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 To Ayden, Ansel, Ashley, and Abigail,
and their teachers—past, present, and future
About the Authors
Shane Templeton is Foundation Professor Emeritus of Literacy
Studies, University of Nevada, Reno. A former classroom
teacher at the primary and secondary levels, he has focused his
research on the development of orthographic and vocabulary
knowledge. He has written several books on the teaching and
learning of reading and language arts and is a member of the
Usage Panel of the American Heritage Dictionary.

Kristin M. Gehsmann is Associate Professor of Education

and Coordinator of the Master’s in Reading Concentration
at Saint Michael’s College in Colchester, Vermont. A former
elementary school teacher and PreK–12 literacy consultant,
she conducts research on narrowing the achievement gap
in high-poverty communities, and bringing research-based
practices to scale through ongoing professional development.
Brief Contents
Chapter 1: The Foundations of Literacy Instruction 1

Chapter 2: Language, Thought, and Literacy Development 32

Chapter 3: Effective Literacy Instruction: Principles and Practices 71

Chapter 4: Prioritizing Student-Centered Assessment and Instruction  112

Chapter 5: Foundations of Language and Literacy Instruction

for English Learners 153

Chapter 6: Emergent Literacy: Engaging the World of Print, Developing

Oral Language, and Vocabulary 173

Chapter 7: Beginning Conventional Reading and Writing 219

Chapter 8: Transitional Reading and Writing 270

Chapter 9: Intermediate Reading and Writing 315

Chapter 10: Skillful Literacy: Developing Critical Engagements

with Texts, Language, and Vocabulary 364

Chapter 11: Response to Instruction: Intervention and Acceleration

for Readers Who Struggle 414

vii
This page intentionally left blank
Contents
Preface xvii Online Resources 29
Chapter 1: How to Use This Book 30
The Foundations of Literacy Instruction 1 Chapter 2:
What Is “Literacy”? 3 Language, Thought, and Literacy
The Importance of Print and Digital Development 32
Literacy 4
Characteristics of Oral Language 34
� S trategies for the Classroom: Is There One Phonological Knowledge 34
“Best Method” for Teaching Reading? 5
Semantic Knowledge 35
The Many Faces of Literacy 5 Syntactic Knowledge 37
The Literacy Essentials 6 Pragmatic Knowledge 37
The Literacy Essentials: The “What” of Effective Characteristics of Thought 38
Instruction 7 Characteristics of Written Language:
� The Language of Your Instruction: Schema Word Level 40
Theory and Comprehension 8 Correspondences at the Level of Sound: Alphabet
� Children’s Literature Connection: Historical and Pattern 41
Fiction – Al Capone Does My Shirts 12 Correspondences at the Level of Meaning:
� The Language of Your Instruction: Standards Morphology 43
and Their Influence 18
 haracteristics of Written Language:
C
The Literacy Essentials from a Developmental Text Level 44
Perspective 18 What Makes Texts Complex? 46
Stages of Literacy Development 19 � T he Language of Your Instruction:
The Sociocultural Contexts of Literacy Why the Emphasis on Text Complexity? 47
Learning 24 � C hildren’s and Young Adults’ Literature
Learning Cultural Practices 24 Connection: Reading for Boys and Young
Adult Males 49
Developing a Culture of the Classroom 25
The Developmental Model of Literacy 49
� The Language of Your Instruction: Talking
With, not Just To, Your Students 26 Understanding the Developmental Continuum 49
Emergent Reading and Writing (Preschool to Early
 evels of Support and the Gradual Release
L First Grade) 55
of Responsibility Model 26
Gradual Release of Responsibility Model 27 � S trategies for the Classroom: Scaffolding
Young Children’s Speech Discrimination 57
Differentiating Instruction 27
Chapter Summary 28 Beginning Conventional Reading and Writing
Suggested Extension Activities 28 (Kindergarten to Early Grade 2) 58
Recommended Professional Transitional Reading and Writing (Late Grade
Resources 29 1 to Mid-Grade 4) 60

ix
x Contents

Intermediate Reading and Writing (Grade 3 through Small Group Reading Instruction 87
Grade 8) 62
� A
 ccommodating English Learners: Creating
Skillful Reading and Writing (Grade 6 and Above) 65 an Environment that Supports Risk Taking
Chapter Summary 68 and Collaboration 90
Suggested Extension Activities 69
Independent Reading Time: Time Spent
Recommended Professional Resources 69 Reading 90
Online Resources 70 Managing Small Group Instruction and Independent
Reading across the Week 92
Chapter 3: Wrapping Up the Workshop: Share
Effective Literacy Instruction: Principles Time 93
and Practices 71 Writing Workshop: An Overview 93
Characteristics of Highly Effective Teachers 73 Mentor Texts 94
Mini-Lessons 94
� T he Language of Your Instruction: Building
Independent Writing Practice 95
a Community of Thoughtful Communicators
and Deep Thinkers 74 Small Group Writing Instruction
and Conferring 95
Your Classroom Environment and Students’ Share 97
Motivation to Learn 74
Word Study Instruction: An Overview 97
Organizing Your Classroom Environment 75
Sorting 98
A Print-Rich Environment 75
Student Talk and Reflection 99
Classroom Management and Student
Engagement 77 Different Types of Sorts 99
Conclusion: Your Classroom Environment 77 Sorting Throughout the Week 102
Extension Activities 103
� Reading and Writing in Digital Contexts:
Using Multiple Literacies in Your Classroom 78 Managing Word Study Instruction Across
the Week 107
Your Classroom Library 78 Your Word Study Lesson Plan Sequence 107
Quantity of Books 79 Word Study Assessment 108
Quality and Variety of Books 79 Individual Learning Contracts 108
� S trategies for the Classroom: To Level or Not to Comprehensive Core Reading
Level, That Is the Question 80 Programs 108

Your Daily Literacy Block 81 Chapter Summary 110

Suggested Extension Activities 110
� W
 orking and Collaborating: The Role
of Paraprofessionals in Your Literacy Block 81 Recommended Professional Resources 111
Online Resources 111
Reading Workshop: An Overview 82
Managing Your Time in Reading Workshop 82
Chapter 4:
Shared Reading 82
Prioritizing Student-Centered Assessment
Interactive Read-Aloud 83
and Instruction 112
� C hildren’s Literature Connection: Books A Brief and Recent History of Assessment
to Start the School Year 84 and School Reform 115
Mini-Lessons: Explicit, Whole Class, Standards-Based “A Nation at Risk” 115
Instruction 84 The “Reading Wars” 116
 Contents xi

No Child Left Behind and High-Stakes Assessing Vocabulary and Morphological

Testing 117 Knowledge 141
Interest Inventories and Motivation Surveys 143
� T he Language of Your Instruction: Helping
Students Succeed with High-Stakes Special Considerations for Emergent and Beginning
Assessment 117 Readers 143
Using Ongoing Formative Assessment
The Misuses and Unintended Consequences
in Your Classroom 144
of High-Stakes Assessment 118
Conferring 144
A New Era of Reform: Common Core State
Standards 118 Records of Oral Reading 145
Rubrics 145
� Working and Collaborating: Talking with
Parents and Families about High-Stakes Student Self-Assessment and Ongoing Feedback 146
Assessment 120 Portfolios 150

