Literacy for the Twenty-First Century : A Balanced Approach

by Tompkins, Gail E.

Edition:

1st

ISBN13:

9780024206510

ISBN10:

0024206512

Format:

Paperback

Pub. Date:

10/1/1996

Publisher(s):

Prentice Hall Professional Technical Reference

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Summary

Teachers can make a difference in children's lives, and this book is designed to help you become an effective reading teacher. It teaches teachers 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.

Author Biography

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

What Is a Balanced Approach to Literacy Instruction?	p. 1
Becoming an Effective Teacher of Reading	p. 4
Vignette: Fourth Graders Participate in a Yearlong Author Study	p. 4
Effective Teachers Understand How Children Learn	p. 11
Behaviorism	p. 12
Constructivism	p. 12
Interactive Theory	p. 12
Sociolinguistics	p. 14
Reader Response	p. 14
Critical Literacy	p. 15
Effective Teachers Support Children's Use of the Four Cueing Systems	p. 16
The Phonological System	p. 16
The Syntactic System	p. 18
The Semantic System	p. 19
The Pragmatic System	p. 20
Effective Teachers Create a Community of Learners	p. 21
Characteristics of Classroom Communities	p. 21
How to Create a Classroom Community	p. 22
Effective Teachers Adopt a Balanced Approach to Literacy Instruction	p. 24
Effective Teachers Scaffold Children's Reading and Writing Experiences	p. 25
Modeled Reading and Writing	p. 26
Shared Reading and Writing	p. 27
Interactive Reading and Writing	p. 28
Guided Reading and Writing	p. 28
Independent Reading and Writing	p. 29
Effective Teachers Organize Literacy Instruction in Four Ways	p. 30
Basal Reading Programs	p. 30
Literature Focus Units	p. 30
Literature Circles	p. 30
Reading and Writing Workshop	p. 30
Effective Teachers Connect Instruction and Assessment	p. 31
Preassessing	p. 32
Monitoring	p. 33
Assessing	p. 34
Effective Teachers Become Partners With Parents	p. 35
Providing Literacy Information to Parents	p. 35
Parent Volunteers	p. 36
Supporting Literacy at Home	p. 36
Family Literacy	p. 37
Review: How Effective Teachers Teach Reading and Writing	p. 38
Professional References	p. 39
Children's Book References	p. 40
Teaching the Reading and Writing Processes	p. 42
Vignette: Mrs. Goodman's Seventh Graders Read The Giver	p. 42
The Reading Process	p. 46
Prereading	p. 48
Reading	p. 50
Responding	p. 55
Exploring	p. 56
Applying	p. 57
The Writing Process	p. 57
Prewriting	p. 58
Drafting	p. 61
Revising	p. 63
Editing	p. 64
Publishing	p. 67
Qualities of Good Writing	p. 69
Reading and Writing Are Similar Processes	p. 71
Comparing the Two Processes	p. 71
Classroom Connections	p. 71
Review: How Effective Teachers Teach the Reading and Writing Processes	p. 73
Professional References	p. 73
Children's Book References	p. 74
How Do Children Learn to Read and Write?	p. 75
Working With Young Readers and Writers	p. 78
Vignette: Ms. McCloskey's Students Become Readers and Writers	p. 78
Fostering Young Children's Interest in Literacy	p. 86
Concepts About Print	p. 86
Concepts About Words	p. 87
Concepts About the Alphabet	p. 88
How Children Develop as Readers and Writers	p. 89
Emergent Reading and Writing	p. 91
Beginning Reading and Writing	p. 93
Fluent Reading and Writing	p. 94
Instructional Practices	p. 96
Shared Reading	p. 96
Language Experience Approach	p. 101
Interactive Writing	p. 102
Manuscript Handwriting	p. 103
Writing Centers	p. 105
Review: How Effective Teachers Support Young Children's Literacy Development	p. 107
Professional References	p. 108
Children's Book References	p. 109
Cracking the Alphabetic Code	p. 110
Vignette: Mrs. Firpo Teaches Phonics Using a Basal Reading Program	p. 110
Phonemic Awareness	p. 116
Components of Phonemic Awareness	p. 117
Teaching Phonemic Awareness	p. 117
Why Is Phonemic Awareness Important?	p. 124
Phonics	p. 124
Phonics Concepts	p. 125
Teaching Phonics	p. 130
What Is the Role of Phonics in a Balanced Literacy Program?	p. 132
Spelling	p. 134
Stages of Spelling Development	p. 134
Teaching Spelling	p. 138
