Instructors Manual and Test Bank

Instructor’s Manual and Test Bank for Creating Literacy Instruction for All Students Ninth Edition Thomas G. Gunning,

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1 Chapter 1 The Nature of Literacy

Learner Objectives

As a result of reading this chapter, students will learn and be able to:

• Contrast the major theories of literacy learning and language development.• Discuss the current status of literacy and major literacy initiatives.• Explain the role of language and of students’ cultures on literacy learning.• Explain the basic principles of teaching reading.• Discuss the qualities of highly effective teachers.Chapter Overview

Chapter 1 provides both a practical and a theoretical orientation to the text. It explores the nature of reading, major theories of literacy learning and language development, the role of culture, language, and the new literacies. It also notes ten principles for teaching reading but emphasizes the importance of effective teachers. Also discussed are Common Core State Standards and scientifically based instruction, and the implications of these developments for literacy instruction.

Before Reading

Brainstorm the concept of reading and create a semantic map showing students' ideas. Encourage students to explain their views of the reading process. Also discuss the major components of reading. Encourage students to complete the Anticipation Guide and to read Using What You Know in the beginning of the chapter. Suggest that they also survey the chapter to orient themselves to the material.

During Reading

Encourage students to use SQ3R or another study strategy as they read and to use the glossary. Explain to students that technical terms are boldfaced in running text and are defined in the digital glossary at point of use or print glossary on pages 23-24. The notes in the margins contain additional information about concepts covered in running text and provide locations of websites that might provide additional information about topics covered in the chapter. Students using the digital version of the text should be encouraged to make use of the Enhanced etText features.

After Reading

Students might keep a learning log of their text reading and note their reactions to key points, especially concepts that are confusing or issues that are controversial (e. g., top-down versus bottom-up theories of reading, the role of the new literacies, Common Core State Standards, or scientifically based literacy instruction). These reactions could be discussed at the beginning of each class. Encourage students to complete the Resource Master, which is a frame that consists of summarizing the basic principles of teaching reading. If not used for assessment, the test questions in the Test Bank can be used for review.Students who have the digital edition might also read and discuss the History and Research Overview for 2 / 4

Chapter 2: Teaching All Students

2 the chapter.Teaching Activities

• Demonstrate for the class a top-down, interactive, and bottom-up word recognition lesson and discuss

commonalties and differences.

• Encourage students to gather in small groups and discuss their beliefs about reading and writing

instruction. If this is the first time they have met in small groups, you may want to have set up ground rules for working in groups and assign a role to each or have them decide upon roles. Emphasize that the purpose of the assignment is to have each student think about and clarify her or his beliefs and not to persuade others of the rightness of one's philosophy. Later, discuss the class's beliefs. Note commonalties and differences.

• Most states have adopted the Common Core State Standards but might have made some adaptations.

Encourage students to find out what the literacy standards for the state in which they plan to teach are and also the state’s plan for assessing students’ literacy development. They can access Common Core State Standards at www.corestandards.org. They might access information about their state’s standards and assessment plan by visiting their state’s department of education. Students in states that have not adopted Common Core, might explore the standards that their state follows.

• Have students read the following document to learn about standards for reading professionals:

International Reading Association (2010). Standards for reading professionals, revised 2010: A reference for the preparation for professionals in the United States. Newark, DE: Author. A copy of the standards are also available online at

Assessment

Performance Assessment

• Ask students to construct a statement or hold small group discussions in which they highlight

their approach to teaching literacy. Also ask students to list teaching activities that would fit in with their philosophies. Assess the written statements or discussions in terms of depth of thought, completeness, clarity, and the degree to which suggested activities fit in with the students' approaches.

• Have students observe a class that reflects an interactive approach to literacy instruction. Assess

students' written or oral reactions to the class.

Traditional Assessment (See items in Test Bank.)

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Chapter 2: Teaching All Students

3 Chapter 2

Literacy for All: NCLB, RTI, and Diversity in the Literacy Program

Learner Objectives

As a result of reading this chapter, students will learn and be able to:

• Consider how student composition in today’s classrooms has changed and how these diverse populations impact how teachers teach and reach all students.• Develop and implement a literacy program based on the needs and characteristics of diverse student populations.• Adapt instruction to foster the literacy needs of English language learners.• Understand the effectiveness of the Response to Intervention approach in ensuring progress for all students.• Accommodate diverse languages, dialects, cultures, and literary heritages.Chapter Overview

Chapter 2 explores teaching literacy skills to learners from diverse populations. Emphasis is on providing for youngsters who are still acquiring English as well as students who have special needs: economically disadvantaged youths, youngsters from diverse cultural backgrounds, students who have learning disabilities, and students, in general, who struggle with reading and writing and students who are gifted.Emphasis in this chapter (as in other chapters) is on preparing all students to be college and career ready.

Before Reading

Brainstorm the concept of diversity. Discuss the various examples that the class notes. Ask students to tell of any experiences they may have had with students from diverse cultures and students who had difficulty learning. Talk over what these needs were and what attempts were made to meet them in reading and writing instruction. Encourage students to complete the anticipation guide and to read Using What You Know before beginning to read. Suggest that they also survey the chapter to orient themselves to the material.

During Reading

Point out that the needs of diverse groups of students, many of whom experience difficulty with reading and writing, will be covered in this chapter. Encourage students to use SQ3R or another study strategy as they read and to make use of the explanatory notes contained in the margins and the definitions of key terms presented in the digital glossary at point of use or print glossary at the bottom of page 51. Students using the digital version of the text should be encouraged to make use of the Enhanced etText features.

After Reading

Discuss with students questions that they have about the chapter or issues that struck them as controversial (labeling of students, inclusion of students with serious learning problems in the regular classroom, the best way to teach English learners, implementing Response to Intervention, requirements

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