Types and Purposes of Assessment 121 Chapter Summary 150

Norm-Referenced Assessment 121 Suggested Extension Activities 151
Criterion-Referenced Assessment 122 Recommended Professional Resources 151
Summative Assessment 123 Online Resources 152
Formative Assessment 123
Chapter 5:
� S trategies for the Classroom: Planning
Assessment Before Your Instruction 125 Foundations of Language and Literacy
Instruction for English Learners 153
The Qualities of a “Good” Assessment 125
The Foundations of Teaching English Learners 155
Reliability 125
Examining Our Dispositions 156
Validity 126
Characteristics of English Learners 158
Instructional Transparency 126
� W
 orking and Collaborating: Tips for
� Accommodating English Learners: Equitable Effective Home-School Communication 159
Literacy Assessment for English Learners 127
Culturally Responsive and Culturally
A Comprehensive Literacy Assessment Inclusive Teaching 159
Program 127
Effective Instructional Practices 160
Assessing the “Literacy Essentials” 129
Examining Students’ Home Languages and Their
Word Structure: Pinpointing Development with Quali- Literacy Experiences 161
tative Spelling Inventories 129
Assessing Foundational Skills: Phonological Awareness � A
 ccommodating English Learners: Speakers
Literacy Screening (PALS) 132 of Variant/Vernacular Dialects 162
Assessing Reading Comprehension 133 Determining Levels of English Learners’
� R
 eading and Writing in Digital Contexts: Proficiency in English 164
The Role of Electronic Data Management Literacy Instruction with Your English
Systems 133 Learners 165
Informal Reading Inventories 136 � Children’s Literature Connection: Evaluating
Language, Racial, Ethnic, and Culturally Diverse
� C hildren’s Literature Connection: Doing Your Aspects of Literature 167
Best: Books about Perseverance and Overcoming
Obstacles 136
Reading to Your English Learners: Supporting
Assessing Fluency 139 Language and Literacy Development 168
xii Contents

Wide Reading and Purposeful Writing 168 Other Texts for Emergent Readers 188
Vocabulary Instruction 169 Poetry, Fingerplays, Nursery Rhymes, and Songs 188
Environmental and Functional Print 188
� T he Language of Your Instruction:
Moving Beyond the Literal: Idiomatic � C hildren’s Literature Connection: Favorite
Expressions 170 Books and Resources for Poetry, Nursery
Rhymes, Fingerplays, and Songs 189
Spelling Instruction 170
Concept Books 189
� Strategies for the Classroom: “Modeling”
Academic Language 171 � T he Language of Your Instruction:
Talking with Children about Print in Their
Chapter Summary 171 Environment 190
Suggested Extension Activities 172
Predictable Pattern Books 190
Recommended Professional
Wordless Picture Books 190
Resources 172
Big Books 191
Online Resources 172
Reading to Children: Developing Listening
Comprehension and Vocabulary 191
Chapter 6: Dialogic Read-Alouds 191
Emergent Literacy: Engaging the World
of Print, Developing Oral Language, � C hildren’s Literature Connection: Resources for
Selecting a Good Read-Aloud 192
and Vocabulary 173
An Introduction to the Emergent Stage Text Talk 193
of Development 175 Deciding Which Words to Teach 195
 ral Language Development: The Foundation
O Anchored Vocabulary Instruction 196
of Literacy 176 Developing Conceptual Knowledge 196
Enriching the Language Environment in Your
Classroom 176 � S trategies for the Classroom: Anchored
Vocabulary Instruction 197
Density of Talk 177
Quality of Talk 177 Developing Concepts about Print: Its Forms
and Functions 198
The Role of Syntax 178
Authentic and Sustained Conversation 178 Shared Reading 198
Independent Reading Practice 200
� S trategies for the Classroom: Building
a Tower of Talk 179 � Working and Collaborating: Reading with
Your Child at Home 201
Language and Literacy Development in Meaningful
Contexts 180 Learning the Alphabet and the Role
of Letters 202
� S trategies for the Classroom: Literacy-Rich
Centers 181 � Reading and Writing in Digital Contexts:
Resources for Evaluating Learning
 ngaging the World of Print: The Role
E Applications 203
of Exposure to Written Texts 182
Storybook Reading 182 Alphabet Books 204
Reading Informational Text 184 Beginning Consonant Sounds
and Letters 204
� C hildren’s Literature Connection: Guidelines for Beginning Sound Sorts 205
Choosing High-Quality Informational Text 186
Extensions 206
 Contents xiii

Learning about Units of Print and Units Letter Name–Alphabetic Spellers 233
of Language 206 Vocabulary Development 237
� A
 ccommodating English Learners: � Strategies for the Classroom: Word Study
Predictable Consonant Confusions for English in Practice: A Sample Five-Day Lesson Plan 238
Learners 207
Small Group Reading Instruction for Beginning
Phonological Sensitivity and Awareness of Words 207 Readers 241
Awareness of Syllables 208 Guided Reading 242
Rhyming 208
� The Language of Your Instruction: Prompting
Awareness of Onset-Rime 208 Readers to Be Strategic 246
� S trategies for the Classroom: Shared Reading,
Print Referencing, and Rhyme 209
What Beginning Readers Can Read Themselves 247

� Working and Collaborating: Paired Reading 247

Awareness of Phonemes 209
Phonics 211  eginning Fluency: From Automaticity
B
Phonological Awareness and Language: A Strong to Expressive Reading 252
Foundation 211 Fluency Instruction for Beginning Readers 252
Concept of Word 212 � Reading and Writing in Digital Contexts:
Writing in the Emergent Stage 213 Technology Assisted Repeated Readings 253
Putting All the Pieces Together: The Reading-Writing- Reading To and With Children: Guiding
Language Connection 214 Comprehension Development 254
Chapter Summary 216 Before Reading: Activating Prior Knowledge, Previewing,
Suggested Extension Activities 217 Predicting, and Setting a Purpose 254
Recommended Professional Resources 217 During Reading: Monitoring and Questioning 255
Online Resources 218 After Reading: Retelling 257

� C hildren’s Literature Connection: Texts That

Chapter 7: Stimulate Children to Ask Questions 257
Beginning Conventional Reading
The Beginning of Conventional Writing 260
and Writing 219
Getting Started with Writing Workshop 261
Overview of Beginning Readers, Writers, and Letter
Getting Started with Narrative Writing 262
Name-Alphabetic Spellers 221
Writing to Inform: Procedural “How-To”
Word Knowledge: The Linchpin of Literacy
Writing, “All-About” Texts, and Persuasive
Development 222
“Argument” Writing 263
Alphabet Knowledge 222
The Writing Process 264
Phonological and Phonemic Awareness 224
Chapter Summary 266
Concept of Word in Text 224
Suggested Extension Activities 268
� S trategies for the Classroom: Hearing Recommended Professional Resources 268
and Representing Sounds 225
Online Resources 269
Sight Word Vocabulary 228

