| A Note About Notes | xv |
| Acknowledgments | xvii |
| 1 | The Essential Reading Life | |
| 1 | Simplify Your Teaching Life | 3 |
| Why Reading Essentials? | 4 |
| Be as Knowledgeable as You Can Be | 5 |
| There Is No One "Right" or Best Way | 6 |
| Question Research | 6 |
| Teach What's Essential to the Well-Being of the Child as a Learner and a Developing Person | 7 |
| What About Learners with Special Needs? | 8 |
| Teach to the Child, Not the Label | 9 |
| View Teaching as an Art Supported by Science | 9 |
| 2 | Bond with Your Students | 11 |
| How Does Bonding Work? | 13 |
| Work Your Magic with Students | 13 |
| Ensure Early Success for Every Child | 14 |
| Model Respect | 15 |
| Encourage Shared Decision Making | 16 |
| Bring in Stories | 17 |
| Tell the Stories of Your Life | 17 |
| Value Children's Stories | 18 |
| Read Stories Aloud | 18 |
| Get to Know Your Students as Readers | 20 |
| Learn About Students' Reading Lives at Home | 21 |
| Enjoy Your Students | 21 |
| Celebrate Your Life | 22 |
| 3 | Share Your Reading Life | 23 |
| Tell Students Why You Read | 24 |
| Share Your Reading Habits | 25 |
| Let Students Know What You Are Reading and What You Will Read Next | 25 |
| Share Your Passion for Reading | 26 |
| Discuss the Importance and Pleasure of Having a Personal Library | 27 |
| Talk About Favorite Authors and Favorite Books | 27 |
| Talk About How Book Clubs Work | 30 |
| Explain How You Choose Books to Read | 30 |
| Read a Variety of Genres | 32 |
| Maintain a Reading Record | 33 |
| Show Your Students How You Read | 37 |
| Demonstrate Your Pleasure in Reading | 37 |
| 2 | The Essential Reading Day | |
| 4 | Teach with a Sense of Urgency | 41 |
| Do More Teaching | 42 |
| Rely on an Optimal Learning Model | 43 |
| Demonstration | 45 |
| Shared Demonstration | 45 |
| Guided Practice | 46 |
| Independent Practice | 46 |
| Understand and Apply the Learning Model | 47 |
| Work Toward Independence | 48 |
| Promote Joy in Learning | 48 |
| Put the Learning Model into Action | 49 |
| Integrate Basic Skills into Challenging, Relevant Curriculum | 50 |
| Focus on Language Acquisition, Not Just Letters and Sounds | 51 |
| Ground Phonemic Awareness Work in Language Play | 51 |
| Maximize Whole-Class Teaching | 52 |
| Include Interactive Reading | 52 |
| Connect Reading with Writing | 53 |
| How Much Written Response Is Appropriate? | 54 |
| Create Your Own Texts for Shared, Guided, and Independent Reading | 54 |
| Put It into Action: An Integrated Reading-Writing Lesson | 55 |
| Summary of Reading-Writing Activities | 57 |
| Text-Solving Activities | 57 |
| Word-Solving Activities | 60 |
| Raise Your Expectations | 62 |
| 5 | Organize an Outstanding Classroom Library | 63 |
| Classroom Libraries and Books Improve Reading Achievement | 64 |
| Expand Access for Struggling Readers | 65 |
| Be Sure to Include and Value "Light Reading" | 65 |
| Take a Critical Look at Your Classroom Library | 66 |
| Provide Lots of Choices and Books | 67 |
| Find Out Students' Favorite Authors, Series, and Book Titles | 68 |
| Pay Attention to Students' Interests and De-emphasize Leveled Books | 69 |
| Include Lots of Nonfiction | 70 |
| Make Books and Book Talk "Hot" in Your Classroom | 71 |
| Make Classroom and School Libraries Attractive, Comfortable, and Accessible for Reading | 73 |
| Involve Your Students in Library Design and Organization | 75 |
| Teach Students How to Care for Books | 79 |
| Start a Summer Reading Program | 80 |
| Classroom Libraries Simplify Guided Reading | 81 |
| There Is No Substitute for Quality Books | 81 |
| 6 | Plan for and Monitor Independent Reading | 82 |
