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Gail Tompkins I’m a teacher, first and foremost. I began my career as a first-grade teacher in Virginia in the 1970s. I remember one first grader who cried as the first day of school was ending. When I tried to comfort him, he sobbed accusingly, “I came to first grade to learn to read and write and you forgot to teach me.” The next day, I taught that child and his classmates to read and write! We made a small patterned book about one of the stuffed animals in the classroom. I wrote some of the words and the students supplied the others, and I duplicated copies of the book for each child. We practiced reading it until everyone memorized our little book. The children proudly took their books home to read to their parents. I’ve never forgotten that child’s comment and what it taught me: Teachers must understand their students and meet their expectations.
My first few years of teaching left me with more questions than answers, and I wanted to become a more effective teacher so I started taking graduate courses. In time I earned a master’s degree and then a doctorate in Reading/Language Arts, both from Virginia Tech. Through my graduate studies, I learned a lot of answers, but more importantly, I learned to keep on asking questions.
Then I began teaching at the university level. First I taught at Miami University in Ohio, then at the University of Oklahoma, and finally at California State University, Fresno. I’ve taught preservice teachers and practicing teachers working on master’s degrees, and I’ve directed doctoral dissertations. I’ve received awards for my teaching, including the Provost’s Award for Excellence in Teaching at California State University, Fresno, and I was inducted into the California Reading Association’s Reading Hall of Fame. Throughout the years, my students have taught me as much as I taught them. I’m grateful to all of them for what I’ve learned.
I’ve been writing college textbooks for more than 20 years, and I think of the books I write as teaching, too. I’ll be teaching you as you read this text. As I write a book, I try to anticipate the questions you might ask and provide that information. I also include students’ samples so you can see concepts that I’m explaining, and I include lists of trade books that you can refer to as you work with students.
1. “All About …” Books
2. Alphabet Books
3. Anticipation Guides
4. Author’s Chair
5. Book Boxes
6. Book Talks
7. Choral Reading
8. Clusters
9. Collaborative Books
10. Cubing
11. Data Charts
12. Double-Entry Journals
13. Exclusion Brainstorming
14. Gallery Walks
15. Goldilocks Strategy
16. Grand Conversations
17. Guided Reading
18. Hot Seat
19. Interactive Read-Alouds
20. Interactive Writing
21. K-W-L Charts
22. Language Experience Approach
23. Learning Logs
24. Making Words
25. Minilessons
26. Open-Mind Portraits
27. Plot Profiles
28. Possible Sentences
29. Prereading Plan
30. Process Drama
31. Question-Answer-Relationships
32. Questioning the Author
33. Quickwrites
34. Quilts
35. RAFT
36. Readers Theatre
37. Reading Logs
38. Revising Groups
39. Rubrics
40. Shared Reading
41. Sketch-to-Stretch
42. SQ4R
43. Story Boards
44. Story Retelling
45. Sustained Silent Reading
46. Tea Party
47. Venn Diagrams
48. Word Ladders
49. Word Sorts
50. Word Walls
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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