� A
 ccommodating English Learners: Building Chapter 8:
Sight Vocabulary 230 Transitional Reading and Writing 270
Word Study: Phonics, Spelling, and Vocabulary 232 Overview of Transitional Readers, Writers, and
Phonics 232 Within Word Pattern Spellers 272
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xiv Contents

Early Transitional Readers 298

� W
 ithin Word Pattern Spellers: Moving from
Sound to Pattern 273 Middle Transitional Readers 298

� T he Language of Your Instruction: Teaching

Characteristics of Early, Middle, and Late Within Word Children to Infer 299
Pattern Spellers 274
Studying Vowels in Single-Syllable Words 276 Late Transitional Readers 300
Studying Consonants in Single-Syllable � C hildren’s Literature Connection: Other Books
Words 279 for Transitional Readers 302
� Accommodating English Learners: Teaching Developing Transitional Readers’ Fluency
the Vowel Sounds of English 280
and Comprehension: Research-Based
� Working and Collaborating: Talking with Families “Best” Practices 303
about Word Study Instruction 281
Wide Reading 303
 ocabulary Development: Spelling Instruction
V Repeated Reading 303
and Beyond 282 Comprehension Routines: Reciprocal Teaching
Homophones, Homographs, and Other Features of the in Action 304
Late Within Word Pattern Stage 282
� T he Language of Your Instruction: Conferring
Shades of Meaning: Synonym and Antonym Lines 283 with Transitional Readers and Writers 305
Generative Vocabulary Instruction: Early
Morphological Awareness 284 Reading and Writing Connections: Helping
Transitional Writers Write Well 306
� S trategies for the Classroom: Teaching the
Narrative 307
Prefix “un–” to Transitional Readers 284
Research and Reports 309
Interactive Read-Alouds: Developing Engaged Persuasive Pieces: The Seeds of Argument 309
Listeners and Deep Thinkers 286
Chapter Summary 312
Reader Response Theory in Action: Supporting
Comprehension Development 287 Suggested Extension Activities 313
Talking Well, Thinking Well: The Power of Talk in the Recommended Professional Resources 314
Development of Comprehension 289 Online Resources 314
Supporting Children’s Conversations about Books 289

� C hildren’s Literature Connection: Interactive Chapter 9:

Read-Alouds for Developing Critical Thinking Intermediate Reading and Writing 315
in the Transitional Stage of Development 290 Overview of Intermediate Readers, Writers,
and Syllables and Affixes Spellers 317
Collaborative Reasoning and Argument Schema 291
Developing Comprehension and Understanding
� T he Language of Your Instruction: Collaborative of Texts 318
Reasoning in Action 291
Strategies for Approaching Texts: Predicting, Questioning,
From Talking Well to Writing Well: Written Clarifying, Summarizing, Extending 318
Response to Text 293 Types of Texts and Approaches to Reading 318
Quick Writes 293
� S trategies for the Classroom:
� Reading and Writing in Digital Contexts: “Reading with a Pencil” 319
Blogging in Response to Text 294
Reading Informational Texts 320
From Quick Writes to Response Essays 294
� S trategies for the Classroom:
Books for Transitional Readers: Independent and Accountable Talk 322
Small Group Reading Practice 297
 Contents xv

Reading Literature: Narrative Fiction 324 Suggested Extension Activities 363

Reading Literature: Poetry 325 Recommended Professional Resources 363
� Strategies for the Classroom: Book Clubs 327 Online Resources 363
� Young Adult Literature Connection: For Middle
School Students at the Intermediate Stage 330 Chapter 10:
Developmental Word Knowledge 330
Skillful Literacy: Developing Critical
­Engagements with Texts, Language, and
Spelling: Exploring Syllable Patterns
and Morphology 330 Vocabulary 364
Overview of Skillful Readers, Writers,
� T he Language of Your Instruction: Spelling and Derivational Relations Spellers 367
Features at the Intermediate Stage 331
Characteristics of Texts for Skillful
Vocabulary Development 336 Readers 367

� S trategies for the Classroom: Teaching � Young Adult Literature Connection: The Uses
Morphology at the Intermediate Level with of Mythology 369
Root Words and Affixes 339
Developing Comprehension and Understanding: In-
Applying What They Are Learning: Decoding and Depth Critical Engagements with More
Learning Longer Words in Reading 341 Complex Texts 371
Literature 371
� S trategies for the Classroom: Teaching
Morphology at the Intermediate Level with � The Language of Instruction: Provoking
Greek and Latin Roots 342 a Persuasive Stance 372

Systematic Instruction in General Academic and Independent Reading: Motivating and Engaging
Domain-Specific Vocabulary 346 Readers with Self-Selected Reading 378
Fluency: The Bridge to Comprehension 349 � Y
 oung Adult Literature Connection: Literature
for LGBTQI Students 379
� Accommodating English Learners: Awareness
and Understanding of Cognates 351 Informational Texts and Academic Language 381
Modeling Fluent Reading 352 Developmental Spelling Knowledge: Derivational
Bridging from Read-Alouds to Students’ Reading Relationships 384
of Anchor Texts 352 � Reading and Writing in Digital Contexts: Critical
Writing 352 Literacy in Action on the Web 388
The Writing Process in the Intermediate Vocabulary Development 394
Stage 354
� Strategies for the Classroom: Skillful Readers
� T he Language of Your Instruction: with “Spelling Issues” 395
Writing Traits 356
Advanced Generative Vocabulary Instruction 395
The Traits of Writing 356 The Role of Etymological Knowledge in Growing and
Getting Under Way with Informational Writing: RAFT Deepening Vocabulary Knowledge 398
Papers 358 Systematic Instruction in General Academic and
Domain-Specific Vocabulary 400
� S trategies for the Classroom: Author’s
Craft Lessons 360 � S trategies for the Classroom: Reading
� Reading and Writing in Digital Contexts: Workshop Mini-Lesson: Author’s Craft 404
Connecting Content Learning and
Technological Literacy 360 Writing in the Skillful Stage 405
Analyzing Narrative 405
Chapter Summary 362
Analyzing and Constructing an Argument 407
Chapter Summary 412 Accommodating Students Experiencing
Suggested Extension Activities 412 Difficulty with Literacy 425

Recommended Professional Resources 412 Supporting the Development of All Students:

Research-Based Best Practices 426
Online Resources 413
� W
 orking and Collaborating: Helping Students
with Learning Disabilities Be ­Successful with
Chapter 11: Homework 427
Response to Instruction: Intervention
and Acceleration for Readers Who Word Sorts: Varying the Complexity 428
Struggle 414 � Children’s Literature Connection: Great
What Is Response to Instruction? 416 Books about Children and Adolescents with
Learning Difficulties 428
� T he Language of Your Instruction:
Student-First Language 419 Building Background Knowledge and Using Graphic
Organizers 429
Tiered Instruction 419 Increase “High-Success” Reading Practice 431
The Role of Assessment in Response to Instruction 420
� S trategies for the Classroom: Tips for
� Accommodating English Learners: Determining the Teaching Comprehension Strategies 431
Presence of a Learning Disability in an English
Learner 420 Morphological Analysis: Helping Students “Unlock” the
Meaning of Words 432
Profiles of Students Experiencing Difficulty in
Attend to Motivation and Engagement 433
Learning to Read 421
Chapter Summary 434
Automatic Word Callers: Readers with Strong
Word Recognition, Weak Vocabulary and Suggested Extension Activities 434
Comprehension 422 Recommended Professional Resources 435
Word Stumblers: Readers with Strong Vocabulary Online Resources 435
and Comprehension, Weaker Word Recognition
and Fluency 423
Struggling Word Callers: Readers Experiencing
Difficulty with Word Recognition and Glossary 436
Comprehension 423
References 442
Slow and Steady Comprehenders: Readers with Strong
Comprehension and Word Recognition and Weaker
References for Children’s and Young Adult
Fluency 424
Literature 461
Slow Word Callers: Readers with Strong Word Recogni-
tion and Weak Fluency and Comprehension 424 Index 466
Students with Specific Learning Disabilities
in Reading 424 Photo and Text Credits 478
� Reading and Writing in Digital Contexts:
Assistive Technology in the Literacy
Classroom 425
Preface
Today’s teachers face many challenges, including teaching all students, teaching them well,
and teaching them in the context of rising expectations and high-stakes assessment. Today’s
students come from increasingly diverse socioeconomic, cultural, linguistic, racial, and ethnic
backgrounds. Because of your dedication to these children, you embrace the challenges and
opportunities of teaching in today’s dynamic and diverse classroom environments. In this book
we provide the foundation for meeting the challenges of teaching literacy in these contexts,
providing you with the knowledge and tools necessary to teach literacy in a developmentally
responsive and integrated way.

Purpose
Understanding developmentally responsive instruction allows you to teach in students’ instruc-
tional zones, accelerating their literacy learning and development. We have written Teaching
Reading and Writing: The Developmental Approach (PreK to Grade 8) to provide you with the
knowledge and strategies for this type of teaching, including up-to-date research on literacy
development, instruction, assessment, and intervention. In this book, we address three goals:
1. Provide foundational knowledge in the nature and progression of literacy development,
identifying what learners are able to understand about the essential elements of literacy
at different developmental stages, and when and how are they able to apply those under-
standings with your help as well as independently.
2. Provide an understanding of the essential elements of literacy and how related instruc-
tional strategies support deep and meaningful engagements with texts.
3. Provide an understanding of the foundations and nature of culturally responsive literacy
instruction.

Using This Book

Intended for preservice and experienced teachers alike, this book provides a wealth of con-
tent and does so in a conversational, approachable style that connects theory to practice by
including:
• Vignettes and sample lessons from real classrooms
• Authentic student work samples
• Ways to use and integrate print-based and digital texts across the curriculum
• Tools for organizing and managing a comprehensive, developmentally responsive
literacy program

Whether you’re preparing to teach or have a classroom of your own, Teaching Reading and
Writing: The Developmental Approach promises to provide you with the tools and knowledge

xvii
xviii Preface

necessary to confidently and competently meet the diverse needs of students in today’s class-
rooms. It is designed to help you teach in a student-centered, research-based way. Beginning
with assessment, you’ll learn to identify students’ stages of development as a means for
determining not only what to teach, but how to teach it. Most methods texts dedicate sepa-
rate chapters to the essential elements of literacy—word analysis skills, fluency, vocabulary,
comprehension, writing, and motivation—but our chapters reflect an integrated model of
literacy instruction that is based on the understanding that reading and writing are devel-
opmental processes. As such, you will see these components of literacy addressed in every
chapter.

• Each chapter begins with real-life scenarios that illustrate the theory in practice. This will
help you immediately see the relevance and application of theory.
• Student work samples are included in each chapter to help you actually see the kind
of work students at each stage of development create so you will know what to expect
from learners across the developmental continuum. We also help you learn how to
analyze student work to identify your student’s stages of development and instruction-
al needs.
• Sample lessons not only make the text engaging and accessible but they also make the
text come to life. These samples help you put the theory and research into practice with
real students in real classrooms. Each lesson is aligned with the Common Core State
Standards for English Language Arts.
• Literature for children and young adults is integrated throughout the text. In each
instructional chapter you’ll find a list of titles appropriate for that stage of development;
in other chapters you will find titles appropriate for the various topics that are addressed.
With the Common Core’s emphasis on text complexity, these lists are timely and extremely
helpful for teachers who are planning Common Core-aligned lessons each day.
• An illustrative companion text, Newbury Honor Award-winning Al Capone Does My Shirts
by Gennifer Choldenko (2004), is available.
• Each chapter ends with a comprehensive chapter summary, suggested extension activi-
ties, recommended professional resources, and additional online resources.