| Students Need to Do More Reading | 83 |
| Struggling Readers Need Much More Time to Read | 84 |
| What Do We Mean by an Independent Reading Program? | 85 |
| Research Strongly Supports Independent Reading | 85 |
| Connect Independent Reading with Teaching and Evaluating | 86 |
| Notice Where Independent Reading Fits in the Optimal Learning Model | 86 |
| An Independent Reading Program Is Essential | 87 |
| Set Up Classroom Procedures | 88 |
| Value Independent Reading in Kindergarten | 89 |
| Depend on Partner Reading | 91 |
| Evaluate Partner Reading | 93 |
| Teach Students How to Select "Just-Right" Books | 93 |
| Establish Selection Guidelines | 94 |
| Demonstrate That Reading Words Accurately Is Not Enough | 96 |
| Don't Underestimate the Importance of Choice | 97 |
| 7 | Make Assessment Instruction's Working Partner | 98 |
| Make Assessment Work for You and Your Students | 99 |
| Make Assessment and Evaluation a Daily Routine | 100 |
| Regularly Evaluate Students Regarding the Texts They Are Reading | 100 |
| Conduct Informal Reading Conferences | 101 |
| A Framework for an Informal Reading Conference | 104 |
| Child-Friendly Reading Goals | 106 |
| Teach Intentionally | 107 |
| Try Some Informal Reading Conferences | 108 |
| Use Standards and High-Stakes Testing to Improve Comprehension | 108 |
| Make Ongoing Accountability Central to Teaching Reading | 111 |
| Have a School Policy in Place | 111 |
| Work to Change Cumbersome District Policies | 112 |
| 3 | Teaching Essentials | |
| 8 | Teach Comprehension | 117 |
| Teach Comprehension Right from the Start | 117 |
| Start with the Texts Students Are Reading | 118 |
| Demonstrate That Proficient Readers Use Many Strategies | 118 |
| Be Careful About How You Teach Comprehension | 119 |
| Balance Explicit Instruction with Lots of Time for Application | 119 |
| Teach and Apply Your Own Comprehension Processes | 120 |
| Make Your Reading/Thinking Process Visible | 121 |
| Teach Rereading as the Single Most Useful Strategy | 122 |
| Use Writing to Help Recall Key Points | 123 |
| Teach Students to Survey Text Before They Begin to Read | 123 |
| Make Connections | 124 |
| Teach Self-Monitoring as Crucial to Understanding | 124 |
| Interact with Peers to Increase Comprehension and Enjoyment | 126 |
| Use Texts That Are Easy Enough and Meaningful Enough to Support Comprehension | 127 |
| Keep Fluency in Perspective | 128 |
| Teach Students How to Ask Significant Questions | 128 |
| Use Caution and Common Sense When Teaching Strategies | 129 |
| 9 | Emphasize Shared Reading | 130 |
| Make Shared Reading an Integral Part of Your Reading Program | 130 |
| Notice Where Shared Reading Fits in the Optimal Learning Model | 131 |
| Use Shared Reading to Demonstrate Reading of All Kinds of Texts | 132 |
| Add Shared Reading Aloud | 133 |
| A Framework for Shared Reading Aloud for All Grades | 134 |
| Observe Shared Reading Aloud in Action | 139 |
| Enjoy a Picture Book in a Shared Read-Aloud | 139 |
| Present an Informational Book Through a Shared Read-Aloud | 143 |
| Introduce a Literary Genre Through a Shared Read-Aloud | 147 |
| Evaluate Shared Reading Aloud | 149 |
| 10 | Examine Guided Reading | 150 |
| Clarify Guided Reading for Yourself | 150 |
| Understand Where Guided Reading Fits in the Optimal Learning Model | 151 |
| Be Cautious About How You Group Children | 152 |
| Create Opportunities for Flexible Grouping | 153 |
| Choose Books for Guided Reading Carefully | 153 |
| Examine Your Book Collection for Quality | 154 |
| Qualities of an Excellent Text for Guided Reading | 155 |
| Establish a Workable Schedule | 156 |
