The authors' aim is to show where oral reading fits in the reading program and share twenty-five of the best strategies for helping children learn to read aloud.

Have you ever asked your students "Are you listening?" and felt uneasy that their response didn't distinguish listening from hearing? We expect children to spend fifty percent or more of their school day engaged in listening-comprehension activities, yet despite today's emphasis on skills-building in the language arts, most literacy curricula ignore the teaching of this crucial skill. Thanks to Listen Hear , that's about to change. Michael Opitz and Matthew Zbaracki recognize that teachers have their hands full with reading and writing standards; that's why they've designed Listen Hear as a handy, friendly resource full of fresh teaching strategies that help you fold multidimensional listening comprehension instruction snugly into your existing reading and read-aloud lessons-without sacrificing room in your crowded curriculum. Listen Hear gives you everything you need to start teaching listening tomorrow: the research and rationale for teaching it reproducible forms charts that show you at a glance which skills each strategy enhances ists of contemporary children's literature to use in conjunction with the strategies and practical tips for assessment. Thanks to Opitz and Zbaracki, you'll be at the forefront as listening comprehension takes its place in the language arts curriculum, confident that when you ask a student "Are you listening?" the answer will be a definitive "Yes."

With Reaching Readers, they offer a second-generation model of guided readingone that urges teachers to expand their vision and presents alternative practices.

Presents 25 oral reading strategies including think aloud, reader's theater, directed listening and thinking, and shared reading, designed to support students with differing levels of English proficiency during regular reading instruction. In addition, a primer on effective ELL assessment is included which shows how each strategy can work within or across levels to help English learners make progress or consolidate gains. Elementary level.

Shows how to improve reading skills with customized reading groups. Avid and reluctant readers alike will respond to groups that are formed according to skills and special teaching strategies for grades 2-8.

The primary purpose of this book is to provide a resource of over 800 predictable trade books, along with suggestions for their use. In Part I you'll find some definitions of terms associated with predictable literature. You'll also find some specific reasons and suggestions for using and innovating on predictable books as well as ideas for ways to use this book.

How do you motivate a classroom of bored teenagers, self-absorbed tweens, or energetic younger students to learn? In this book, you'll explore what Michael F. Opitz and Michael P. Ford have discovered about planning lessons that engage students and enable them to truly enjoy learning. The authors outline key findings from research on motivation and engagement and offer real-life teaching examples from various grades. They show how to systematically propel students to enjoy using their minds every day—and to view themselves as confident learners ready to take on the challenges of the world. Engaging Minds in the Classroom is a must-read for any educator who understands that developing students' love of learning is the catalyst for achievement at every level. Michael F. Opitz is professor emeritus of reading education at the University of Northern Colorado and is a literacy consultant and coach and author of several publications and reading programs. Michael P. Ford is chair of the Department of Literacy and Language, University of Wisconsin Oshkosh. He is also an experienced Title I reading and 1st grade teacher. Ford is the author of several books and reading publications.

Rhymes & Reasons is a smart, up-to-date, all-in-one guide to phonological awareness-what it is, what it isn't, and the best practices for teaching it.

Addressing issues arising from increasing student diversity, this book brings together articles from "The Reading Teacher,""Journal of Reading," and "Language Arts" which offer teaching strategies, ways to capitalize on differences, and ways to use multicultural literature. Each section includes introductions by well-known literacy professionals and at the end is an annotated bibliography of over 100 multicultural children's books with a chart showing themes in each book. Part 1 (Awareness and Attitudes toward Literacy) includes 5 articles: "A Good Place To Begin: Examining Our Personal Perspectives" (Dawn Abt-Perkins and Mary Louise Gomez); "Johnny Can't Talk, Either: The Perpetuation of the Deficit Theory in Classrooms" (Rebecca G. Powell (Eller)); "Transforming Deficit Myths about Learning, Language, and Culture" (Barbara Flores, Patricia Tefft Cousin, and Esteban Diaz); "Cultural Attitudes toward Reading: Implications for Teachers of ESL/Bilingual Readers" (Mary Lee Field and Jo Ann Aebersold); and "Literacy Learning from a Multicultural Perspective" (Jim Anderson and Lee Gunderson). Part 2 (Principles of Instruction) includes 6 articles: "Acceptance and Caring Are at the Heart of Engaging Classroom Diversity" (Lindy L. Twiss); "Seven Strategies To Support a Culturally Responsive Pedagogy" (Francesina R. Jackson); "Discourse Diversity: Principles for Authentic Talk and Literacy Instruction" (John G. Barnitz); "Educating African American Learners At Risk: Finding a Better Way" (Dorothy S. Strickland); "Helping the Nonnative English Speaker with Reading" (Christine Sutton); and "Getting Meaning from Print: Four Navajo Students" (Diane M. DuBois). Part 3 (Enhancing Reading Comprehension) includes 9 articles: "Cross-Cultural Schemata and Reading Comprehension Instruction" (Billie V. Andersson and John G. Barnitz); "Using the Experience-Text-Relationship Method with Minority Children" (Kathryn Hu-Pei Au); "Negotiating Interpretations of Text: The Role of Student-Le.

This popular introduction to diagnosing and improving reading instruction is now revised and updated based on the latest assessments and research. It includes the most current and up-to-date research assessment, bibliographic references, internet activities and activities throughout the text. Increased coverage on hot topics such as phonological awareness, reading fluency, and English Language Learners, have been included to expose teachers to these critical terms. All chapters have been substantially revised and four new chapters have been added including assessing and teaching early literacy and using many different kinds of texts to help children overcome reading difficulties. Includes a complete Informal Reading Inventory, making the text even more comprehensive (Appendix A). Also includes early literacy assessment forms and language transfer issues that my impact reading performance (Appendix C). Uses case studies to help students gain insight into a diagnostic reading and improvement program. Weaves its discussions of such topics as authentic assessment, performance-based assessments, and portfolio assessment. Addresses requisite components of a diagnostic-reading and improvement program and how to weave them together. Places an emphasis on multicultural needs. Provides a wealth of practical, hands-on scenarios that put key concepts into action. Includes a running glossary that highlights key terms throughout the text.