Early Reading and Writing Activities -- Early Reading Concepts -- Functions of Print and Desire to Learn to Read -- Print Concepts -- Phonological and Phonemic Awareness -- Concrete Words -- Letter Names and Sounds -- Foundation -- Shared Reading of Predictable Books -- Children Understand What Reading Is for and Develop the Desire to Learn to Read as They Engage in Shared Reading -- Children Develop Print Concepts as They Engage in Shared Reading -- Children Learn Some Words as They Engage in Shared Reading -- Predictable Charts -- Children Learn Print Functions, Print Concepts, and Words from Their Predictable Charts -- Writing -- Provide a Print-Rich Classroom -- Let Children Watch You Write -- Include Interactive Writing -- Let Them Write, and Accept Whatever Kind of Writing They Do -- Children Learn Print Concepts, Words, Phonemic Awareness, and Some Letter Names and Sounds as They Write -- Getting to Know You -- Interviewing and Shared Writing -- Shared Reading of the Charts -- Children Learn What Reading and Writing Are For, Print Concepts, and Some Words through Getting to Know You Activities -- Summary --

ch. 2

Phonological and Phonemic Awareness -- Developing Phonological Awareness -- Counting Words -- Clapping Syllables -- Developing the Concept of Rhyme -- Do Nursery Rhymes -- Do Rhymes and Riddles -- Sing Rhymes and Read Lots of Rhyming Books -- Teaching Blending and Segmenting -- Play Blending and Segmenting Games -- Tongue Twisters and Books with Lots of Alliteration -- Sound Boxes -- Using Names to Build Phonological and Phonemic Awareness -- Summary --

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Concrete Words, Letter Names, and Sounds -- Children's Names -- First Name -- Next Names -- When All the Names Are Displayed -- Alphabet Books -- Letter Actions and Foods -- Key Words for Sounds -- Guess the Covered Word -- Learning Vowel Sounds on Old MacDonald's Farm -- Summary --

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Making Words in Kindergarten -- A Sample Making Words Kindergarten Lesson -- Rhyming Patterns for Making Words Kindergarten Lessons -- Sample Lessons for Early, Middle, and Late Year -- Pattern: ent (early in the year) -- Pattern: ay (middle of the year) -- Pattern: ate (late in the year) -- Summary --

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Early Reading Concepts: Assessment and Differentiation -- Assessing Early Reading Concepts: Functions of Print -- Assessing Early Reading Concepts: Print Concepts -- Assessing Early Reading Concepts: Phonological and Phonemic Awareness -- Assessing Early Reading Concepts: Alphabet Awareness -- Alphabet Letter Knowledge Record Sheet -- Assessing Early Reading Concepts: Word Learning -- Differentiating Instruction -- Summary --

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Fluency Activities -- Provide Easy Reading for Everyone -- Model Fluent, Expressive Reading -- Teacher Read-Aloud -- Echo Reading -- Choral Reading -- Rereading Develops Fluency -- Recorded Reading -- Radio Reading -- Timed Repeated Reading -- Paired Repeated Reading -- Summary --

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High-Frequency Words -- Building Meaning for High-Frequency Words -- Doing a Word Wall -- Selecting Words for the Wall -- Displaying the Words -- Chanting and Writing the Words -- "On-the-Back" Activities -- Easy Rhyming Activity -- Harder Rhyming Activity -- Easy Ending Activity -- Harder Ending Activity -- Combining Rhyme and Endings -- WORDO and Be a Mind Reader: Painless Practice with Word-Wall Words -- Theme Boards -- Summary --

ch. 8

Fluency Assessment and Interventions -- Fluency Is More Than Speed! -- Extending One-Minute Measures to Truly Measure Fluency -- Measuring Accuracy -- Measuring Expression -- Measuring Comprehension -- Measuring Sight Word Recognition -- Recording the Results of Your Enhanced Fluency Assessment -- Extending the Fluency Assessment -- Fluency Interventions -- Easy Reading for Everyone -- Models of Fluent, Expressive Reading -- Read It Again! -- High-Frequency Words -- Summary --

ch. 9

Making Words to Learn Spelling Patterns -- A Sample First-Grade Making Words Lesson -- Beginning the Lesson -- Part One: Making Words -- Part Two: Sorting the Words into Patterns -- Part Three: Transfer -- A Sample Third-Grade Making Words Lesson -- Part One: Making Words -- Part Two: Sort the Words into Patterns -- Part Three: Transfer -- Additional Making Words Lessons -- One-Vowel Lessons -- Theme/Holiday Lessons -- Lessons with Children's Names -- Summary --

ch. 10

Rhyme-Based Decoding and Spelling -- Learning the Most Common Rhyming Patterns -- Rounding Up the Rhymes -- Using Words You Know -- Reading/Writing Rhymes -- Onset Deck -- Making the Chart of Rhyming Words -- Writing Sentences with the Rhyming Words -- Reading/Writing Rhymes with Two or More Spelling Patterns -- A Two-Pattern Lesson -- Vowel Patterns for Reading/Writing Rhymes Lessons -- What Looks Right? -- Summary --

ch. 11

Assessment and Coaching -- Observing Word Strategies in Reading -- Observing Word Strategies in Writing -- Names Test -- Coaching Students to Use What They Know -- Coaching during Writing -- Coaching during Reading -- Summary --

ch. 12

Decoding and Spelling Big Words -- Modeling: How to Figure Out a Big Word -- Word Detectives -- Compound Combos -- Teach the First Five Compounds -- Add Five More Words -- Continue to Add Words and Create New Combos -- Teaching Common Prefixes and Suffixes -- A Prefix Lesson Framework -- The "Unpeelable" Prefixes -- A Suffix Lesson Framework -- Teaching Common Root Words -- Lessons with Simple Roots -- Lessons with More Complex Roots -- Summary --

ch. 13

Nifty Thrifty Fifty-50 Morphemic Key Words -- Teach the First Five Words -- Add Five More Words -- Continue to Add Words -- More Nifty Fifty Thrifty Words and Transfer Words -- Words 16-20 -- Transfer Words -- Words 21-25 -- Transfer Words -- Words 26-30 -- Transfer Words -- Words 31-35 -- Transfer Words -- Words 36-40 -- Transfer Words -- Words 41-45 -- Transfer Words -- Words 46-50 -- Transfer Words -- Summary --

ch. 14

Phonics and Spelling Interventions for Older Struggling Readers -- Brand Name Phonics -- Wheel -- Mystery Word Match -- Making Big Words -- Part One: Making Words -- Part Two: Sort Words into Patterns -- Part Two: Transfer -- Some More Making Big Words Lessons (from Making Words 5th Grade, Cunningham & Hall, 2009) -- Summary --

ch. 15

Theory and the Research[]The Why Underlying the How -- My Personal Phonics History -- What We Know about How Good Readers Read Words -- What We Know about How Children Learn to Read Words -- Children Who Receive Spelling Instruction Become Better Spellers and Better Decoders -- Morphemes are the Keys to Decoding, Spelling, and Building Meanings for Big Words -- Summary: The Research and Phonics They Use --

ch. 16

Phonics Terminology for Teachers