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Schools that work : where all children read and write

Author: Richard L Allington; Patricia Marr Cunningham
Publisher: Boston, MA : Allyn & Bacon, ©2002.
Edition/Format:   Print book : English : 2nd edView all editions and formats
Summary:

This book describes the critical features of school organization plans (e.g.

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Additional Physical Format: Online version:
Allington, Richard L.
Schools that work.
Boston, MA : Allyn & Bacon, ©2002
(OCoLC)606596667
Document Type: Book
All Authors / Contributors: Richard L Allington; Patricia Marr Cunningham
ISBN: 080133246X 9780801332463
OCLC Number: 46633838
Description: ix, 310 pages : illustrations ; 24 cm
Contents: Preface --
1. The schools we have- what we must change. Who are the struggling readers and writers? --
What doesn't work? Why not? --
Change is hard --
Summary --
2. The stories of schools where all children become readers and writers. The story of a school in trouble --
Reforming U.S. elementary schools --
Change takes time as well as good intentions --
Summary --
3. What do we now know about reading and writing? Reading and writing are thinking --
Prior knowledge plays a large role in reading --
Comprehension and writing --
Children benefit from modeling, demonstration, and explanation --
Fluency with reading and spelling words is essential to reading and writing --
Children begin to acquire reading and writing processes very early --
Children need enormous opportunities to read and write real things --
Children need to read lots of easy stuff --
There is no best way to teach children to read and write --
It takes time to teach and learn to read --
Expert teachers are important --
We can help every child become a reader and writer --
Summary --
4. Who does what? The critical nature of classroom teachers --
Rethinking the "Second System" --
Sharing and collaborating --
Other professional staff in elementary schools --
Paraprofessionals and volunteers --
Administrators matter --
Summary --
5. The what of reading: the reading curriculum. Curiculum materials and frameworks --
Reading series --
Other language arts textbooks --
Trade books as curriculum --
School and classroom libraries --
Book rooms --
Book clubs --
Book fairs --
School bookstores --
The Reading Is Fundamental Program --
Technology as a source of curriculum materials --
Summary --
6. Time: minutes, hours, days, weeks, years. Time is important in teaching and learning --
Some kids need more instruction and that takes more time --
Creating time to teach and learn --
Making sense of time --
Is time a problem in your school? --
Summary. 7. Tests, assessments, and report cards. Large-group achievement testing --
Observational strategies: alternatives to large-group assessments --
Portfolios --
Grades and report cards --
Summary --
8. Professional development: the key to change. Looking at your school --
The future does not have to look like the past --
Where to go from here? --
Professional development across the career --
An action plan for professional development --
Finding time for professional development --
Summary --
9. Family involvement. Reaching out to families --
Involving families --
Taking inventory of family involvement --
Supporting families --
School-linked services: an integrated approach to children and families --
Planning for family involvement --
Are you ready for authentic family involvement? --
Families as the public --
Families as resource --
Summary --
10. Schools that work for all children. What is special education? --
Children and special education services --
Missing school and moving around --
Ethnic, linguistic, and cultural diversity --
Summary --
11. A tour through a school: what to look for. Before school starts --
Visiting in the 4- and 5-year olds' classrooms --
Visiting in the primary classrooms --
Visiting in the intermediate classrooms --
After school --
Summary --
12. Getting started. School culture and teacher ownership --
Changing school culture --
How to begin --
A parting word.
Responsibility: Richard L. Allington, Patricia M. Cunningham.

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