| Broaden Your Groups and Shorten the Time You Meet with Them | 157 |
| Examine Your Instructional Reading Schedule | 157 |
| Be Flexible About Guided Reading in Kindergarten | 159 |
| Make Management Easy and Meaningful | 160 |
| Have Students Spend Most of Reading Time Reading | 160 |
| Make Sure Your Literacy Centers Are Worth the Time They Take | 163 |
| Make Sure Your Management Techniques Are "Manageable" | 163 |
| Model Exactly What You Expect Students to Do | 163 |
| Evaluate How Well Students Not in a Guided Reading Group Have Managed Themselves | 165 |
| Plan Your Guided Reading Lessons with a Focus on Meaning | 167 |
| Some Important Purposes for Guided Reading | 168 |
| A Framework for Thinking About a Guided Reading Lesson | 170 |
| Essential Materials for Guided Reading | 172 |
| Excerpts from Guided Reading Groups | 175 |
| Grade 1 | Readers Who Struggle | 175 |
| Grade 1 | High-Achieving Readers | 178 |
| Grade 2 | Average Readers | 180 |
| Grade 4 | High Average Readers | 182 |
| 4 | Advocacy Is Also Essential | |
| 11 | Build on Best Practice, Know the Research, and Use Programs as a Resource | 185 |
| Build on Best Practices in Teaching Reading | 186 |
| Be Knowledgeable About Relevant Research | 187 |
| Be Informed About the Influential National Reading Panel Report | 189 |
| Know and Apply the Research on Effective Teaching | 191 |
| Use Programs Only as a Resource | 191 |
| Take a Close Look at Your Commercial Basal Reader | 193 |
| Become Knowledgeable About Direct Instruction | 193 |
| Ask Questions Before Any Program Adoption | 195 |
| A Word About Computerized Reading-Incentive Programs | 198 |
| Take Professional Responsibility for What You Believe | 200 |
| 12 | You Only Have So Much Time | 201 |
| Live an Interesting Life | 202 |
| Spend Most of Your Time Thinking | 202 |
| Trust Your Own Experiences to Help You Plan Well | 203 |
| Keep Work Meaningful | 203 |
| Keep Work Simple | 204 |
| Make Every Minute Count | 205 |
| Use All Time Spent with Your Students to Teach and Assess | 205 |
| Make Ongoing Evaluation Part of Every Literacy Activity | 205 |
| Keep a Lively Pace | 206 |
| Create Structures That Maximize Participation and Learning | 207 |
| Fight for More Time for Students Who Struggle | 207 |
| Use Transitional Periods as Teaching Times | 208 |
| Introduce "Mystery Words" | 208 |
| Make Work Done While Waiting for the Bell to Ring Sensible and Pleasurable | 209 |
| Make Resources in the Room Useful and Easy to Access | 210 |
| Minimize Coloring | 210 |
| Reduce Interruptions | 211 |
| Reevaluate Time Blocks | 211 |
| Look at Your Schedule Carefully | 212 |
| Make Time for Ongoing Professional Development | 212 |
| Sample Teacher Schedules | 213 |
| Take Part in Schoolwide Conversations | 216 |
| Make Time for Personal and Professional Reading | 217 |
| Do Less, More Effectively | 218 |
| Build in Time to Reflect | 218 |
| Cultivate a Love of Learning | 218 |
| Enjoy! | 220 |
| Without Human Caring, the Best Science Is Minimally Effective | 221 |
| Appendices | |
| A. | Selected Strategies for Struggling Readers | 2 |
| B. | 12 Practices of the Most Effective Teachers | 3 |
| Letters to Parents | |
| C. | Why Independent Reading Is Necessary | 4 |
| D. | Help Your Child Choose a "Just-Right" Book and Encourage Home Reading | 5 |
| Choosing Books | |
| E. | Use the Goldilocks Strategy to Choose Books | 6 |
| F. | Choosing Books for Independent Reading | 7 |
| G. | SSR Reading | 8 |
| Reading Forms | |
| H. | Informal Reading Conference | 9 |
| I. | Reading Log | 10 |
| J. | Monthly Recording | 11 |
| Brief Definitions of Terms | 12 |
| Notes | 17 |
| Index | 1 |