It Takes a Village -- DEDICATION -- TABLE OF CONTENTS -- FOREWORD -- ACKNOWLEDGEMENT -- CHAPTER 1: WHY THE VILLAGE? -- WHY THE NEED FOR A COLLABORATIVE ASSAULT -- CHAPTER 2: THE INCLUSION OF PARENTS -- PARENTS AS THEIR CHILDREN'S FIRST TEACHERS -- OTHER IMPORTANT EARLY LESSONS -- PARENTS ARE KEY TO MOTIVATING THEIR CHILDREN -- WHAT CHILDREN COME TO BELIEVE ABOUT SCHOOL IS HIGHLY INFLUENCED BY PARENTS -- CHAPTER 3: THE UNIVERSITY, THE COURSE DESIGN, THE FOUNDATION AND THE PRESERVICE TEACHERS -- THE PRESERVICE TEACHERS -- THE INVITATION TO PARTICIPATE -- THE LETTER TO PARENTS ONCE THEY AGREED TO PARTICIPATE -- PARENTS HAD THEIR OWN ANGST -- HOW THE PROCESS UNFOLDED FOR THE PRESERVICE TEACHERS -- I KNOW ALL THIS INFORMATION WELL, SORT OF -- As Best Schools Compete for Best Performers, Students May Be Left Behind -- NAACP: Education key to improving future of Black youth -- Bill Gates: Education Can Be Reformed Before Poverty Is Eliminated -- CHAPTER 4: THE METHODS FIVE COMPONENTS OF READING: Phonemic Awareness - It's all About the Sound -- IT IS ONLY SOUND AND SHOULD NOT TAKE LONG -- IN CLASS ACTIVITIES -- HOW MANY PHONEMES? (ANSWERS FROM PAGE 28) -- THOUGH BE CAREFUL OF THE SCHWA -- So, what is a schwa? -- HOW WE PREPARED PRESERVICE TEACHERS TO USE TEXT TO TEACH PHONEMIC AWARENESS TO NON-READERS -- I DON'T EVEN GET THIS PHONICS STUFF MOST OF THE TIME, SO HOW DO YOU EXPECT ME TO TEACH IT WELL? -- Sometimes "w" is also a vowel -- Long vowels are complex though -- IT'S THE ACADEMIC VOCABULARY THAT TRIPS THEM UP -- PRESERVICE TEACHERS TRY TO UNDERSTAND THEIR OWN WORD LEARNING PROCESS -- Expressive and Receptive Vocabularies -- I KNOW THAT WORD, I THINK -- Vocabulary learning is a process -- So many words, which to select? -- FLUENCY -- WHAT WE CAN LEARN FROM MISCUE ANALYSIS -- IN-CLASS ACTIVITY -- PRESERVICE TEACHERS' RESPONSES.

FLUENCY AND AUTOMATICITY -- COMPREHENSION -- A MIXTURE OF EVERYTHING -- DIRECTLY EXPLAINING STRATEGIES -- COMPREHENSION AND EXPOSITORY TEXT -- Other areas of confusion for struggling readers -- CHAPTER 5: THE TUTORING: (Phonemic Awareness) -- MORE TIME BLENDING AND SEGMENTING -- Phonics What confused them and what didn't -- Set-Up: Place categories into paper bags and have them ready to be distributed to reader -- VOCABULARY DEVELOPMENT USING TEXT -- Tutoring Plan - Week 4 - Andy -- Tutoring Plan - Week 4 - Maggie -- Tutoring Plan - Week 4 - Crystal -- ANOTHER WORD ON VOCABULARY -- Inflectional Affixes and Examples -- Fluency -- Lesson Plan for Tutoring 11/10/10 -- ELON WOMEN'S SOCCER PLAYER AND PRESERVICE TEACHER BRITTANY HALLBERG WORKING IN THE "VILLAGE" WITH TUTEE EDWARD -- Comprehension -- Teaching prediction -- Teaching inference -- Teaching questioning -- Teaching summarizing -- THE OTHER SIDE OF COMPREHENSION LISTENING -- Helping with listening comprehension skills -- CHAPTER 6: COMBINED EFFORTS AND VOICES -- STORIES THAT BIND -- PARENTS IN THEIR OWN WORDS -- Parent Interview #1 -- Parent Interview #2 -- Parent Interview #3 -- CHILDREN HAVE THEIR SAY -- Student Interview #1 -- Student Interview #2 -- Student Interview #3 -- CLASSROOM TEACHER SPEAKS -- Teacher Interview #1 -- CHAPTER 7: PRESERVICE TEACHERS HAD THE MOST TO SAY -- Kirby Sypek -- What I have taken away -- APPENDIX A: SHORT AND LONG E -- SHORT AND LONG O -- SHORT AND LONG I -- SHORT AND LONG VOWEL U -- THREE-LETTER BLENDS -- DIPHTHONG -- LONG VOWEL O -- SHORT AND LONG VOWEL I -- R-CONTROLLED VOWEL -- LONG VOWEL E -- APPENDIX B: SPELLING DIFFERENCES IN VOWEL SOUNDS -- APPENDIX C: VC/CV DOUBLETS I -- APPENDIX D: COMPOUND WORDS -- REFERENCES -- INDEX.