creating and Managing a Literacy Program

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