Diana Sisson and Betsy Sisson are international literacy consultants focusing on professional development and school improvement. They also serve as adjunct professors in the fields of teacher preparation, curriculum and instruction, research in literacy, and special educational programming.

"Organizing the literacy block can be very challenging with the rigorous and complex curriculum demands of the Common Core, not to mention the additional challenges of meeting all students’ needs through differentiation. So many teachers come to me frustrated and asking, "How do I fit it all in?" This book is a fantastic resource!"--Karina Nevers, Learning Strategist, Las Vegas, NV"Diana and Betsy Sisson’s book Re-envisioning the Literacy Block blends the theoretical with practical applications that provide excellent resources and tools for educators to become quality literacy teachers. Not only does the book offer teachers direct resources to impact their instruction, it also provides them with strategies to share with parents so they are better equipped to help their children develop and practice their literacy skills at home." --Ann Linson, Superintendent, East Noble School Corporation, Kendallville, IN

• PrefaceMeet the AuthorsPART I FOUNDATIONS OF LITERACY INSTRUCTIONChapter 1 Historical Trends in Literacy Instruction Brief History of Reading Methodology Origins of the Literacy Block and Guided Reading Benefits & Challenges of the Literacy Block Chapter 2 The Core Block Gradual Release of Responsibility Instructional Model Overview of Components in the Core Block Whole-Group InstructionWord StudyVocabularyComprehension and Fluency Guided Reading Small-Group Application The Core Block "In Action" Conclusion PART II COMPONENTS OF THE CORE BLOCKChapter 3 Word Study Significance of Word Study for Literacy Achievement Phonemic Awareness Phonics Development Morphology Word Study "In Action" Conclusion Chapter 4 Vocabulary Development Significance of Vocabulary for Literacy Achievement Key Principles for Robust Vocabulary Acquisition Personalized Vocabulary Study Vocabulary APP Centers Vocabulary "In Action" Conclusion Chapter 5 Strategic Reading Instruction Significance of Comprehension for Literacy Achievement Comprehension APP Centers Universal Comprehension Strategy Instruction Standards-Based Strategy Instruction Prescriptive Strategy Instruction Integrated Strategy Instruction Fluency's Role in Comprehending Text Comprehension Strategies "In Action" Conclusion Chapter 6 Writers' Craft Significance of Writers' Craft for Literacy Achievement The Reading-Writing Connection Integrating Writing Instruction in the Classroom Intentional PlanningExplicit InstructionModeled WritingShared WritingGuided PracticeIndependent PracticeTargeted Mini-LessonsOngoing Conferences Writers' Craft "In Action" Conclusion Chapter 7 Expanded Reading Opportunities Significance of Expanded Time for Student Reading on Literacy Achievement Read Aloud Independent Reading Book Groups Extended Reading Opportunities "In Action" Conclusion PART III ENSURING STUDENT SUCCESSChapter 8 Differentiating Instruction Individualizing Instruction for Students Content Process Product Conclusion Chapter 9 Project-Based Learning What is Project-Based Learning? The Power of Project-Based Learning Misconceptions About Project-Based Learning Obstacles in Implementing Project-Based Learning Integration of Projects into Literacy Block Suggested PBL Study Topics Conclusion Chapter 10 Assessment Attributes of Effective Assessment Aligned to Instructional PurposeReflective of the Learning ProcessFlexible to Meet the Needs of Teachers, Students, and the ClassroomGeared to Inform InstructionDeveloped as Ongoing Cycle for Teaching and LearningScreeningDiagnosisOngoing AssessmentOutcome Assessment Varied Means of Assessment Anecdotal RecordsConstructed-Response Assessments Developmental Spelling AssessmentsEarly Literacy AssessmentsEssaysInformal Reading InventoriesObjective TestsOral Reading Fluency MeasuresOral RetellingPerformance AssessmentsPortfoliosRubricsRunning RecordsSelf-AssessmentsStandardized Tests Conclusion APPENDIX Appendix A - Literacy Block SchedulesAppendix B - Phonics DevelopmentAppendix C - Morphology StudyAppendix D - Common Core StandardsReferences

Diana Sisson and Betsy Sisson are international literacy consultants focusing on professional development and school improvement. They also serve as adjunct professors in the fields of teacher preparation, curriculum and instruction, research in literacy, and special educational programming.