Weekly Spelling Tests	p. 145
What Is the Controversy About Spelling Instruction?	p. 146
Review: How Effective Teachers Assist Students in "Cracking the Code"	p. 147
Professional References	p. 147
Children's Book References	p. 148
Developing Fluent Readers and Writers	p. 150
Vignette: Ms. Williams's Students Learn High-Frequency Words	p. 150
Teaching Students to Read and Write Words	p. 156
Word Recognition	p. 156
Word Identification	p. 162
What Is Fluency?	p. 173
Promoting Reading Fluency	p. 175
Developing Writing Fluency	p. 179
Assessing Students' Reading and Writing Fluency	p. 181
Review: How Effective Teachers Develop Fluent Readers and Writers	p. 182
Professional References	p. 182
Children's Book References	p. 183
Expanding Students' Knowledge of Words	p. 184
Vignette: Mrs. Sanom's Word Wizards Club	p. 184
How Do Students Learn Vocabulary Words?	p. 191
Levels of Word Knowledge	p. 191
Incidental Word Learning	p. 192
Context Clues	p. 193
Word-Learning Strategies	p. 194
Why Is Vocabulary Knowledge Important?	p. 195
Teaching Students to Unlock Word Meanings	p. 195
Characteristics of Effective Instruction	p. 196
Components of Word Study	p. 197
Choosing Words to Study	p. 208
Spotlighting Words on Word Walls	p. 209
Activities for Exploring Words	p. 211
Review: How Effective Teachers Expand Students' Knowledge of Words	p. 213
Professional References	p. 213
Children's Book References	p. 214
Facilitating Students' Comprehension: Reader Factors	p. 216
Vignette: Mrs. Donnelly Teaches Comprehension Strategies	p. 216
What Is Comprehension?	p. 223
Reader and Text Factors	p. 223
Background Knowledge	p. 225
Purpose	p. 227
Fluency	p. 227
Comprehension Strategies	p. 228
Making Inferences	p. 232
Motivation and Attention	p. 234
Comparing Capable and Less Capable Readers and Writers	p. 238
Teaching Comprehension	p. 240
Explicit Comprehension Instruction	p. 241
Developing Comprehension Through Reading	p. 243
Developing Comprehension Through Writing	p. 245
Review: How Effective Teachers Facilitate Students' Comprehension	p. 247
Professional References	p. 247
Children's Book References	p. 248
Facilitating Students' Comprehension: Text Factors	p. 250
Vignette: Mr. Abrams's Fourth Graders Learn About Frogs	p. 250
Stories	p. 255
Narrative Genres	p. 257
Elements of Story Structure	p. 260
Literary Devices	p. 270
Informational Books	p. 270
Nonfiction Genres	p. 273
Expository Text Structures	p. 274
Text Features	p. 276
Poetry	p. 276
Types of Poetry Books	p. 277
Poetic Forms	p. 278
Review: How Effective Teachers Focus on Text Factors	p. 287
Professional References	p. 287
Children's Book References	p. 288
Assessing Students' Literacy Development	p. 292
Vignette: Mrs. McNeal Conducts Second-Quarter Assessments	p. 292
Literacy Assessment Tools	p. 299
Assessing Students' Concepts About Print	p. 300
Assessing Students' Phonemic Awareness and Phonics	p. 301
Assessing Students' Word Identification and Fluency	p. 302
Determining Students' Instructional Reading Level	p. 305
Assessing Students' Comprehension	p. 309
Assessing Students' Vocabulary	p. 311
Assessing Students' Writing	p. 312
Assessing Students' Spelling	p. 314
Assessing Students' Attitudes and Motivation	p. 316
Monitoring Students' Progress	p. 317
Implementing Portfolios in the Classroom	p. 319
Why Are Portfolio Programs Worthwhile?	p. 320
Collecting Work in Portfolios	p. 320
Involving Students in Self-Assessment	p. 323
Showcasing Students' Portfolios	p. 324
Assigning Grades	p. 324
Unit Assignment Sheets	p. 325
Review: How Effective Teachers Assess Students' Literacy Development	p. 326
Professional References	p. 326
Children's Book References	p. 328
How Do Teachers Organize Literacy Instruction?	p. 329
Teaching With Basal Reading Textbooks	p. 332
Vignette: Mrs. Ohashi Teaches Reading Using Basal Readers	p. 332
Teaching With Basal Reading Textbooks	p. 338
Components of Basal Reading Programs	p. 340
Materials Included in Basal Reading Programs	p. 343
Benefits of Using Basal Reading Programs	p. 344
Differentiating Instruction	p. 344
