CART

(0) items

Literacy for the 21st Century : A Balanced Approach,9780130985903
This item qualifies for
FREE SHIPPING!

FREE SHIPPING OVER $59!

Your order must be $59 or more, you must select US Postal Service Shipping as your shipping preference, and the "Group my items into as few shipments as possible" option when you place your order.

Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.

Literacy for the 21st Century : A Balanced Approach

by
Edition:
3rd
ISBN13:

9780130985903

ISBN10:
0130985902
Format:
Paperback
Pub. Date:
1/1/2003
Publisher(s):
Prentice Hall
List Price: $84.00
More New and Used
from Private Sellers
Starting at $0.01
See Prices

Rent Textbook

We're Sorry
Sold Out

Used Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

Summary

For courses in Elementary Reading Methods. Balanced in its approach, Literacy for the 21st Century models how to execute the principles and processes recognized by the field as exemplary practice. The text features authentic classroom teaching models with student artifacts, minilessons, and four core instructional approaches for developing literacy skills. Chapters focus both on reading and writing processes and discuss how to develop fluent readers and writers, how to facilitate comprehension, how to organize for literacy instruction and how to use a variety of assessment procedures to document student learning. Because of its accessibility and practical pedagogical features, this text serves preservice teachers well. It also will function well for those teachers pressed into service in accelerated credentialing programs acting as an invaluable resource to get up and running quickly.

Author Biography

Gail E. Tompkins is Professor Emerita at California State University, Fresno.

Table of Contents

PART I What Is a Balanced Approach to Literacy Instruction? 1(102)
Becoming an Effective Teacher of Reading
2(26)
Teaching the Reading and Writing Processes
28(38)
Assessing Students' Literacy Development
66(37)
PART II How Do Children Learn to Read and Write? 103(108)
Working With Emergent Readers and Writers
104(34)
Breaking the Alphabetic Code
138(38)
Developing Fluent Readers and Writers
176(35)
PART III How Do Readers and Writers Construct Meaning? 211(108)
Learning About the Meanings of Words
212(32)
Facilitating Students' Comprehension
244(34)
Becoming Familiar With the Structure of Text
278(41)
PART IV How Do Teachers Organize Literacy Instruction? 319(142)
Literature Focus Units
320(32)
Literature Circles
352(20)
Reading and Writing Workshop
372(30)
Basal Reading Textbooks
402(26)
Reading and Writing in the Content Areas
428(33)
PART V Compendium of Instructional Procedures 461(44)
Glossary 505

Excerpts

HOW DO TODAY'S TEACHERS CHART A COURSE TO CREATE COMPETENT, LITERATE CITIZENS FOR TOMORROW? Helping children become literate is one of the greatest challenges facing teachers today. As some teachers and researchers tout and defend one approach after another, parents are frightened that the new instructional methods aren't getting the job done. The media fuels the controversy with reports lamenting failing test scores and criticism that many schools are not producing literate citizens who can function competently. I have written this textbook to blaze a pathway toward implementing a thoughtful, balanced approach to teaching reading and writing, a pathway that incorporates the most effective teaching approaches and strategies. Thus, the third edition ofLiteracy for the 21st Centurybuilds on the research-based approaches to literacy instruction outlined in the previous editions of this book. It also models authentic literacy instruction in successful classrooms and explains how to balance the comprehensive way strategies and instruction skills support literacy development. WHY IS THIS READER-FRIENDLY TEXTBOOK A BEST SELLER? HERE'S WHAT PROFESSORS AMID THEIR STUDENTS TELL US This comprehensive text presents several sound approaches to literacy instruction and guides teachers toward best practice in teaching skills as well as strategies. It functions equally well as a core text for traditional introduction to reading methods courses and for newer literacy "block" courses. The eight principles of effective reading instruction outlined in chapter 1 provide a strong, easily understood foundation for the entire book. The text is written with preservice teachers in mind; however, teachers pressed into service in accelerated credential programs will find the book invaluable as a resource to get up and running quickly. The easily accessible Compendium of Instructional Procedures at the back of the book offers 38 clearly articulated instructional methods, an invaluable resource and quick reference. The text includes many lively descriptions and clear examples illustrating how real teachers teach reading and writing effectively, through vignettes opening each chapter, colorful inserts that present visual reinforcement of each major approach to teaching literacy, and two CD-ROMs containing classroom footage inviting users into classrooms and into teacher decision making. WHAT IS THE PURPOSE OF THIS TEXTBOOK? My goal in this text is to show beginning teachers how to teach reading and writing effectively, how to create a classroom climate where literacy flourishes, and how to empower the diverse array of students in today's classrooms to function competently as literate adults in the twenty-first century. To that end, I have based the text on four contemporary theories of literacy learning: constructivist, interactive, sociolinguistic, and reader response theories. Readers will learn how to implement a reading program with skills and strategies taught in context using a whole-part-whole organizational approach. The approach I take can, I believe, best be described as balanced and comprehensive. You will learn how to teach vital skills and useful strategies within the context of authentic reading and writing experiences. I have carefully selected the principles, skills, strategies, and examples of literature that will empower the beginning teacher to get up to speed quickly. In creating this textbook, I used knowledge I gleaned from a host of teachers who have been students in my beginning reading course over the years, and I also sifted through the array of practices and procedures proven effective in today's classrooms and with today's diverse student populations. Although there are many other useful ideas and strategies that can accomplish the goal of producing literate students, I have deliberately and painstakingly chosen research-b


Please wait while the item is added to your cart...