"Organizing the literacy block can be very challenging with the rigorous and complex curriculum demands of the Common Core, not to mention the additional challenges of meeting all students’ needs through differentiation. So many teachers come to me frustrated and asking, "How do I fit it all in?" This book is a fantastic resource!"--Karina Nevers, Learning Strategist, Las Vegas, NV"Diana and Betsy Sisson’s book Re-envisioning the Literacy Block blends the theoretical with practical applications that provide excellent resources and tools for educators to become quality literacy teachers. Not only does the book offer teachers direct resources to impact their instruction, it also provides them with strategies to share with parents so they are better equipped to help their children develop and practice their literacy skills at home." --Ann Linson, Superintendent, East Noble School Corporation, Kendallville, IN

• PrefaceMeet the AuthorsPART I FOUNDATIONS OF LITERACY INSTRUCTIONChapter 1 Historical Trends in Literacy Instruction Brief History of Reading Methodology Origins of the Literacy Block and Guided Reading Benefits & Challenges of the Literacy Block Chapter 2 The Core Block Gradual Release of Responsibility Instructional Model Overview of Components in the Core Block Whole-Group InstructionWord StudyVocabularyComprehension and Fluency Guided Reading Small-Group Application The Core Block "In Action" Conclusion PART II COMPONENTS OF THE CORE BLOCKChapter 3 Word Study Significance of Word Study for Literacy Achievement Phonemic Awareness Phonics Development Morphology Word Study "In Action" Conclusion Chapter 4 Vocabulary Development Significance of Vocabulary for Literacy Achievement Key Principles for Robust Vocabulary Acquisition Personalized Vocabulary Study Vocabulary APP Centers Vocabulary "In Action" Conclusion Chapter 5 Strategic Reading Instruction Significance of Comprehension for Literacy Achievement Comprehension APP Centers Universal Comprehension Strategy Instruction Standards-Based Strategy Instruction Prescriptive Strategy Instruction Integrated Strategy Instruction Fluency's Role in Comprehending Text Comprehension Strategies "In Action" Conclusion Chapter 6 Writers' Craft Significance of Writers' Craft for Literacy Achievement The Reading-Writing Connection Integrating Writing Instruction in the Classroom Intentional PlanningExplicit InstructionModeled WritingShared WritingGuided PracticeIndependent PracticeTargeted Mini-LessonsOngoing Conferences Writers' Craft "In Action" Conclusion Chapter 7 Expanded Reading Opportunities Significance of Expanded Time for Student Reading on Literacy Achievement Read Aloud Independent Reading Book Groups Extended Reading Opportunities "In Action" Conclusion PART III ENSURING STUDENT SUCCESSChapter 8 Differentiating Instruction Individualizing Instruction for Students Content Process Product Conclusion Chapter 9 Project-Based Learning What is Project-Based Learning? The Power of Project-Based Learning Misconceptions About Project-Based Learning Obstacles in Implementing Project-Based Learning Integration of Projects into Literacy Block Suggested PBL Study Topics Conclusion Chapter 10 Assessment Attributes of Effective Assessment Aligned to Instructional PurposeReflective of the Learning ProcessFlexible to Meet the Needs of Teachers, Students, and the ClassroomGeared to Inform InstructionDeveloped as Ongoing Cycle for Teaching and LearningScreeningDiagnosisOngoing AssessmentOutcome Assessment Varied Means of Assessment Anecdotal RecordsConstructed-Response Assessments Developmental Spelling AssessmentsEarly Literacy AssessmentsEssaysInformal Reading InventoriesObjective TestsOral Reading Fluency MeasuresOral RetellingPerformance AssessmentsPortfoliosRubricsRunning RecordsSelf-AssessmentsStandardized Tests Conclusion APPENDIX Appendix A - Literacy Block SchedulesAppendix B - Phonics DevelopmentAppendix C - Morphology StudyAppendix D - Common Core StandardsReferences

Diana Sisson and Betsy Sisson are international literacy consultants focusing on professional development and school improvement. They also serve as adjunct professors in the fields of teacher preparation, curriculum and instruction, research in literacy, and special educational programming.

