ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.   Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.   Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.   Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.   --Here is a comprehensive view of all of the elements that are essential to developing effective literacy and providing the necessary gradual release of responsibility for reading and writing from teachers to students. Developing Literacy by Morrison and Wilcox gives teachers the “big picture” and helps them consistently implement what they know about reading and writing. It shows the connections with the Common Core State Standards and the IRA Standards, includes unique “Try This for Teaching” and “Try This for Professional Development” boxes to help apply the concepts, and features samples of teacher and student work to further illuminate the concepts.  

Table of Contents:
Inside Front and Back Covers    Matrix of Common Core and IRA Standards   Foreword   Preface    Purpose    Organization     Part I: Foundations of Literacy   Chapter 1. Understanding Literacy Contexts    Vignette       Historical Overview    Colonial Period    Early American History    Early 1900s    Late 1900s    2000s    Literacy Theories    Bottom-Up    Top-Down    Interactive    Summary    Self-check   Chapter 2. Understanding the Needs of All Learners    Vignette    Culture    Language Minorities    Second Language Acquisition    Pre-production    Early Production    Speech Emergence    Intermediate Fluency    Advanced Fluency    School Assistance    Special Services    Instructional Support    Poverty    Urban and Rural Education    Urban    Rural    Learning Disabilities    Summary    Self-check   Chapter 3. Teaching for Learning    Vignette    Impact of Teachers    Learning and Teaching    Key Behaviors of Effective Teaching    Variety    Clarity    Task Orientation    Engagement    Success Rate    Components of Literacy    Elements of Reading    Phonological Awareness    Phonics    Vocabulary    Fluency    Comprehension    Traits of Writing    Voice       Organization    Ideas    Conventions    Word Choice    Sentence Fluency    Presentation    Linking Reading and Writing    Literacy Processes    Reading Process    Pre-reading    Reading    Responding    Exploring    Applying    Writing Process    Pre-writing    Drafting    Seeking a Response    Revising    Editing    Publishing     Linking Reading and Writing    Instruction    Approaches    Core Literacy Programs    Reading and Writing Workshops    Literature Units    Self-regulated Strategy Development    Genre Writing    Essential Elements    Time to Learn    Time to Do    Time to Share    Motivation and Literacy    Perceived Requirements    Perceived Expectations    Sincere Desires    Progressing Through Levels    Summary    Self-check     Part II: Components of Literacy   Chapter 4 Emergent Literacy   Vignette    Oral Language Development    Phonology    Semantics    Syntax    Pragmatics    Schema Theory    Insufficient Text Clues    Limited Schema    Mismatched Schema    LiteracyDevelopment    Emergent    Beginning    Fluent    Awareness of Sounds and Letters    Recognition of Language Sounds    Phonemic Awareness    Phonological Awareness    Word Play    Written Language Development    Developmental Stages    Drawing and Scribbling    Letter Stringing    Letter Name/Alphabetic Writing    Transitional Writing    Conventional Writing    Developmental Journal Writing    Combining Spoken and Written Language    Picture Books    Language Experience Approach (LEA)    Summary   Self-check     Chapter 5. Beginning Reading and Writing      Vignette    Word Identification    Phonics       Useful Generalizations    Instruction    Explicit      Implicit    Word Families    Instruction    Word Games      Hink Pink      I’m Thinking of a Word    Making Words    Sight Words    High Frequency Words    Instruction    Putting It All Together    Conventions of Written Language    Concepts About Print    Spelling    Handwriting    Grammar    Interactive Writing    Summary    Self-check    Chapter 6. Fluency    Vignette    Components of Fluency    Skills and Strategies    Rate and Accuracy    Repeated Reading    Neurological Impress    Echo Reading    Expression    Readers’ Theater    Puppet Shows    Oral Reading    Group Reading    Assessment    Transition to Silent Reading    Written Language    Sentence Fluency    Timed Writing    Conferencing for Content    Voice    Class Books    Classroom Post Office    Summary    Self-check   Chapter 7. Vocabulary    Vignette    Vocabulary and Reading    Size    Word Collections    Guiding Principles    Experience    Environment    Exposure    Engagement    Types of Words    Instruction    Key Word Prediction    Five Step Approach    Semantic