Literacy for the 21st Century : Teaching Reading and Writing in Grades 4 Through 8

by Tompkins, Gail E.

• ISBN13: 9780130986542
• ISBN10: 0130986542
• Edition: CD
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Pearson College Div

Summary

For Elementary and Middle School Literacy Methods courses. Based on the same principles and guidelines as Tompkins'best-selling literacy text, this new volume gives prospective teachers the background they need to teach essential literacy skills in grades 4-8 including vocabulary, content area reading, the reading/writing connections, narrative text, and print skills. Throughout the text, Tompkins' trademark minilessons highlight coverage that is based on four contemporary theories of literacy learning: constructivist, interactive, socio-linguistic, and reader-response. Because a child's learning can be seriously jeopardized by poor reading skills, significant attention is paid throughout the text to provide ways to help struggling learners become competent readers and writers.

Table of Contents

Becoming an Effective Teacher of Reading	2	(28)
Effective Teachers Understand How Students Learn	3	(3)
Constructivist Learning Theories	4	(1)
Interactive Learning Theories	5	(1)
Sociolinguistic Learning Theories	5	(1)
Reader Response Learning Theories	6	(1)
Effective Teachers Support Students' Use of the Four Cueing Systems	6	(5)
The Phonological System	8	(1)
The Syntactic System	8	(1)
The Semantic System	9	(1)
The Pragmatic System	10	(1)
Effective Teachers Create a Community of Learners	11	(3)
Ten Characteristics of Classroom Communities	11	(1)
Creating an Effective Classroom Community	12	(2)
Effective Teachers Adopt a Balanced Approach to Literacy Instruction	14	(2)
Effective Teachers Scaffold Students' Reading and Writing Experiences	16	(3)
Modeled Reading and Writing	17	(1)
Shared Reading and Writing	17	(1)
Interactive Reading and Writing	17	(1)
Guided Reading and Writing	18	(1)
Independent Reading and Writing	19	(1)
Effective Teachers Organize Literacy Instruction in Four Ways	19	(2)
Effective Teachers Connect Instruction and Assessment	21	(4)
Preassessing	22	(1)
Monitoring	23	(1)
Assessing	24	(1)
Effective Teachers Continue to Learn About Reading and Writing	25	(1)
Review	26	(2)
Professional References	28	(1)
Children's Book References	29	(1)
Teaching the Reading and Writing Processes	30	(36)
Vignette: Mrs. Goodman's Seventh Graders Read The Giver	31	(4)
The Reading Process	35	(11)
Stage 1: Prereading	36	(3)
Stage 2: Reading	39	(5)
Stage 3: Responding	44	(1)
Stage 4: Exploring	45	(1)
Stage 5: Applying	46	(1)
The Writing Process	46	(15)
Stage 1: Prewriting	46	(6)
Stage 2: Drafting	52	(1)
Stage 3: Revising	53	(3)
Stage 4: Editing	56	(3)
Stage 5: Publishing	59	(2)
Reading and Writing Are Similar Processes	61	(1)
Comparing the Two Processes	61	(1)
Classroom Connections	61	(2)
Review	63	(1)
Professional References	64	(1)
Children's Book References	65	(1)
Assessing Students' Literacy Development	66	(34)
Vignette: Mrs. Peterson Conducts End-of-Quarter Conferences	67	(5)
Literacy Assessment Tools	72	(16)
Assessing Students' Phonics Knowledge	72	(1)
Assessing Students' Fluency	73	(4)
Assessing Students' Comprehension	77	(2)
Assessing Students' Vocabulary	79	(1)
Assessing Students' Writing	80	(4)
Assessing Students' Spelling	84	(1)
Assessing Students' Attitudes and Motivation	84	(3)
Monitoring Students' Progress	87	(1)
Implementing Portfolios in the Classroom	88	(7)
Why Are Portfolio Programs Worthwhile?	88	(2)
Collecting Work in Portfolios	90	(2)
Involving Students in Self-Assessment	92	(2)
Showcasing Students' Portfolios	94	(1)
Assigning Grades	95	(2)
Review	97	(1)
Professional References	97	(2)
Children's Book References	99	(1)
Refining Students' Print Skills	100	(36)
Vignette: Mr. King Teaches Word Work Lessons	101	(5)
Word Identification	106	(13)
Phonics	107	(5)
Phonic Analysis	112	(1)
Syllabic Analysis	112	(2)
Morphemic Analysis	114	(1)
Teaching and Assessing Word Identification	115	(4)
Spelling	119	(14)
The English Orthographic System	119	(1)
Stages of Spelling Development	120	(4)
Teaching and Assessing Spelling	124	(9)
Review	133	(1)
Professional References	133	(2)
Children's Book References	135	(1)
Learning About the Meanings of Words	136	(36)
Vignette: Mrs. Sanom's Word Wizards Club	137	(6)
How Do Students Learn Vocabulary Words?	143	(5)
Levels of Word Knowledge	144	(1)
Incidental Word Learning	144	(1)
Context Clues	145	(2)
Word-Learning Strategies	147	(1)
Why Is Vocabulary Knowledge Important?	147	(1)
Teaching Students to Unlock Word Meanings	148	(20)
Characteristics of Effective Instruction	148	(3)
Components of Word Study	151	(11)
Choosing Words to Study	162	(1)
Spotlighting Words on Word Walls	162	(1)
Activities for Exploring Words	163	(5)
Review	168	(2)
Professional References	170	(1)
Children's Book References	171	(1)
Facilitating Students' Comprehension	172	(34)
Vignette: Mr. Wyatt Teaches Inference	173	(5)
Comparing Capable and Less Capable Readers	178	(3)
The Comprehension Process	181	(11)
Microprocesses	182	(4)
Integrative Processes	186	(1)
Macroprocesses	187	(1)
Elaborative Processes	187	(3)
Metacognitive Processes	190	(1)
Levels of Comprehension	190	(2)
Literacy Strategies and Skills	192	(11)
Reading and Writing Strategies	192	(4)