The first two foundational chapters of Teaching Reading and Writing: The Developmental
Approach address the nature of development and interaction of thought, language, and literacy.
They introduce you to the developmental model, the literacy essentials, historical trends in the
field, as well as the current policy environment in which the Common Core State Standards and
Response to Intervention (RTI) figure prominently. By giving you an overview of these topics
early on, we’re able to build on this knowledge in each of the subsequent chapters.
The third foundational chapter addresses the principles and practices of effective, develop-
mentally responsive literacy instruction, and the fourth grounds your understanding of develop-
ment and instruction in effective assessment.
Chapters 6 through 10 are dedicated, respectively, to each stage of literacy development:
emergent, beginning, transitional, intermediate, and skillful. Within each chapter, you’ll learn how
to differentiate instruction for students within each stage, meet the expectations of the new
Common Core State Standards for English Language Arts, accommodate English learners,
collaborate with other professionals, integrate print and digital literacies, and build
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could do that.
"I should be more in the way than a help," said Darby after a
pause. He seemed to find it hard to answer. "There will be enough
cripples going home without a ready-made one going out," he added
with a twisted smile.
"What do you think Evangeline De Burgho Keane was born into
the world for?" Gheena asked fiercely, watching the lady go towards
the garden, from which she would return followed by a youth
bearing a bundle of cuttings and plants, and possibly fruit.
"To make us see how nice other people are," said Darby equally.
"Keefe, she's calling you now, she's turned back."
 Mr. Keefe emerged from behind a newly-lighted pipe to answer
humbly.
"I do trust you are looking after your part of it, Mr. Keefe, and
not allowing the police to do nothing on bicycles all over the country
when there's a war in Europe. Their place should be on the cliffs
watching for spies and submarines."
"I've applied for a commission," said Keefe briefly and
irrelevantly, "and the coastguards are trebled. These are on the look-
out for men on Leeshane and Innisfail, and there is the patrol boat.
My part's inland, Mrs. De Burgho Keane, until I get out to fight."
Mrs. Keane—his tone offended her—said that she feared Mrs.
Weston would miss him; but no doubt when they took him off to
learn drill they would send some old and experienced man to a place
of importance.
"It's like slipping down a cliff covered with furze bushes," said
Darby, "everything raking you the wrong way, painfully. Gheena,
come and see the horses. Cheer up, Keefe."
He began to move so easily that he looked at his twisted limb,
and a thrill of hope moved him. Would it ever regain some strength
—allow him even to walk without the crutch he detested? He let it—
the leg—drag and saw its inert helplessness, and still thought it did
not drag so much or fall so uselessly.
The fine day was passing to a chill evening; the sea looked as
though all the gun metal of the world had been ground fine and
spread over its heavy waters. It gleamed metallically, caught here
and there by rays from a sun half hidden by storm clouds. Autumn
turned to sterner mood, weary of flawless skies and brilliant
sunshine.
 The yard at Castle Freyne was a huge place, sunny and
sheltered, with rows of stables sunk darkly into its walls. They were
roomy places, with square holes in the ceiling to drop hay and straw
through; cold in winter, but horses throve hardily in them, if satin
coats were unknown. Gheena had established innovations, such as
the removal of hay-racks, water supplied constantly, and oat-
crushers—all things which caused the fat old coachman to say loftily
that her Dada's hunthers and his father's before him, God rest their
sowls! wint out with none of that nonsinse, and follyed the dogs as
good as thim Miss Gheena worrited over.
Hanly was nearly seventy, and Hanly's father, who was ninety-
four, and absorbed sunshine and firelight according to the seasons
nearly all day, seated smoking in an arm-chair, could remember
when hunting was hunting.
"'Twasn't at airly dinner-hour ye'd be at the meet, but out at six
o'clock till 'twas too dark thin, an' so on up till nine, an' none of ye're
trapsin' here an' trapsin' there; but wouldn't one good breedy fox
often run till they had their stomachs full of it, an' they'd kill him an'
be home by twelve or one, an' in to a fine honest male of pounds of
beef and geese and turkeys an' lashens of drink."
Old Mat could not be shaken by any tales of improved breeding
of fox-hounds.
"Don't you go out to hunt and not to race?" he would pipe. "An'
how can ye be watchin' hounds if ivery moment ye think ye're horse
'll give out an' ye be left behind?"
There was no wire those days, according to Mat, and no claims
for fowl eaten by foxes, and no doing up of horses when be rights
the big house should be shut for the night.
 "A gran' dinner at five an' the shutters shut, an' a bed to sleep
in that wasn't all twisted iron, full of air-holes, but close and cosy,
with curtains around ye."
Matty could pipe out tales of great hunts in those bygone days—
hunts lasting for three or four hours after one fox—and tell of
Sergeant, the great black weight-carrier, and of Napoleon and Molly,
his own two.
Gheena had three horses of her own—two active compact six-
year-olds, just the stamp to gallop as well as scramble, and known
as Whitebird and Redbird, and a leggy roan mare, which she had
purchased herself in the spring, and which she was not at all sure
about, called Bluebird.
Dearest George's horses, paid for by his wife, were large and
sedate and extremely valuable. A stout strong cob, with legs of iron,
carried Matilda in the very hilly country, and a showy whistling bay
on other days.
"I brought over that bay to-day," said Keefe, after he had given
the unstinted praise due to other people's horses, and yawned twice
outside the boxes; there was nothing to be bought here. "The one I
wanted for Mrs. Weston. It had a cold when the remount man was
round."
"I knew it was Slattery's," said Darby.
Mr. Keefe grunted irritably.
"I've got it here anyhow," he said. "And I told her I would have,
so I hoped she'd come over to see it this afternoon quietly. It's
standing in that box."
"Pull it out, Phil," commanded Darby; "Mr. Keefe's bay."
 Phil pulled out a narrow, very tall bay with black legs and a well-
set-on tail, but showing old marks of brushing in front; it had slightly
contracted feet and a whistler's jowl. Notwithstanding these faults,
the bay could gallop and jump when he was fresh, but two hours'
work saw the end of him; and, tired, he clicked his shoes forging,
brushed, and stumbled on the roads, and if asked to go on fencing,
finished that up by a variety of crumbling falls. Fattened up, he was
taking and showy.
"Of all the—I knew him well," said Darby, just as Mrs. Weston
tottered through the archway.
"Naylour told me you were all here," she said, "except Mrs De
Burgho Keane, whom he didn't seem to count. So I just came along,
sans something, as they say in France, don't they? Mr. Keefe said he
would have the hunter horse here for me to see."
Mrs Weston was pleasantly fresh in a bright mauve tam-o'-
shanter, a white dress, and shoes to match her hat.