Mapping    Vocabulary and Writing    Word Choice    Precise Language    Synonym Stacking    Good and Better    Powerful Language    Use Your Senses    Throw Out Your First Thought    Poetry    Summary    Self-Check   Chapter 8. Creating Meaning    Vignette    Foundational Meaning-making Abilities    Creating Meaning Through Reading    Reading Comprehension Strategies    Organizational Strategies    Identifying Main Ideas    Summarizing    Recognizing Text Structure    Narrative    Informational    Argumentative    Recognizing Stance    Inferential Strategies       Predicting Outcomes      Drawing Conclusions    Making Connections       Connections Outside Text      Connections Within Text    Creating Mental Images    Asking and Answering Questions       Question-Answer Relationships (QAR)    Questioning the Author (QtR)    Metacognitive Strategies    Comprehension Monitoring    Fixing-up    Multiple Strategies    Creating Meaning Through Writing    Ideas    Life Maps    Shared Stories    Writers’ Notebooks    Organization    Audience    Create a New Title    Pen Pals    Forms of Writing    Stories    Memoirs    Class Newspapers    Summary    Self-check   Chapter 9. Integrating Literacy with Content Areas    Vignette    Reading in Content Areas    Expository Text Structure    Description    Sequence    Comparison    Cause and Effect    Problem and Solution    Expository Text Features    Print Features    Organizational Aids    Graphic Aids    Study Strategies    SQ3R    Mnemonic Devices    Letters    Physical Spaces    Peg Lists    KWL    Study Guides    Graphic Organizers    Anticipation Guides    Internet Inquiries    Games    Writing in Content Areas    Writing without Revision    Learning Logs    Think-Write-Share    Note Taking/Note Making    Writing with Revision    Shared Writing    Small Groups    Expository Text    Reports    Alphabet Books    Argument Writing    Persuasive Papers    Advertisements    Summary    Self-check   Part III: Literacy Assessment and Instruction   Chapter 10. Assessing for Learning    Vignette    Types of Assessment    Summative       Norm-referenced       Criterion-referenced       Formative       Response to Intervention       Assessment for Learning       Performance-based       Performances       Portfolios       Projects    Reading Assessment    Individual Methods       Running Records       Informal Reading Inventories    Student-Text Matching    Readability Formulas    Lexile Framework    Advantage/TASA Open Standard (ATOS)    Text Levels    Cloze Procedure    Range of Text Complexity    Qualitative     Quantitative    Reader and Task Considerations    Writing Assessment    Large-scale    Classroom    On-going Assistance    Observing and Making Anecdotal Notes    Conferencing with Students    Using Checklists    Judging Writing       Holistic    Analytic    Informing Instruction    Summary    Self-check   Chapter 11. Reading and Writing to Children    Vignette    Reading to Children    Importance of Reading Aloud    Motivation    Vocabulary    Language and Print Concepts    Attention Span    Read Aloud Techniques    Expression    Illustrations    Questions      Book Selection    Narrative    Informational    Poetic    Writing to Children    Methods    Personal Notes    Morning Messages    Instructions    Classroom Labels    Dialogue Journals         Models    Author Visits    Teacher Modeling    Author’s Craft    Summary    Self-check    Chapter 12. Reading and Writing with Children- Whole Class Experiences    Vignette    Reading with Children- Whole Class    Shared Reading within Various Instructional Approaches    Core Literacy Programs    Reading Workshop    Literature Units    Whole Class Novel    Thematic Study    Reading Process    Before Reading    Schema    Attitude    Activity    During Reading    Round Robin Reading    Assigned Reading    Access to Print    Lead Readers    After Reading    Immediate Responses    Eight Ws    Student Survey    Answering Game    Deliberate Responses    Mirror Experiences    Curriculum Integration    Writing with Children- Whole Class    Shared Writing Within Various Instructional Approaches    Core Literacy Programs    Writing Workshop    Self-regulated Strategy Development    Genre Writing    Writing Process    Before Writing    Prompts and Assignments    Advance Planning    During Writing       Access to Print       Lead Writers       After Writing       Responding and Revising    Editing and Publishing    Summary    Self-check     Chapter 13. Reading and Writing with Children- Small Group Experiences    Vignette    Reading with Children- Small Groups    Core Literacy Programs    Primary Grade Groups    Organizing    Working    Before Reading    During Reading    After Reading    Facilitating    Intermediate Grade Groups    Organizing