Instructor’s Resource Manual
Creating Literacy Instruction for All Students, 10th edition
by Thomas Gunning
TU
TO
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, TABLE OF CONTENT
1. The Nature of Literacy
2. Teaching All Students
3. Assessing for Learning
4. Emergent/Early Literacy
5. Teaching Phonics and Syllabic Analysis
6. High-Frequency Words, Fluency, and Extended Reading
TU
7. Building Vocabulary
8. Comprehension: Theories and Strategies
9. Comprehension: Text Structures and Teaching Procedures
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10. Reading and Writing in the Content Areas and Study Skills
11. Reading Literature
12. Approaches to Teaching Reading
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13. Writing and Reading
14. Creating and Managing a Literacy Program
G
U
R
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,Creating Literacy Instruction for All Students, Tenth Edition
PREFACE
The aim of Creating Literacy Instruction for All Students, 10th edition, is to present the major approaches
and techniques for reading and writing instruction that research and practice have proven successful. It
also attempts to present the theory behind the methods so your students will be free to choose, adapt,
and/or construct those approaches and techniques that best fit their styles and teaching situations.
To help make the descriptions of teaching techniques come alive, examples of teaching are placed
throughout the book. All are true-life accounts; many have been drawn from the memoirs of gifted
teachers; others were garnered from newspaper reports or observation.
TU
Although strategies and techniques are emphasized in the text, methods are only a portion of the
equation. Specific trade books and other reading materials are recommended throughout. Suggestions are
also made for using technology to foster literacy. The basic premise of the text is that the best reading
programs are a combination of effective techniques and plenty of worthwhile reading material.
In order to demonstrate the importance of several key comprehension aids, these have been
incorporated into the text. To demonstrate the importance of activating background knowledge, students
TO
complete the Anticipation Guide and read Using What You Know at the beginning of each chapter. To
demonstrate the importance of summarizing all the information in a chapter and applying that
information, each chapter ends with a summary and suggestions for extending and applying key concepts
presented in the chapter. Students are also invited to reflect on what they have learned and assess whether
they have grasped key concepts and can apply key skills developed in the chapter. To demonstrate the
value of self-testing to aid understanding and retention, Self-Checks, which are brief quizzes, provide a
R
review of each major section in each chapter.
The core of Creating Literacy Instruction for All Students, 10th Ed. is the text, which is presented in
digital form and also as a printed copy. The digital version contains the following Enhanced eText
G
features.
• Video Examples present brief video clips of literacy techniques being taught
or explanations by literacy experts.
• Content Extensions present additional information on key topics, such as sources
U
of high-quality websites or motivating voluntary reading.
• Application Exercises feature hands-on activities such as planning a lesson or analyzing a
running record that allow students to practice what they have learned. These exercises give learners
R
opportunities to practice applying the content and strategies from the chapters. The questions in these
exercises are usually constructed-response. Once learners provide their own answers to the questions,
they receive feedback in the form of model answers written by experts.
U
• Learning from the Past pop-up features offer a brief history of the literacy instruction
covered in the chapter, for example, a history of phonics or writing instruction.
• Self-Checks are presented at the end of each section and align with each learning
outcome. This is a powerful feature of the digital revision. In addition to enabling
readers to check their knowledge of a section, the quizzes foster retrieval of essential
information, which promotes long-term memory. The quizzes also provide preparation
for professional tests, such as the Praxis (ETS) or Foundations of Reading (Pearson)
that readers might be required to take.
• Guided Teaching Lessons are a series of semi-scripted lessons designed to show how a key technique
v
, might be implemented. The lessons provide step-by-step procedures and all necessary materials but
encourage users to adapt the lessons to fit their instructional situations.
• Pearson’s eLearning modules are individual learning objects, self-contained at the topic level. Each
module is built around a single, practical and applied learning outcome. Modules include learning
outcomes, presentations of concepts and skills, opportunities to apply one’s understanding of those
concepts and skills, and assessments to check for understanding. Modules explore formative assessment,
phonemic awareness, guided reading and other key concepts.
