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.Becoming an Effective Teacher of Reading | |
Introduction | |
Effective Teachers Understand How Students Learn | |
Behaviorism | |
Constructivism | |
Sociolinguistics | |
Information Processing Theory | |
Effective Teachers Support Students: Use Of The Cueing Systems | |
The Phonological System | |
The Syntactic System | |
The Semantic System | |
The Pragmatic System | |
Effective Teachers Create A Community Of Learners | |
Characteristics of a Classroom Community | |
How to Create a Classroom Community | |
Effective Teachers Adopt A Balanced Approach To Instruction | |
Effective Teachers Scaffold Students: Reading And Writing | |
Modeled Reading and Writing | |
Shared Reading and Writing | |
Interactive Reading and Writing | |
Guided Reading and Writing | |
Independent Reading and Writing | |
Effective Teachers Organize For Literacy Instruction | |
Basal Reading Programs | |
Literature Focus Units | |
Literature Circles | |
Reading and Writing Workshop | |
Effective Teachers Link Instruction And Assessment | |
Purposes of Classroom Assessment | |
Classroom Assessment Tools | |
Effective Teachers Become Partners With Parents | |
Review: How Effective Teachers Teach Reading and Writing | |
Professional References | |
Children's Book References | |
Teaching the Reading and Writing Processes | |
Vignette: Mrs. Goodman's Seventh Graders Read The Giver | |
Introduction | |
The Reading Process | |
Prereading | |
Activating Background Knowledge | |
Setting Purposes | |
Planning for Reading | |
Reading | |
Buddy Reading | |
Guided Reading | |
Shared Reading | |
Reading Aloud to Students | |
Responding | |
Writing in Reading Logs | |
Participating in Discussions | |
Exploring | |
Examining the Author's Craft | |
Focusing on Words and Sentences | |
Teaching Minilessons | |
Applying | |
Reading Strategies and Skills | |
Types of Reading Strategies and Skills | |
The Writing Process | |
Prewriting | |
Choosing a Topic | |
Considering Purpose and Form | |
Gathering and Organizing Ideas | |
Drafting | |
Revising | |
Rereading the Rough Draft | |
Sharing in Writing Groups | |
Making Revisions | |
Revising Centers | |
Editing | |
Proofreading | |
Correcting Errors | |
Publishing | |
Making Books | |
Sharing Writing | |
Writing Strategies | |
Qualities of Good Writing | |
Assessing Students: Writing | |
Reading And Writing Are Reciprocal Processes | |
Comparing the Two Processes | |
Classroom Connections | |
Review | |
Professional References | |
Assessing Students: Literacy Development | |
Vignette: Mrs. McNeal Conducts Second-Quarter Assessment | |
Introduction | |
Classroom Assessment Tools | |
Determining Students: Reading Levels | |
Monitoring Students: Progress | |
Diagnosing Students: Strengths and Weaknesses | |
Documenting Students: Learning | |
Portfolio Assessment | |
Why Are Portfolios Worthwhile? | |
Collecting Work in Portfolios | |
Involving Students in Self-Assessment | |
Showcasing Students: Portfolios | |
High-Stakes Testing | |
Problems with High-Stakes Testing | |
Preparing for Standardized Tests | |
The Politics of High-Stakes Testing | |
Review: How Effective Teachers Assess Students: Literacy Development | |
Professional References | |
Children's Book References | |
Working with the Youngest Readers and Writers | |
Vignette: Ms. McCloskey's Students Become Readers and Writers | |
Introduction | |
Fostering An Interest In Literacy | |
Concepts about Print | |
Assessing Students: Concepts about Print | |
Concepts About Words | |
Environmental Print | |
Literacy Play Centers | |
Concepts about the Alphabet | |
How Children Develop As Readers And Writers | |
Emergent Reading and Writing | |
Beginning Reading and Writing | |
Fluent Reading and Writing | |
Instructional Practices | |
Shared Reading | |
Language Experience Approach | |
Interactive Writing | |
Manuscript Handwriting | |
Writing Centers | |
Review | |
Professioal References | |
Cracking the Alphabetic Code | |
Vignette: Mrs. Firpo Teaches Phonics Using a Basal Reading Program | |
Introduction | |
Phonemic Awareness | |
Components of Phonemic Awareness | |
Teaching Phonemic Awareness | |
Assessing Children's Phonemic Awareness | |
Why Is Phonemic Awareness Important? | |
Phonics | |
Phonics Concepts | |
Teaching Phonics | |
Assessing Students: Phonics Knowledge | |
What's the Role of Phonics in a Balanced Literacy Program? | |
Spelling | |
Stages of Spelling Development | |
Teaching Spelling | |
Assessing Students: Spelling | |
What's the Controversy About Spelling Instruction? | |
Review | |
Professional References | |
Children's Book References | |
Developing Fluent Readers and Writers | |
Vignette: Ms. Williams: Students Learn High-Frequency Words | |
Introduction | |
Learning To Read And Write Words | |
Word Recognition | |
Word Identification | |
What Is Fluency? | |
The Components of Fluency | |
Promoting Reading Fluency | |
Developing Writing Fluency | |