"He's just out on view," said Darby; "and don't slip get just
behind him or you might lose him and think him was a clothes-line."
Mrs. Weston stepped forward, gave a quick bird-like glance, and
began: "Of all the——" Then she stopped suddenly and looked
again.
"He is a very nice horse, isn't he?" she said brightly.
"There isn't gap in the country you couldn't slip through on that
fellow," remarked Darby, ignoring Keefe's furious eyes. "And you
ought to keep him always tail foremost, Mrs. Weston; his is so
pretty."
Violet Weston thought it was a love of a tail, very happily. He
was not at all like the horses they rode in Australia, she added,
much finer-looking; and she thought he might be very nice to run
after hounds on.
"Slattery did it often," said Darby tersely to himself and hobbling
off.
Keefe, relieved by his absence, now explained the difficulty of
getting any horses just at present. People who had very good
hunters hid them away for fear they would be commandeered, and
all the sixty and seventy-pound screws were sold.
"The most lamentable sight ever I seen," observed Phil, taking
the bay for a little stroll down the yard and back again. "The teeth
dhragged out of the youngsters to make them the right age, an' ould
sthagers taken that ye'd offered oats to feed 'em on it, sthone blind
I seen them bought, an' sore with spavins, an' broken-winded. Old
car horses ripped out of the shafts an' soult for chargers. Runaways,
stoopers, sthaggerers, the sorra a charnst a man would have to run
away at all with the craythurs sint out for them," concluded Phil
sorrowfully.
"He—has his—forelegs a little near together, hasn't he?"
inquired Violet Weston dubiously.
"The way he can't throw dust up betune them," said Phil softly,
something very like a wink trembling on his left eyelid.
Mrs. Weston held up a mauve suede shoe to Phil; next moment
she was in the saddle, with a white skirt very much rucked up, and a
good deal of mauve silk stockings to be seen. She trotted the bay
horse out of the gate and put him into a gallop in the field outside.
When everyone had rushed out to see her fall off, they saw that
she was quite at home in a man's saddle, and if she did not ride
over well, yet knew how to stay on.
 Returning with the bay all out, Mrs. Weston had only just time
to avoid Mrs. De Burgho Keane, who fled aside with a scream and
then halted to stare icily at the mauve legs.
"I couldn't hold on sideways," said Violet Weston apologetically;
"and, of course, I'd wear boots. He won't be very dear, will he, Mr.
Keefe, because I want a new fur coat as well?"
Mr. Keefe said sixty pounds with a faint quiver in his voice. "And
a dozen of gloves for luck," he said gallantly.
"I'd rather have a bridle," said Mrs. Weston pleasantly. "And
there is only a kind of shed which Tom Guinane says he must put a
door to; but I expect the horse will do nicely."
The old saw of Romford's, "I'm too much of a gentleman," rang
in Keefe's head.
"If we really are going to have hunting, and you say horses are
so hard to find," went on Mrs. Weston pleasantly.
Keefe thought ruefully of the string of horses which would be
trotted towards the front gate of Seaview directly Violet Weston
made her intention of hunting known. Prompt decision would alone
save him from loss on his gamble, for he had bought the narrow
bay.
Mrs. De Burgho Keane looking on, now declared that if, as her
husband informed her, foxes must be killed, they ought to be shot,
and not make the country a laughing stock by running about after
the Caseys' foot pack. The earths could be closed and the animals
dislodged with terriers and good shots stationed. "Now you are able
to shoot still, Darby?"
Darby said "Yes," with the same twisted smile.
 "And the foxes killed, the skins could be sold for the Blue Cross
Fund," said the lady decidedly.
She held the public ear as she put forward the absolute
wickedness of spending money upon hunters when every penny
was, and would be, wanted for the war.
"If everyone gave up keeping everything, it seems to me that a
lot of people would starve," said Darby gravely. "Out-of-place
servants who cannot join the army are rather at a discount this year.
If we all did nothing always, we should make a lot of riches and
create a lot of poverty."
"If you are sure she will get over the fences," said Violet
Weston, "I will buy him. And can I call it Britannia or Commander-in-
Chief?"
Darby mildly suggested Equator, because it was a line, and was
coldly turned away from.
Harold Keefe drew a breath of sheer relief.
"I'll have the cob with the curbs for myself now," he thought
blissfully, "out of the profit."
"You are going to take it without a vet.?" said Gheena. "Are
you? You warrant it, Mr. Keefe?"
Mr. Keefe's pained expression rested on the Commander-in-
Chief's hocks, and he said warmly that he'd warrant it fit to hunt, for
it never went lame on them.
"Oh, leave it between them, Gheena," murmured Darby wearily.
"They can put it in the settlements."
Mr. Keefe, with an outburst of unwilling honesty, now drew
gloomy attention to the curb.
"He has a curb," he said darkly. "It never stopped him."
 "But—I thought it was a very severe bridle," said the widow
vaguely, "and was two bits; and it is only wearing one at present."
"If it was a gag on his hocks it would do her," gulped Darby,
when he had recovered a little and emerged from the stable he had
fled into. "He wears his curb behind, Mrs. Weston, not in his mouth."
Mrs. Weston said, "What absolute nonsense!" quite huffily and
patted the Commander's white nose.
"I hate a horse with a white nose, he always looks like a sheep,"
said Darby. "And, hello, Mrs. Delaney! How many hens has the fox
eaten now?"
A little withered old woman had come into the yard, a basket in
her hands.
"It is not hens I am afther, Masther Darby, but the lind of a
handful of flour from Anne to save me walkin' onto the village, the
Guinanes being quite run out."
But they were taking it home last night from the ship, said
Gheena quickly.
"They didn't brin' it to the shop, then, Miss Gheena, an they up
an' toult me they could not have it until to-morrow."
Gheena nodded carelessly.
In a flutter of dark draperies Mrs. De Burgho Keane moved to
her motor-car, a luxurious Limousine.
"And you must be particular with Naylour, Matilda dear," she
said. "I noticed that to-day, after years of impressing Madam upon
him he had fallen back upon Ma'am. You will find him a difficult old
creature," she added acidly, for just then she recalled the paucity of
Naylour's wages and his great use in the house.
 A malignant eye peering from behind the kitchen door revealed
that old Naylour was listening.
The big car lolloped off heavily, and the butler advanced into the
yard; Mrs. Freyne had gone in.
"I wondther who'll juggle the decanthers of port-wine now for
her," he said bitterly. "Fine red sthuff from Macdinough's for the
ladies an' the clergy, and the cellar wine for themselves an' th'
experts. An' champagne the same way, with me heart broke in me,
huntin' Jamesey for fear he'd make a mistake. An' in she'd wheel
directly the dinner was over an' the gentlemin cleared out, makin
measure in her heart's eye on the decanthers befour she'd lock them
up. The gentleman had no maneness in him, poor gentleman, but
herself. God save us!"
"I don't know why she ever comes here," said Gheena pettishly.
"Isn't she horrid, Mr. Keefe?"
"She has the face of a fat rat on her," said Keefe briefly.