Organization of the Text
The text’s organization has been designed to reflect the order of the growth of literacy. Chapter 1
TU
stresses the construction of a philosophy of teaching reading and writing, including the concepts of close
reading and reader response. Chapter 2 stresses the need to prepare every child to be college and career
ready and discusses the diversity of students in today’s schools and some special challenges in bringing
all students to full literacy. Chapter 3 presents techniques for evaluating individuals and programs so that
assessment becomes an integral part of instruction. Chapters 4 and 5 discuss emergent literacy and basic
decoding strategies, including phonics, and syllabic analysis. Chapter 6 explores high-frequency words,
TO
fluency, and the role of extended reading in developing automatic word recognition and fluency. Chapter
7 presents advanced word-recognition skills and strategies: morphemic analysis, dictionary skills, and
techniques for building vocabulary. Chapters 8 through 10 are devoted to comprehension: Chapter 8
emphasizes comprehension strategies that students might use, including those needed to read complex
text; Chapter 9 focuses on text structures and teaching procedures; Chapter 10 covers application of
comprehension skills in the content areas and through studying. Chapter 11 takes a step beyond
R
comprehension by focusing on responding to literature.
Chapters 4 through 11, which emphasize essential reading strategies, constitute the core of the
book. Chapters 12 through 14 provide information on creating a well-rounded literacy program. Chapter
12 describes approaches to teaching reading. Chapter 13 explains the process approach to writing
G
narrative, informational, and persuasive text and discusses how reading and writing are related. Chapter
14 pulls all the topics together in a discussion of principles for organizing and implementing a literacy
program. Also included in this final chapter are a section on intervention programs, a section on
U
technology and its place in a program of literacy instruction, and a section on professional development.
R
OVERVIEW OF INSTRUCTOR'S MANUAL
For each chapter, the instructor's manual features a series of Learner Objectives, a Chapter Overview,
and suggestions for Before, After, and During Reading. Also featured is a list of suggested Teaching
U
Activities for each chapter. Included, too, are suggestions for the Assessment of students’ mastery of
each chapter's key concepts and a Test Bank is available as a separate supplement. Test Bank items are
contained on blackline masters so that they may be readily photocopied or made into overhead
transparencies. However, all of the appendices may be copied for student use.
For each chapter, a Resource Masters is available that consists of a graphic organizer designed to
summarize key concepts in the chapter. The Resource Masters can be found in Appendix A. Appendix B
features a number of Informal Assessments that can used to assess students’ phonemic awareness, letter
knowledge, phonics, syllabic awareness, and word reading. Appendix C contains a Sample Syllabus that
might be used in course planning. The Test Bank, Answer Key, and Test Bank with Answer
vi
Creating Literacy Instruction for All Students, 10th edition
by Thomas Gunning
TU
TO
R
G
U
R
U
, TABLE OF CONTENT
1. The Nature of Literacy
2. Teaching All Students
3. Assessing for Learning
4. Emergent/Early Literacy
5. Teaching Phonics and Syllabic Analysis
6. High-Frequency Words, Fluency, and Extended Reading
TU
7. Building Vocabulary
8. Comprehension: Theories and Strategies
9. Comprehension: Text Structures and Teaching Procedures
TO
10. Reading and Writing in the Content Areas and Study Skills
11. Reading Literature
12. Approaches to Teaching Reading
R
13. Writing and Reading
14. Creating and Managing a Literacy Program
G
U
R
U
,Creating Literacy Instruction for All Students, Tenth Edition
PREFACE
The aim of Creating Literacy Instruction for All Students, 10th edition, is to present the major approaches
and techniques for reading and writing instruction that research and practice have proven successful. It
also attempts to present the theory behind the methods so your students will be free to choose, adapt,
and/or construct those approaches and techniques that best fit their styles and teaching situations.
To help make the descriptions of teaching techniques come alive, examples of teaching are placed
throughout the book. All are true-life accounts; many have been drawn from the memoirs of gifted
teachers; others were garnered from newspaper reports or observation.
TU
Although strategies and techniques are emphasized in the text, methods are only a portion of the
equation. Specific trade books and other reading materials are recommended throughout. Suggestions are
also made for using technology to foster literacy. The basic premise of the text is that the best reading
programs are a combination of effective techniques and plenty of worthwhile reading material.
In order to demonstrate the importance of several key comprehension aids, these have been
incorporated into the text. To demonstrate the importance of activating background knowledge, students
TO
complete the Anticipation Guide and read Using What You Know at the beginning of each chapter. To
demonstrate the importance of summarizing all the information in a chapter and applying that
information, each chapter ends with a summary and suggestions for extending and applying key concepts
presented in the chapter. Students are also invited to reflect on what they have learned and assess whether
they have grasped key concepts and can apply key skills developed in the chapter. To demonstrate the
value of self-testing to aid understanding and retention, Self-Checks, which are brief quizzes, provide a
R
review of each major section in each chapter.