Assessing Students: Fluency | |
Review | |
Professional References | |
Children's Book References | |
Expanding Students: Knowledge of Words | |
Vignette: Mrs. Sanom's Word Wizards Club | |
Introduction | |
How Do Students Learn Vocabulary Words? | |
Levels of Word Knowledge | |
Incidental Word Learning | |
Why Is Vocabulary Knowledge Important? | |
Teaching Students To Unlock Word Meanings | |
Word-Study Concepts | |
Words to Study | |
Teaching Students about Words | |
Word-Study Activities | |
Word-Learning Strategies | |
Word Consciousness | |
Assessing Students: Vocabulary Knowledge | |
Review: How Effective Teachers Expand Students: Knowledge of Words | |
Professional References | |
Children's Book References | |
Facilitating Students: Comprehension: Reader Factors | |
Vignette: Mrs. Donnelly Teaches Comprehension Strategies | |
Introduction | |
What Is Comprehension? | |
Reader and Text Factors | |
Prerequisites to Comprehension | |
Background Knowledge | |
Vocabulary | |
Fluency | |
Comprehension Strategies | |
Activating Background Knowledge | |
Setting a Purpose | |
Predicting | |
Connecting | |
Visualizing | |
Questioning | |
Determining Importance | |
Summarizing | |
Drawing Inferences | |
Monitoring | |
Repairing | |
Evaluating | |
Comprehension Skills | |
Teaching Students About Reader Factors | |
Explicit Comprehension Instruction | |
Developing Comprehension Through Reading | |
Developing Comprehension Through Writing | |
Assessing Students: Comprehension | |
Motivation | |
The Teacher's Role | |
Students: Role | |
How to Engage Students in Reading and Writing | |
Assessing Students: Motivation | |
Comparing Capable and Less Capable Readers and Writers | |
Review: How Effective Teachers Facilitate Readers: Comprehension | |
Professional References | |
Children's Book References | |
Facilitating Students: Comprehension: Text Factors | |
Vignette: Mr. Abrams's Fourth Graders Learn About Frogs | |
Introduction | |
Text Factors Of Stories | |
Formats of Stories | |
Narrative Genres | |
Elements of Story Structure | |
Narrative Devices | |
Looking at the Text Factors in a Story | |
Text Factors Of Informational Books | |
Nonfiction Genres | |
Expository Text Structures | |
Nonfiction Features | |
Looking at the Text Factors in an Informational Book | |
Text Factors Of Poetry | |
Formats of Poetry Books | |
Poetic Forms | |
Poetic Devices | |
Looking at the Text Factors in a Book of Poetry | |
Teaching Students About Text Factors | |
Minilessons | |
Comprehension Strategies | |
Reading and Writing Activities | |
Assessing Students: Knowledge About Text Factors | |
Review: How Effective Teachers Focus on Text Factors | |
Professional References | |
Organizing for Instruction | |
Vignette: Fourth Graders Participate in a Yearlong Author Study | |
Introduction | |
Teaching With Basal Reading Programs | |
Components of Basal Reading Programs | |
Materials Included in Basal Reading Programs | |
Managing a Basal Reading Program | |
Teaching With Literature Focus Units | |
Steps in Developing a Unit | |
Units Featuring a Picture Book | |
Units Featuring a Novel | |
Units Featuring a Genre | |
Units Featuring an Author | |
Managing Literature Focus Units | |
Orchestrating Literature Circles | |
Key Features of Literature Circles | |
Implementing Literature Circles | |
Using Literature Circles With Young Children | |
Managing Literature Circles | |
Implementing Reading And Writing Workshop | |
Reading Workshop | |
Writing Workshop | |
Managing a Workshop Classroom | |
Review: How Effective Teachers Organize for Instruction | |
Professional References | |
Children's Book References | |
Differentiating Reading and Writing Instruction | |
Vignette: Mrs. Shasky Differentiates Instruction | |
Introduction | |
Ways To Differentiat Instruction | |
Grouping for Instruction | |
Text Sets of Reading Materials | |
Tiered Activities | |
Differentiated Projects | |
Struggling Readers And Writers | |
Struggling Readers | |
Struggling Writers | |
Working with Struggling Students | |
Review: How Effective Teachers Differentiate Literacy Instruction | |
Professional References | |
Children's Book References | |
Reading and Writing in the Content Areas | |
Vignette: Mrs. Zumwalt's Third Graders Create Multigenre Projects | |
Introduction | |
Connecting Reading And Writing | |
Reading Nonfiction Books | |
Writing as a Learning Tool | |
Writing to Demonstrate Learning | |
Content-Area Textbooks | |
Features of Content-Area Textbooks | |
Making Content-Area Textbooks More Comprehensible | |
Learning How to Study | |
Why Aren:t Content-Area Textbooks Enough? | |
Thematic Units | |
How to Develop a Thematic Unit | |
A First-Grade Unit on Trees | |
A Fourth-Grade Unit on Desert Ecosystems | |
A Sixth-Grade Unit on Ancient Egypt | |
Review: How Effective Teachers Use Reading and Writing in the Content Areas | |
Professional References | |
Children's Book References | |
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