CHAPTER V

"How the dickens did your Dada call them up?" said Darby, eyeing
the ten couple of fox-hounds' relations as they rushed joyously
round his park, declining to come near anyone.
"He had a nise of his own," said Andy cautiously, "and his bugle.
Maybe if ye sounded ye'res, yer honor."
Heads were thrown up at the note, to go down again,
apparently regarding the sound as something of no moment to
them.
"Me Dada's bugle had a grating screech on it," said Andy.
"Grandjer! Grandjer! Grandjer is after a rabbit. Beauty, ye spalpeen!
Beauty agragh?"
The crooked-legged old matron came to the call, wagging her
long tan stern abjectly.
Darby said cheerily that it was a good thing to have one
obedient. He watched Gheena galloping her grey recklessly as she
endeavoured to put hounds back to him.
"D'ye hear that! Isn't Grandjer terrible swhift?" Andy's admiring
note was called for by the dying scream of the rabbit as Grandjer
broke it up and ate it.
"What I intended to do," said Darby, lifting his hat to cool his
head, "was to take these brutes round by Leshaun and back the
mountain road. It is not a bit of use taking them out if they won't
follow us anywhere. Good man, Phil!"
An accurately aimed lash was driving Spinster and Doatie out of
the woods.
A little more noise and violent whip-work brought the whole of
the pack into view; they sat down, greeted each other as complete
friends, but looked with distrust at Darby on his black mare. Their
master had always been on foot.
"If ye were to borry me Dada's bugle," said Andy hopefully. "It
is hangin' up at home."
"Chance the road, Phil," said Darby. "We must get to Cullane on
Monday somehow."
Darby's old house stood well back from the sea, a long,
rambling house, which had been pulled down by someone who
objected to its original hideousness, and rebuilt with gables and wide
windows. A flagged terrace, guarded with stone railings and stone
urns, which in summer overflowed with scarlet geraniums, had been
laid out at one side; and the usual basement, where the kitchen
blinked up behind a dark alley, was made darker still by another
railing of cut stone. The inevitable fuchsia hedges guarded the
flower-beds, a tangle now of withering dahlias and Michaelmas
daisies.
A fine old place, well kept up, and no one alive knew what
battles the young owner had fought with himself there when he
came back to it crippled. Battles fought for endurance, when the
joys of being up again and able to shuffle in the sunshine had worn
off. The very trees which he used to climb, the sunk fences which he
jumped so lightly over, the ladders leading to the lofts, mocked
Darby.
To get down to the trout stream meant a long weary struggle,
or the bitterness of sitting in his bath-chair drawn by old Ned the
donkey.
When hope of amending culminated in being able to ride, Darby
knew that his days of swift life were done for ever. He snatched
something from the wreck; he could shuffle on his crutch. He could
shoot as straight as ever, fish from a boat or where the banks were
flat.
When he ceased to rebel, he knitted up as many ravelled
strands as he could, and twisted and crippled, faced his lease of life.
England called now; he could not go to her, not back to his old
regiment which was fighting somewhere in France. Riding at Darby's
right side, he looked straight and whole, a lean, good-looking man,
with a kindly ravaged face. Coming to the other, one saw an arm tied
up, a leg palpably cork, stiff and useless, an almost useless hand,
and a scar, vanishing now, on the cheek-bone.
He could ride still, and shuffle back to the saddle without much
difficulty after a fall, easy things to meet with in the close country,
with its trappy fences and its occasional big bog drains or awkward
pieces of gaps fenced by stabs of bog dale.
Black Maria sidled and snorted at the pack, which trolled along
obediently enough now, believing they must really be going out
hunting. Stafford said he would come to help and get them to know
him. And Mr. Keefe could not come because they wanted him
somewhere.
"They seem to want everyone somewhere now," said Gheena
gloomily. "There are the Guinanes out fishing, and it's horribly
rough."
The Guinanes' boat was bobbing actively on the back of vicious
leaden waves, bobbing down almost out of sight, and the two men
had their backs in it as they pulled.
"Just by Shanockheela, where there's that nasty current—they
can't catch anything to-day."
"They have a new boat got for sailing," commented Andy. "An'
me Mama does be thinkin' Mrs. Weston gave it to them, for they
couldn't have the money nor half of it themselves."
"It is McGreery's boat that he left an' he to list," put in Phil;
"thirty pound they should pay. She is above at the Quay now."
"They seem to be rowing out," said Darby, staring, "and there's
a real big sea at the point. Oh, it's to meet that fishing-smack that's
standing in."
 They stood watching the dipping and rising of the little boat,
and the pitching of the red-sailed smack, which beat in against the
wind, lurching past the rowing boat.
"They've had enough," said Gheena; "they're putting the lines
in. Good gracious! they'll be swamped."
The sea out there for a small boat was cruelly wild, but the men
put up a rag of sail and ran down to the coast before the strong
wind into the shelter of the harbour.
"There is some clather behind us," said Andy, pulling up Ratty
just as Darby commented upon the bravery of fishermen. "A sight of
horses, I'm thinkin'."
There were four, all ridden at a break-neck trot, with Mrs.
Weston's Commander-in-Chief, very fresh and jaunty, leading the
procession.
She wore a multitude of curls showing round the edge of her
bowler hat, which curls, she confided to Gheena, she simply could
not tuck away, and she looked fresh and young as she rode loose-
reined, with the sea breeze blowing off her powder.
"For two miles," gasped George Freyne, "I've talked about
tendons, and she went faster and faster."
"But if I hadn't gone so very fast, I'd simply have had to go
rather fast for longer," said Mrs. Weston equably. "You were so late
coming for me."
"The cutting of drains," said Basil gravely, "and the guarding of
coasts. Freyne here is worn out at Home Defence, and even I had to
take messages to-day right round to Clona Kratty."
"I'll be giving you all orders soon," said Keefe, mopping his pink
face. "As we're all friends here. They may come and invade us." This
deep note of tragedy in his voice caused the two boys to say, "Laws
Almighty, d'ye say so, the haythens!" and Gheena to clutch so
nervously at the grey's mouth that he reared in astonishment.
"In Heaven's name, Keefe," said George Freyne, "when are we
to go to sleep in safety?"
"That's what they'll tell you," breathed Mr. Keefe mysteriously.
"When they come."
"One would think you'd been talking to them," said Gheena
suspiciously. "And as we have no guns and no troops, I don't see
why they shouldn't."
"If we drive to the very top of the hills," said Violet Weston,
hopefully hysterical, "and built eyries there, they're dreadfully short-
winded and might never bother to run up after us."
"You wait until they shelled you," said Darby, "in your eyrie.
Gheena looks as though she contemplated entrenching on the lawn."
"Are they beyant in the little boat?" piped Andy dolorously. "Are
they, Mr. Keefe, was thim Germins?"
"Who told you, Keefe?" George Freyne showed symptoms of
acute strain. "Who—is it right? Are they coming? Are they?"
"Don't get so enated," said Keefe calmly, "I can't tell you now.
When they come, you know. What are you talking about, Dillon? It
won't be any use when you're crucified bodies! Don't be absurd!"
Staring at a ring of white faces and hands dropped limply on their
horses' necks, Mr. Keefe grew irritable. "When the orders come," he
said sharply, "they'll be really nearly a reality."
"To have lost all that fright for nothing," said Darby tersely.
"Orders!"
 "Then why in the name of Goodness did you say it was
Germans?" blared Freyne furiously; "considering I have got a weak
heart. You did say the Germans were coming. I say you did, sir."
"As plainly as the hills," said Mrs. Weston reproachfully. "Oh,
what a fright!"
"Unless they showed playing Wagner on the road, it could not
have been plainer," said Gheena huffily, "making us all fuss like that,
and trying to look as if we weren't, and Phil——"
"Phil appears to have gone home to tell your mother," said
George Freyne, answering.
"She won't mind a bit until you come to advise her about it, so
that doesn't matter," returned Gheena. "Yes, he's gone."
"He said he was off to the Missus," said Andy, "an' ye none of
ye heard him go."
"Three times I repeated: When my orders come!" wailed Keefe.
"And I should not have said even that, but I was just trying to break
it easily to you all that there will be orders as to invasion, if there is
an invasion; and when they come..."
"If you say it again, Keefe, I shall set Grandjer at your horse,"
said Darby loftily.
Mr. Freyne then got off his horse, and suggested learning the
hounds' names, which they had come out for instead of talking
nonsense. Andy knew them all. But, as in a kaleidoscope, tan and