Guided Reading	p. 346
Literacy Centers	p. 349
Review: How Effective Teachers Use Basal Reading Textbooks	p. 352
Professional References	p. 352
Children's Book References	p. 352
Teaching Literature Focus Units	p. 354
Vignette: Mrs. Dillon's Students Read "The Three Little Pigs"	p. 354
Choosing Literature for Units	p. 360
The Best of the Best	p. 361
Multicultural Literature	p. 361
Framework for a Literature Focus Unit	p. 364
Steps in Developing a Unit	p. 364
Units Featuring a Picture Book	p. 372
Units Featuring a Chapter Book	p. 373
Units Featuring a Genre	p. 376
Units Featuring an Author or Illustrator	p. 376
Benefits of Literature Focus Units	p. 378
Review: How Effective Teachers Use Literature Focus Units	p. 378
Professional References	p. 379
Children's Book References	p. 379
Orchestrating Literature Circles	p. 380
Vignette: Mrs. Donnelly's Students Read in Book Clubs	p. 380
Key Features of Literature Circles	p. 385
Choice	p. 385
Literature	p. 386
Response	p. 387
Implementing Literature Circles	p. 392
Using Literature Circles With Young Children	p. 394
Monitoring and Assessing Students' Learning	p. 395
Benefits of Using Literature Circles	p. 395
Review: How Effective Teachers Orchestrate Literature Circles	p. 397
Professional References	p. 397
Children's Book References	p. 398
Implementing Reading and Writing Workshop	p. 400
Vignette: First Graders Participate in Writing Workshop	p. 400
Reading Workshop	p. 406
Reading	p. 406
Responding	p. 410
Sharing	p. 413
Teaching Minilessons	p. 413
Reading Aloud to Students	p. 413
Is Sustained Silent Reading the Same as Reading Workshop?	p. 414
Writing Workshop	p. 416
Writing	p. 416
Sharing	p. 420
Teaching Minilessons	p. 420
Managing a Workshop Classroom	p. 422
Benefits of Reading and Writing Workshop	p. 424
Review: How Effective Teachers Conduct Reading and Writing Workshop	p. 424
Professional References	p. 425
Children's Book References	p. 425
Reading and Writing in the Content Areas	p. 426
Vignette: Mrs. Zumwalt's Third Graders Create Multigenre Projects	p. 426
Connecting Reading and Writing	p. 431
Writing as a Learning Tool	p. 431
Writing to Demonstrate Learning	p. 436
Content-Area Textbooks	p. 444
Unique Conventions of Content-Area Textbooks	p. 444
Making Content-Area Textbooks More Comprehensible	p. 446
Learning How to Study	p. 451
Why Aren't Content-Area Textbooks Enough?	p. 452
Thematic Units	p. 453
How to Develop a Thematic Unit	p. 453
A First-Grade Unit on Trees	p. 456
A Fourth-Grade Unit on Desert Ecosystems	p. 457
A Sixth-Grade Unit on Ancient Egypt	p. 457
Review: How Effective Teachers Use Reading and Writing in the Content Areas	p. 464
Professional References	p. 464
Children's Book References	p. 465
Compendium of Instructional Procedures	p. 467
Anticipation Guides	p. 468
Book Talks	p. 469
Choral Reading	p. 469
Class Collaborations	p. 470
Cubing	p. 471
Data Charts	p. 472
Directed Reading-Thinking Activity (DRTA)	p. 472
Double-Entry Journals	p. 473
Exclusion Brainstorming	p. 475
GIST Procedure	p. 476
Grand Conversations	p. 477
Graphic Organizers	p. 478
Guided Reading	p. 479
Instructional Conversations	p. 479
Interactive Writing	p. 481
K-W-L Charts	p. 482
Language Experience Approach (LEA)	p. 484
Learning Logs	p. 486
Making Words	p. 486
Minilessons	p. 488
Open-Mind Portraits	p. 489
Prereading Plan	p. 490
Question-Answer Relationships (QARs)	p. 490
Quickwriting	p. 491
Quilts	p. 493
Read-Arounds	p. 493
Readers Theatre	p. 494
Reading Logs	p. 494
Reciprocal Teaching	p. 495
Repeated Readings	p. 496
Running Records	p. 497
Semantic Feature Analysis	p. 498
Shared Reading	p. 499
SQ3R Study Strategy	p. 500
Story Boards	p. 500
Sustained Silent Reading (SSR)	p. 502
Word Sorts	p. 503
Word Walls	p. 504
Writing Groups	p. 504
Professional References	p. 507
Glossary	p. 509
Author and Title Index	p. 513
Subject Index	p. 524
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Literacy for the Twenty-First Century : A Balanced Approach

9780024206510

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Summary

Author Biography

Table of Contents