Reading and Writing Skills	196	(2)
Teaching Strategies and Skills	198	(5)
Review	203	(1)
Professional References	204	(1)
Children's Book References	205	(1)
Becoming Familiar With the Structure of Text	206	(36)
Vignette: Mr. Abrams's Fourth Graders Learn About Frogs	207	(4)
Elements of Narrative Structure	211	(14)
Plot	212	(4)
Characters	216	(2)
Setting	218	(2)
Point of View	220	(1)
Theme	221	(2)
Literary Devices	223	(1)
Why Do Teachers Need to Know About Narrative Structure?	223	(2)
Expository Text Structures	225	(5)
Description	226	(1)
Sequence	227	(1)
Comparison	227	(1)
Cause and Effect	228	(1)
Problem and Solution	228	(1)
Why Do Teachers Need to Know About Expository Text Structures?	229	(1)
Poetic Forms	230	(7)
Rhymed Verse	232	(1)
Narrative Poems	232	(1)
Haiku and Related Forms	232	(2)
Free Verse	234	(1)
Other Poetic Forms	234	(3)
Why Do Teachers Need to Know About Poetic Forms?	237	(1)
Review	237	(1)
Professional References	238	(1)
Children's Book References	239	(3)
Teaching With Narrative Texts	242	(40)
Vignette: Mrs. Bradshaw's Students Read in Book Clubs	243	(4)
Choosing Literature	247	(7)
Narrative Genres	247	(4)
The Best of the Best	251	(1)
Multicultural Literature	251	(1)
Why Use Multicultural Literature?	252	(2)
Literature Focus Units	254	(10)
Framework for a Literature Focus Unit	254	(1)
Steps in Developing a Unit	255	(5)
Units Featuring a Novel	260	(2)
Units Focusing on a Genre	262	(1)
Units Featuring an Author	262	(2)
Benefits of Using Literature Focus Units	264	(1)
Literature Circles	264	(13)
Key Features of Literature Circles	266	(7)
Implementing Literature Circles	273	(1)
Monitoring and Assessing Students' Learning	274	(3)
Benefits of Using Literature Circles	277	(1)
Review	277	(1)
Professional References	278	(1)
Children's Book References	279	(3)
Teaching With Content-Area Textbooks	282	(32)
Vignette: Ms. Boland's Students Study Medieval Life	283	(7)
Content-Area Textbooks	290	(13)
Unique Conventions of Content-Area Textbooks	290	(1)
Characteristics of ``Considerate'' Textbooks	290	(1)
Making Content-Area Textbooks More Comprehensible	291	(7)
Learning How to Study	298	(4)
Why Aren't Content-Area Textbooks Enough?	302	(1)
Thematic Units	303	(9)
How to Develop a Thematic Unit	303	(3)
A Fourth-Grade Unit on Desert Life	306	(1)
A Sixth-Grade Unit on Ancient Egypt	307	(5)
Review	312	(1)
Professional References	313	(1)
Children's Book References	313	(1)
Connecting Reading and Writing	314	(36)
Vignette: Fourth-Grade English Learners Read and Write About Pilgrims	315	(6)
Keeping Journals	321	(10)
Reading Logs	322	(3)
Learning Logs	325	(1)
Double-Entry Journals	325	(1)
Simulated Journals	326	(4)
Teaching Students to Keep Journals	330	(1)
Writing Projects	331	(16)
Reports	331	(5)
Poetry	336	(3)
Persuasion	339	(5)
Multigenre Projects	344	(3)
Review	347	(1)
Professional References	348	(1)
Children's Book References	348	(2)
Working With Struggling Readers and Writers	350	(30)
Vignette: Mrs. Shasky Differentiates Instruction	351	(6)
Differentiated Instruction	357	(14)
Working With Struggling Readers	358	(6)
What About Basal Readers?	364	(1)
Using Literacy Centers	365	(2)
Working With Struggling Writers	367	(4)
Determining the Difficulty Level of Books	371	(8)
Traditional Readability Formulas	371	(2)
The Reading Recovery Approach to Leveling Books	373	(2)
The Lexile Framework	375	(4)
Review	379	(1)
Professional References	379	(1)
Children's Book References	379	(1)
Becoming Lifelong Readers and Writers	380	(28)
Vignette: Ms. Torres's Students Love to Read	381	(3)
Engaging Students With Reading and Writing	384	(6)
Factors That Affect Motivation	385	(3)
Characteristics of Exceptional Teachers	388	(1)
Students Who Adopt Avoidance Strategies	389	(1)
The Workshop Approach	390	(16)
Reading Workshop	390	(7)
Is Sustained Silent Reading the Same as Reading Workshop?	397	(1)
Writing Workshop	398	(3)
Managing a Workshop Classroom	401	(3)
Benefits of Using Reading and Writing Workshop	404	(2)
Review	406	(1)
Professional References	406	(1)
Children's Book References	407	(1)
Compendium of Instructional Procedures	408	(51)
Alphabet books	410	(1)
Anticipation guides	410	(2)
Book boxes	412	(1)
Book talks	413	(1)
Choral reading	413	(1)
Cloze procedure	414	(1)
Clusters, maps, and webs	415	(1)
Collaborative books and reports	415	(2)
Cubing	417	(2)
Data charts	419	(1)
Directed reading-thinking activity	419	(1)
Double-entry journals	420	(2)
Exclusion brainstorming	422	(1)
Grand conversations	422	(2)
Guided reading	424	(1)
Individual books and reports	425	(1)
Instructional conversations	425	(2)
Interactive writing	427	(2)
K-W-L charts	429	(2)
Language experience approach	431	(1)
Learning logs	432	(1)
Making words	433	(1)
Minilessons	434	(1)
Open-mind portraits	435	(1)
Possible sentences	436	(1)
Prereading plan	436	(1)
Quickwrites	437	(1)
Quilts	438	(2)
Read-arounds	440	(1)
Readers theatre	440	(1)
Reading logs	441	(1)
Repeated readings	441	(1)
Running records	441	(2)
Say something	443	(1)
Semantic feature analysis	443	(2)
Shared reading	445	(1)
SQ3R study strategy	445	(1)
Story boards	446	(1)
Story maps	446	(3)
Sustained silent reading	449	(1)
Tea party	450	(1)
Word sorts	451	(3)
Word walls	454	(1)
Writing groups	455	(4)
Glossary	459	(4)
Index of Authors and Titles	463	(11)
Subject Index	474