pied bodies and flapping ears and wistful eyes seemed to shift and
melt before the would-be learner.
"That is Doatie, with the sphot above his tail. Call him. That is
Sergeant ye called, an' his biggest sphot is on his eye."
 "Didn't you call the first one a he," said Freyne heatedly, "and
that other—and both?"
"Well, he—Doatie—do have pups surely," said Andy patiently;
"but he has a sphot on his tail annyways, an' that is Sergeant."
Grandjer, yellow tan and tailless, was unmistakable. So was
Sweetheart, who had lost an ear, and the enormous Home Ruler.
The two small black hounds called respectively the Divil and the
Tailor could only be mistaken for each other. They were, Andy told
them, "Holy terrors to hunt, but apt to be yowlin' if a fence was very
high, bein' baygles entirely."
The pack sat or rolled, greatly interested in the increasing
reiteration of its names.
Beauty, being polite, thumped her tail without pause; it was
really hardly worth while stopping. All the more obliging hounds
shifted and oozed from side to side as they were called, and the
lesson terminated at length by Darby suggesting that dinner-time
would be upon them and they had better go on.
It was too late to wander into the mountains. Darby took a road
which wound up to a little group of houses, and then back again to
the coast, with the pack lumbering along quite placidly and the four
whippers-in all repeating names behind them.
All save Gheena. Sundry visits to the meets of the foot dogs had
made her familiar with most of the pack.
The Commander-in-Chief, somewhat exhausted by his burst,
was now forging noisily, clicking his flat feet together fiercely, and
varying this by an occasional stumble.
"Did you really think Mr. Keefe meant the Germans were
coming?" Gheena found Basil Stafford riding beside her.
 "And if he had meant it," he said, with a thrill in his voice. "It's a
big sea to guard, Miss Freyne. Lord, if he had meant it! Spiked
helmets marching along this road—oh, with their owners, if you like
it, and everything seized! Promise me if they ever do come you'll run
away inland," he said. "They won't go off the railway lines."
"How could they come?" Gheena looked out to sea. "You don't
think they mean to try?"
"I know"—he checked himself—"I know—that it may be possible
for them to try."
"I shall ride away Whitebird and lead Redbird, and lead
Bluebird, and take all the dogs," said Gheena firmly.
Save for the chasing of a blameless cat, the pack got home in
chastened mood, greatly depressed by an aimless promenade.
George Freyne's car was at Darby's gate, and a suggestion of bed at
Castle Freyne was well received.
"Keefe can lead Gheena's horse, he won't want to hurry, and
Stafford can take mine, Darby, and we'll drive. Matilda may have
been worried by Phil about Keefe's nonsense."
A tyre bursting delayed the motor, and the horses could cross a
short way through the park, so that as they drove up the avenue
they saw Stafford appearing with Gheena's grey jogging amicably
beside him.
"Hello, there! Hello, you! I say, Freyne!" he called out, amazed
to see the motor swerve.
"Dearest, the sunk fence!" shrilled Gheena.
For the car was suddenly left to itself as Dearest George cleared
something from his face, and again, with light-hearted gaiety, the
Sunbeam immediately dived off the gravel at the sunk fence.
 "Hello, I say!" Gheena leaped from the car wildly.
"A bee," said Freyne, beating at the air hard, "a bee! Bees, my
God!"
He switched the power off and leaped for the shelter of the
laurels.
"He's mad," said Gheena. "But it is bees! All the bees!" Her dive
into the undergrowth was even swifter than her stepfather's. She
was followed by Darby going with long bounds off his crutch, and
then by the chauffeur. A swarm of furious insects buzzed outside.
"Bees!" George Freyne wiped his forehead. "The bees have
risen. I am badly stung on my nose."
"They've swarmed on the doorstep," suggested Gheena. "Look!
they are in a cloud. I thought you were crazy at first, Dearest, but
you're right. And the car has not gone over."
"Bees," said Darby, "don't swarm in October."
"The two hives is beyant on the steps," remarked Dayly the
chauffeur, as he nursed a stung cheek drearily. "I sees them."
Basil Stafford, skirting the sunk fence, believed that they had all
gone away and called out loudly. His fevered imagination even
sprung to the chance of Germans having really come and being in
full occupation of Castle Freyne.
"Hello—what!" He struck an insect from his nose. The bees saw
new worlds to conquer. He beat his ears. It is lamentable to add that
young England's manhood sprang yelling from the saddle, leaped
the sunk fence, and was into the laurels on to Dearest George's
body.
"Bees!" howled Stafford. "Swarms!"
 "In October," wailed Freyne, dabbing his swelling nose and
nursing a trampled-on leg.
"And both the horses have gone off their heads," said Gheena.
"They have simply flown away. You will go at once to catch them,
Dayly."
"I would be afeard, Miss," said the chauffeur simply. "They are
terrible sot agin horses any times, them bays."
At this point the dining-room window was opened very
cautiously.
"The first of them," quavered Phil's voice dramatically, "It was
thruth. They are lurkin' in the bushes. I hears them."
Gheena said, "Listen."
Then there was a pause in conversation filled by prayer.
"It is the Masther's cyar," declaimed Anne the cook. "I'd know
her in Heaven."
"They took her off him," gulped Mary Kate, the kitchenmaid,
who was in the throes of Ave Marias. "He is kilt, the craythur. See
the empty sate."
"An' there is some lurking outside," breathed Phil. "I can hear
them in the shrubs. I tell ye wasn't it the great plan entirely to kape
us safe? The poor ould Masther, the craythur."
His master's head, veiled by a flapping laurel leaf, suddenly
issued from the thicket, and the voice which issued from behind it
did not seem to be discussing Germans.
"God above us, did they do ye a harrum, sir?" wailed Anne from
the window, putting out her kindly face for a second. "An' ye too,
Bayly? God be praised for ye're lives."
 "The two eyes out of me head," replied Dayly—Dearest was
incoherent—"and the Masther's nose the size of two, an' Misther
Stafford picked in the ear."
"The haythens!" said the voice, now again behind the blind.
"The Turks an' infidels. I hear Dayly. Could the polis——" She prayed
loudly.
"Prayer won't mind ye, Mary Kate," counselled Phil, sobbing. "I
hear Miss Gheena bawlin'."
At this point Gheena grew hysterical. George Freyne's words
became clear as he ordered Phil, as a something, something,
something idiot, to get away the bees, to get help and take the dam
brutes away.
The angry bees were racing up and down the avenue between
the laurels and safety.
"I carried them around," said Phil soberly, out of the window,
"thinkin' they'd destroy the robbers if they comes up, so I up and
clapped the two carriage rugs around them, an' they neshtin' within,
an' I wouldn't say we can ever get them back till it is dark entirely,
sir, they bein' a trifle irritated in themselves an' all out."
The prospect of crouching in the laurels until after dark, or the
alternative of squeezing through the barbed wire palings or of taking
the open surrounded by a cloud of bees was now with the refugees.
The remarks which sped from the bitter smelling shade of the
laurels were venomous as the disturbed honey-makers.
"Someone is talkin'," said the sober voice behind the Venetian
blind. "Howld ye're whist, Mary Anne, till we listen. Would ye dhraw
the Germins on us? Do not stir the blind on ye're life or they'll be in.
The bees Mary Anne, not the——"
 At this point Mrs. Freyne opened the hall door. It was dim
behind her, and she was not perceived by the questing enemy.
"Matilda," wailed her husband, "get them away!"
"Oh, you, Dearest!" replied his wife placidly. "Dear me! I see the
car nearly over the sunk fence, and I thought I heard George, but I
cannot do anything until he comes—can I, Professor?—about the
Germans."
A deeper note grunted from the hall. Mrs. Freyne chased a bee
from her face.
"Matilda," yelped George Freyne, "send someone!"
"There are no Germans, only bees," called Dayly loudly. "An' we
are all picked and bit sorryful, Ma'am."
"Bees!" Mrs. Freyne saw the hives. "Professor, someone has put
two hives at the door, and Dearest George is in the bushes. Dearest,
what am I to do?"
George put forth a swollen face to deliver orders, to cry for men
and bee dresses. To pray that veiled rescuers should be sent to them
and gauze veils—anything to escape the bees.
Mrs. Freyne, obliged to ask advice, hurried to the Professor. A
stifled yell and a crash told that the enemy had gone inside, and the
hall door was slammed, promises of aid being presently shrilled from
the upper windows.
"We are getting transparent things, Dearest. You are sure there
is no danger? My net skirt, do you think? Oh, dear!"
The enraged bees sighted new worlds to conquer as they sped
out at Violet Weston and Mr. Keefe, who were riding quietly across
the lawn, the result being—four gaitered legs described some circles
and curves, and two people dived wildly from their saddles and ran.
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