Teaching Beginning Reading and Writing.pdf

Beginning Reading and Writing

WITH THE PICTURE WORD INDUCTIVE MODEL

Emily F. Calhoun

Beginning Reading and Writing

WITH THE PICTURE WORD INDUCTIVE MODEL

Emily F. Calhoun

Association for Supervision and Curriculum Development

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Library of Congress Cataloging-in-Publication Data

Calhoun, Emily.

Teaching beginning reading and writing with the picture word

inductive model / Emily F. Calhoun.

p. cm.

Includes bibliographical references.

ISBN 0-87120-337-5

1. Language arts (Primary) 2. Reading (Primary) 3.

Reading—Phonetic method. 4. English language—Composition and

exercises—Study and teaching (Primary) 5. Pictures in education.

I. Title.

LB1528 .C35 1999

372.6—dc21

98-58153

CIP

06 05 04 03 02

10 9 8 7 6 5 4 3 2

Teaching Beginning Reading and Writing

with the Picture Word Inductive Model

Preface ····························· v

1. Glimpsing the Model in Kindergarten and 2nd Grade · ·

2. Describing the Picture Word Inductive Model······· 21

3. Using the Model in a Language Arts Unit ········· 31

4. Designing Multidimensional Reading and

Writing Instruction ······················ 52

5. Getting Started in Your Classroom or School ······· 66

6. Working with Older Beginning Readers ·········· 88

Endnote ····························104

Appendix 1—Explicit Instruction and Suggestions ·····106

Appendix 2—Concept Attainment ·············108

Appendix 3—Vocabulary Development ···········111

Appendix 4—Reading Aloud ·················116

Bibliography ··························118

About the Author ·······················124

You can read the chapters in the order presented; however, if you read

the Preface and chapters 1 and 2, you may choose to jump into Chap-

ter 5 and begin using the model. Then, as you practice, use the other

chapters to help you move forward with learning the model.

What teachers do

in the structuring of learning opportunities

and the provision of instruction

is at the heart of the contribution schools make

to the academic achievement of students.

Hawley, Rosenholtz, Goodstein, and Hasselbring, 1984

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