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Word Identification Strategies
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Table of Contents

PrefaceChapter 1 Word Identification in Your Classroom Reading Program Key Ideas Key Vocabulary Why Do We Teach Phonics? Word Identification in a Balanced Classroom Reading Program Semantic, Syntactic and Graphophonic Cues How Children Read Familiar and Unfamiliar Words Metacognitive Awareness The Five Stages of Word Learning ReferencesChapter 2 Phonemic Awareness: Becoming Aware of the Sounds of Language Key Ideas Key Vocabulary What is Phonemic Awareness? What is Phonological Awareness? Phonemic Awareness and Phonics Phonemic Awareness Develops Sequentially Teaching Phonemic Awareness in Your Classroom Reading Program Rhyme Awareness Activities for Developing Phonemic Awareness Phonemic Awareness Tests Teaching Phonemic Awareness in Your Classroom Reading Program References Chapter 3 Early Word Identification Strategies: Using Logos, Pictures, Word Shape, and Partial Letter- Sound Associations to Read New Words Key Ideas Key Vocabulary Environmental Cues: The Strategy of Associating Meaning with the Print in Our Everyday Surroundings Picture Cues: The Strategy of Inferring Meaning from Illustrations Prealphabetic Word Learners and Precommunicative Spellers Partial Alphabetic Word Learners and Semiphonetic Spellers Best Practices for Teaching Partial Alphabetic Word Learners ReferencesChapter 4 Analogy-Based Phonics: The Strategy of Using Parts of Familiar Words to Read and Learn New Words Key Ideas Key Vocabulary Looking Inside Syllables Teaching Analogy-Based Phonics How Children Use the Onsets and Rimes in Known Words to Read New Words Self-Monitoring, Cross-Checking, and Self-Correcting for Meaning-Focused Word Identification Understanding Rimes, Phonograms, and Word Families Why Children use Onsets and Rimes to Read and Learn New Words Best Practices for Teaching Analogy-Based Phonics Activities for Teaching Analogy-Based Phonics Looking Beyond Analogy-Based Phonics ReferencesChapter 5 Letter-Sound Phonics: The Strategy of Using Letter-Sounds to Read and Learn New Words Key Ideas Key Vocabulary Phonics Letter-Sound Patterns Teaching Letter-Sound Phonics in Your Classroom How Children Use Letter-Sound Patterns to Read and Learn New Words Best Practices for Teaching Letter-Sound Phonics A Sequence for Teaching Letter-Sound Patterns Do Phonics Rules Belong in Your Classroom Reading Program? Alphabetic Word Learners and Phonetic Spellers Decodable Books and Your Classroom Reading Program Activities for Teaching Letter-Sound Based Phonics Moving Toward Using the Multiletter Chunks in Word Structure to Reading and Spelling Long Words ReferencesChapter 6 Structural Analysis: Using Chunking Strategy to Read and Learn Long Words Key Ideas Key Vocabulary The Multiletter Chunk Strategy Why Readers Chunk Letters Together Teaching Multiletter Chunks in Your Classroom Reading Program How Children Use the Multiletter Chunks in Word Structure Consolidated Word Learners and Transitional Spellers Prefixes, Suffixes, and Base Words Best Practices for Teaching Prefixes and Suffixes Greek and Latin Roots Compound Words Contractions Syllables Activities for Teaching the Multiletter Chunks in Word Structure Insight Into Word Meaning and Pronunciation ReferencesChapter 7 Teaching English Language Learners and Children At Risk Key Ideas English Language Learners Children At Risk ReferencesAppendix A Rimes for Word Reading and SpellingAppendix B Letter-Sound PatternsAppendix C Generalizations for Adding SuffixesAppendix D Greek and Latin RootsKey Vocabulary

Promotional Information

Acknowledging that phonics is a necessary tool for helping children become independent readers, this practical, up-to-date book ensures readers learn strategies supported by current research-helps teachers be prepared for today's standards-based educational system and the expectations of administrators, parents, and others. This book incorporates current best practices in phonemic awareness, word families, letter-sound patterns, and multi-letter groups into 96 practical, research-based activities. Coverage addresses the needs of children who have difficulty identifying words in context, as well as those whose first language is not English. By focusing on transferable teaching strategies rather than rote letter/sound learning, this book reshapes how teachers will introduce this critical component of reading to today's classrooms. This revision includes:

  • NEW! Seven best practices for teaching reading and sharing literacy with English Language learners include research-based guidance for effective teaching of English language learners.
  • NEW! In light of high-stakes testing and the demands on classroom time, this book now includes Spare Minute teaching ideas that call for little, if any, advance preparation and are suitable for brief periods of time.
  • NEW! The importance of phonemic awareness for phonics, spelling and reading fluency is explained in greater detail to help readers of this book develop insight into how phonemic awareness impacts learning to read.
  • NEW! Because developing reading fluency is now a more visible component of classroom reading programs, Chapter 1 includes an explanation of how phonics contributes to fluent reading.
  • NEW! An overview of an elementary school program for teaching letter-sounds and multi-letter chunks provides a conceptual framework for teachers to understand the logical sequence of teaching these skills in grades K-6. (Chapters 5 & 6)

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