Excerpts

Founded on the principles and research that have madeLiteracy for the 21st Centurythe best selling literacy text in the market, my new text,Literacy for the 21st Century: Teaching Reading crud Writing in Grades Four Through Eight,focuses on the literacy needs and development of 4th through 8th grade learners. My aim is to present, clearly and thoroughly, the theory, application, examples, and strategies prospective teachers need to fully understand teaching and assessing reading and writing in these grades.Created for core literacy courses that have been split to meet a growing demand for credentialing teachers with more in-depth knowledge of upper elementary literacy strategies, this text provides a solid foundation for teaching and using vocabulary, content area reading, the reading and writing connection, narrative text, and print skills with middle grade students. Of particular importance is the strong focus on the needs of struggling readers.Middle grade teachers have special concern for their struggling readers. By the middle grades, students are no longer learning to read, but reading to learn. If students are uncomfortable, or unfamiliar, with the basics of reading and writing by the time they reach grade four, all their learning will suffer. For that reason, middle grade teachers need the understanding, strategies, and skills to best address the needs of struggling readers. A special feature in each chapter addresses the needs of struggling readers and writers, culminating in a complete chapter addressing the topic.This comprehensive text presents sound approaches to literacy instruction and guides teachers toward best practice in teaching strategies as well as skills. The principles of effective reading instruction outlined in Chapter 1 provide a strong, easily understood foundation for the entire book. I have culled and created minilessons and assessment tools geared specifically toward teaching and assessing strategies and skills in grades 4-8; the authentic classroom activities and student artifacts included spotlight a number of middle grade teachers who illustrate how they plan for and engage their students in literacy activities; English Language Learner margin notes address the specific concerns of this audience of learners; and the accompanying CD-ROM of classroom footage, along with a full-color CD insert within the text, further establish what is best practice for literacy teachers working with students in this age range. DRIVING PRINCIPLESMy goal in this text is to show beginning teachers how to teach reading and writing effectively in middle grades, how to create a classroom climate where literacy flourishes, and how to empower the diverse array of readers and writers 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.You will lea n how to implement a reading program with strategies and skills 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 strategies and useful skills within the context of authentic reading and writing experiences. I have carefully selected the principles, strategies, skills, and examples of literature that will empower the beginning teacher to get up to speed quickly with their early adolescent readers. In creating this textbook, I used knowledge I gleaned from a host of teachers who have been students in my reading courses 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 litera