"Organizing the literacy block can be very challenging with the rigorous and complex curriculum demands of the Common Core, not to mention the additional challenges of meeting all students’ needs through differentiation. So many teachers come to me frustrated and asking, "How do I fit it all in?" This book is a fantastic resource!"--Karina Nevers, Learning Strategist, Las Vegas, NV"Diana and Betsy Sisson’s book Re-envisioning the Literacy Block blends the theoretical with practical applications that provide excellent resources and tools for educators to become quality literacy teachers. Not only does the book offer teachers direct resources to impact their instruction, it also provides them with strategies to share with parents so they are better equipped to help their children develop and practice their literacy skills at home." --Ann Linson, Superintendent, East Noble School Corporation, Kendallville, IN

• PrefaceMeet the AuthorsPART I FOUNDATIONS OF LITERACY INSTRUCTIONChapter 1 Historical Trends in Literacy Instruction Brief History of Reading Methodology Origins of the Literacy Block and Guided Reading Benefits & Challenges of the Literacy Block Chapter 2 The Core Block Gradual Release of Responsibility Instructional Model Overview of Components in the Core Block Whole-Group InstructionWord StudyVocabularyComprehension and Fluency Guided Reading Small-Group Application The Core Block "In Action" Conclusion PART II COMPONENTS OF THE CORE BLOCKChapter 3 Word Study Significance of Word Study for Literacy Achievement Phonemic Awareness Phonics Development Morphology Word Study "In Action" Conclusion Chapter 4 Vocabulary Development Significance of Vocabulary for Literacy Achievement Key Principles for Robust Vocabulary Acquisition Personalized Vocabulary Study Vocabulary APP Centers Vocabulary "In Action" Conclusion Chapter 5 Strategic Reading Instruction Significance of Comprehension for Literacy Achievement Comprehension APP Centers Universal Comprehension Strategy Instruction Standards-Based Strategy Instruction Prescriptive Strategy Instruction Integrated Strategy Instruction Fluency's Role in Comprehending Text Comprehension Strategies "In Action" Conclusion Chapter 6 Writers' Craft Significance of Writers' Craft for Literacy Achievement The Reading-Writing Connection Integrating Writing Instruction in the Classroom Intentional PlanningExplicit InstructionModeled WritingShared WritingGuided PracticeIndependent PracticeTargeted Mini-LessonsOngoing Conferences Writers' Craft "In Action" Conclusion Chapter 7 Expanded Reading Opportunities Significance of Expanded Time for Student Reading on Literacy Achievement Read Aloud Independent Reading Book Groups Extended Reading Opportunities "In Action" Conclusion PART III ENSURING STUDENT SUCCESSChapter 8 Differentiating Instruction Individualizing Instruction for Students Content Process Product Conclusion Chapter 9 Project-Based Learning What is Project-Based Learning? The Power of Project-Based Learning Misconceptions About Project-Based Learning Obstacles in Implementing Project-Based Learning Integration of Projects into Literacy Block Suggested PBL Study Topics Conclusion Chapter 10 Assessment Attributes of Effective Assessment Aligned to Instructional PurposeReflective of the Learning ProcessFlexible to Meet the Needs of Teachers, Students, and the ClassroomGeared to Inform InstructionDeveloped as Ongoing Cycle for Teaching and LearningScreeningDiagnosisOngoing AssessmentOutcome Assessment Varied Means of Assessment Anecdotal RecordsConstructed-Response Assessments Developmental Spelling AssessmentsEarly Literacy AssessmentsEssaysInformal Reading InventoriesObjective TestsOral Reading Fluency MeasuresOral RetellingPerformance AssessmentsPortfoliosRubricsRunning RecordsSelf-AssessmentsStandardized Tests Conclusion APPENDIX Appendix A - Literacy Block SchedulesAppendix B - Phonics DevelopmentAppendix C - Morphology StudyAppendix D - Common Core StandardsReferences