The core of Creating Literacy Instruction for All Students, 10th Ed. is the text, which is presented in
digital form and also as a printed copy. The digital version contains the following Enhanced eText
G
features.
• Video Examples present brief video clips of literacy techniques being taught
or explanations by literacy experts.
• Content Extensions present additional information on key topics, such as sources
U
of high-quality websites or motivating voluntary reading.
• Application Exercises feature hands-on activities such as planning a lesson or analyzing a
running record that allow students to practice what they have learned. These exercises give learners
R
opportunities to practice applying the content and strategies from the chapters. The questions in these
exercises are usually constructed-response. Once learners provide their own answers to the questions,
they receive feedback in the form of model answers written by experts.
U
• Learning from the Past pop-up features offer a brief history of the literacy instruction
covered in the chapter, for example, a history of phonics or writing instruction.
• Self-Checks are presented at the end of each section and align with each learning
outcome. This is a powerful feature of the digital revision. In addition to enabling
readers to check their knowledge of a section, the quizzes foster retrieval of essential
information, which promotes long-term memory. The quizzes also provide preparation
for professional tests, such as the Praxis (ETS) or Foundations of Reading (Pearson)
that readers might be required to take.
• Guided Teaching Lessons are a series of semi-scripted lessons designed to show how a key technique
v
, might be implemented. The lessons provide step-by-step procedures and all necessary materials but
encourage users to adapt the lessons to fit their instructional situations.
• Pearson’s eLearning modules are individual learning objects, self-contained at the topic level. Each
module is built around a single, practical and applied learning outcome. Modules include learning
outcomes, presentations of concepts and skills, opportunities to apply one’s understanding of those
concepts and skills, and assessments to check for understanding. Modules explore formative assessment,
phonemic awareness, guided reading and other key concepts.
Organization of the Text
The text’s organization has been designed to reflect the order of the growth of literacy. Chapter 1
TU
stresses the construction of a philosophy of teaching reading and writing, including the concepts of close
reading and reader response. Chapter 2 stresses the need to prepare every child to be college and career
ready and discusses the diversity of students in today’s schools and some special challenges in bringing
all students to full literacy. Chapter 3 presents techniques for evaluating individuals and programs so that
assessment becomes an integral part of instruction. Chapters 4 and 5 discuss emergent literacy and basic
decoding strategies, including phonics, and syllabic analysis. Chapter 6 explores high-frequency words,
TO
fluency, and the role of extended reading in developing automatic word recognition and fluency. Chapter
7 presents advanced word-recognition skills and strategies: morphemic analysis, dictionary skills, and
techniques for building vocabulary. Chapters 8 through 10 are devoted to comprehension: Chapter 8
emphasizes comprehension strategies that students might use, including those needed to read complex
text; Chapter 9 focuses on text structures and teaching procedures; Chapter 10 covers application of
comprehension skills in the content areas and through studying. Chapter 11 takes a step beyond
R
comprehension by focusing on responding to literature.
Chapters 4 through 11, which emphasize essential reading strategies, constitute the core of the
book. Chapters 12 through 14 provide information on creating a well-rounded literacy program. Chapter
12 describes approaches to teaching reading. Chapter 13 explains the process approach to writing
G
narrative, informational, and persuasive text and discusses how reading and writing are related. Chapter
14 pulls all the topics together in a discussion of principles for organizing and implementing a literacy
program. Also included in this final chapter are a section on intervention programs, a section on
U
technology and its place in a program of literacy instruction, and a section on professional development.
R
OVERVIEW OF INSTRUCTOR'S MANUAL
For each chapter, the instructor's manual features a series of Learner Objectives, a Chapter Overview,
and suggestions for Before, After, and During Reading. Also featured is a list of suggested Teaching
U
Activities for each chapter. Included, too, are suggestions for the Assessment of students’ mastery of
each chapter's key concepts and a Test Bank is available as a separate supplement. Test Bank items are
contained on blackline masters so that they may be readily photocopied or made into overhead
transparencies. However, all of the appendices may be copied for student use.
For each chapter, a Resource Masters is available that consists of a graphic organizer designed to
summarize key concepts in the chapter. The Resource Masters can be found in Appendix A. Appendix B
features a number of Informal Assessments that can used to assess students’ phonemic awareness, letter
knowledge, phonics, syllabic awareness, and word reading. Appendix C contains a Sample Syllabus that
might be used in course planning. The Test Bank, Answer Key, and Test Bank with Answer
vi
