Professional Development | Book Publishing | E-mail Us | Catalogs | Our Company

Foreword:
                by Richard L. Allington, Ph.D.
            University of Florida

Every now and then I’ll pick up a book and wonder, “Why
didn’t I think of that?”

Margaret Mooney’s small book is just that sort of text. In
one source she has provided a virtual compendium of those
features of texts that we seem often simply to take for
granted. And in taking them for granted we may
underestimate the complexity that texts can create for
readers, for emerging readers especially.

But while this book draws our attention to these common but
overlooked features of different sorts of texts, Mooney is quite
clear that the text itself is but one of three aspects of a
literacy  lesson. She argues that first teachers must know their
students. Know them well as developing readers and writers.
Know their interests and preferences as well as how far they
have traveled along the literacy continuum. Second, teachers
must know the curriculum. Know what things are important to
teach. What sort of proficiencies is the appropriate focus of the
instruction? Then third, teachers must know the texts that
children will experience. It is this third focus that is the primary
topic of this text.

Mooney provides a new set of eyes for knowing the texts that
students encounter. Knowing the texts means that a range of
opportunities for teaching open up. Opportunities that support
students as they work through texts. Opportunities that result
in more children learning to manage increasingly complex
texts. Opportunities to assist children as they ponder and
explore how texts accomplish so many and varied things.

Mooney reminds us that for too long guided reading lessons
have overemphasized fictional narratives and
underemphasized different kinds of texts, including maps,
directions, magazines, and, of course, informational texts
(including traditional content area textbooks). She sets out in
a straightforward manner the sorts of features that
differentiate different types of texts. Along the way she
discusses features that are common to all texts (e.g., fonts
and type size), but features that are too often not explained
to children.

She argues that in thinking about the texts to be used in
instruction we need to remember that the key issue is “not
what I can use the book to teach…but what the book offers the
reader in terms of content, understanding about texts, and
the role of the reader…” As she walks us through a variety of
texts, she illustrates just this way of thinking about
instructional opportunities.

My hunch is that this book is a good candidate for an annual
rereading, just before the school year begins anew. It will
continue to remind us of the breadth of instructional
possibilities with most any text. It will remind us that good
teaching doesn’t assume anything. Remind us of the power we
hold as teachers in developing children who can and do,
joyously and voluntarily, read and write.

 Richard L. Allington, Ph.D.
 University of Florida

---

Introduction:

About This Book

This is not a book about the teaching of reading, but rather a
book for teachers of reading. Whether a certain program is
mandated or whether teachers have the privilege and
responsibility for selecting materials for use in their class
reading program, knowing how to determine a text’s
complexity and how to select the most appropriate resources
is critical. The premise underpinning this publication is that we
can only make informed choices about which resource to use
and how to present it when we know what the selection offers.
We are then able to match a book to a student rather than try
to manipulate a student’s learning or skills to cope with a text
unsuited to his or her capabilities, because either it is too easy
or it presents so many challenges that the amount of
intervention required takes away ownership of the reading and
learning.

Knowing how to consider the textual and illustrative features of
a book enables the teacher to identify those that would
encourage application of strategies and skills that are secure
within each learner, those that would offer practice of skills and
strategies currently being acquired, and those that would
present an achievable challenge. Considering the number of
features in this way assists the teacher to make a decision not
only about the book’s suitability for that student or group of
students but also about the most appropriate amount and
nature of support that will ensure successful learning. In other
words, knowing the learner and knowing the book are
prerequisites to determining the most suitable instructional
approach for introducing the book.

Labeling a book as suitable for an approach, whether it be
read to, shared, guided, or independent; “to, with, or by;” or
another set of names distinguishing the focus, is purely a
starting point. It is likely that the approach used to introduce
the book may change during the lesson as the teacher
monitors each student’s level of comprehension and fluency or
decoding of unfamiliar vocabulary.

I have tried to explain some of the ways I look at books as a
teacher and as a fledgling author of material for students and
for teachers. Although not all of the ideas are written in first
person, it is a personal view. I trust my passion for providing
the best possible book for the teaching of reading does not
override the practicalities and the realities of the classroom. I
hope my writing confirms how much you know about books but
may have let slip from the “front burner.” I also hope it may
trigger some new thoughts, thus making the reading
worthwhile at more than the superficial level. Helping teachers
help students, at any and all levels, read beyond the surface
is the ultimate goal of my efforts in this publication.

The book comprises two main sections. In the first part,
“Finding the Present,” I share my understandings about
various aspects and features of books, and how these support
readers and writers. The second half, “Using the Present,”
details the features of a range of texts and offers suggestions
for how they might be presented to young readers and writers.
Two of these titles, The Birds at My Barn and Minibeasts, are
shrink-wrapped for use with this book. My writing about these
books or any other examples included in the book does not
endorse a specific level of suitability. The teacher knows the
competence, experiences, and interests that the students
bring to a book at a particular time, and that must underpin
all decisions about selecting and presenting material.

Teachers are invited to make photocopies of the bookmark at
the end of this book for classroom use.

---

Endorsements:

"Margaret is that so very wise teacher who can communicate
 her enormous expertise to us in such a way that we feel we
 can achieve the success with children that she has.  Her new
 book, A BOOK IS A PRESENT,... is a gift to all of us."
                                                                  Pat Brodorick,
                                                    Teaching K-8 Magazine
                                                  August/September 2004

“Margaret Mooney always stresses the importance of teachers
not only knowing the instructional approach to use with
students, but also knowing the students themselves and the
books those children will read. This book presents insights that can radically transform instruction and enable teachers to help
their students become thoughtful and passionate readers.
Indeed, this book presents critical information in selecting
books for instruction, in understanding the functions of text
and illustration, and in scaffolding students’ understanding and
enjoyment of text.” Terrell A. Young, Associate Professor of
Literacy Education, Washington State University, and Editor,
Happily Ever After

“This book offers an in-depth explanation of what a teacher
needs to know and do to select, analyze, and use text to
support student learning.”
                                                         Mary Ann Whitfield,
                           The Learning Network® Coordinator and
                    Language Arts Coordinator, Hutto ISD, Texas

---