Literacy for the 21st Century A... | Buy

This access code card provides a 6 month subscription to the video-enhanced Pearson eText for Literacy for the 21st Century, 6/e.At the end of your subscription, you have the option to extend your access at a reduced cost. Literacy for the 21st Century: A Balanced Approachis a thoroughly applied text written to ensure that readers understand the current theories behind and the critical components of instruction for teaching reading and writing as complementary in the development of literacy. Readers are treated to a philosophical approach that not only balances the why, what, and how of teaching literacy but also offers practical pedagogy-teaching strategies and instructional procedures-that foster thoughtful teacher preparation and ensures alignment to the literacy goals teachers are responsible to teach. New text features model practices that support diverse populations, instruction driven by sound classroom assessment, and new literacy strategies that will help teachers transform literacy learning with digital devices. Integrating the best of what we know about teaching reading and writing, the Sixth Edition of this popular introductory text provides the balance teachers need to be successful in the classroom.

Gail E. Tompkins is Professor Emerita at California State University, Fresno. Currently, she works with teachers in their kindergarten through eighth-grade classrooms and leads staff-development programs on reading and writing. Dr. Tompkins was inducted into the California Reading Association’s Reading Hall of Fame in recognition of her accomplishments in the field of reading, and she’s received the prestigious Provost’s award for Excellence in Teaching at California State University, Fresno. Dr. Tompkins is the author of six other books published by Pearson: Language Arts: Patterns of Practice, Language Arts Essentials, Teaching Writing: Balancing Process and Product, 50 Literacy Strategies, and two grade-specific versions of this text: Li teracy in the Early Grades: A Successful Start for PreK-4 Readers and Writers and Literacy in the Middle Grades: Teaching Reading and Writing to Fourth Through Eighth Graders. During the past three decades, Dr. Tompkins has also worked with kindergarten through college-level writing teachers at National Writing Project sites in California and Oklahoma.

Chapter 1: Becoming an Effective Teacher of Reading

PRINCIPLE 1: EFFECTIVE TEACHERS UNDERSTAND HOW STUDENTS LEARN

Behaviorism

Constructivism

Sociolinguistics

Information Processing

PRINCIPLE 2: EFFECTIVE TEACHERS SUPPORT STUDENTS’ USE OF THE CUEING SYSTEMS

The Phonological System

The Syntactic System

The Semantic System

The Pragmatic System

PRINCIPLE 3: EFFECTIVE TEACHERS CREATE A COMMUNITY OF LEARNERS

Characteristics of a Classroom Community

How to Create a Classroom Culture

PRINCIPLE 4: EFFECTIVE TEACHERS ADOPT A BALANCED APPROACH TO INSTRUCTION

Common Core State Standards

PRINCIPLE 5: 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

PRINCIPLE 6: EFFECTIVE TEACHERS ORGANIZE FOR INSTRUCTION

Basal Reading Programs

Literature Focus Units

Literature Circles

Reading and Writing Workshop

Nurturing English Learners

PRINCIPLE 7: EFFECTIVE TEACHERS DIFFERENTIATE INSTRUCTION

PRINCIPLE 8: EFFECTIVE TEACHERS LINK INSTRUCTION AND ASSESSMENT

Classroom Assessment Tools

High-Stakes Tests

Accountability Check! Teaching Reading and Writing

References

Chapter 2: The Reading and Writing Processes

Vignette: The Reading Process in Action

THE READING PROCESS

Stage 1: Prereading

Stage 2: Reading

Stage 3: Responding

Stage 4: Exploring

Stage 5: Applying

THE WRITING PROCESS

Stage 1: Prewriting

Stage 2: Drafting

Stage 3: Revising

Stage 4: Editing

Stage 5: Publishing

The Writer’s Craft

READING AND WRITING ARE RECIPROCAL PROCESSES

Comparing the Two Processes

Classroom Connections

Literacy Strategies

Accountability Check! Teaching the Reading and Writing Processes

References

Chapter 3: Assessing Literacy Development

Vignette: Second-Quarter Assessments

CLASSROOM ASSESSMENT

Step 1: Planning for Assessment

Step 2: Monitoring Students’ Progress

Step 3: Evaluating Students’ Learning

Step 4: Reflecting

DIAGNOSTIC TESTS

Determining Students’ Reading Levels

Diagnosing Students’ Strengths and Weaknesses

Nurturing English Learners

HIGH-STAKES TESTING

Problems With High-Stakes Testing

Preparing for Standardized Tests

Nurturing English Learners

The Politics of High-Stakes Testing

PORTFOLIO ASSESSMENT

Collecting Work in Portfolios

Involving Students in Self-Assessment

Showcasing Students’ Portfolios

Accountability Check! Assessing Students’ Literacy Development

References

Chapter 4: The Youngest Readers and Writers

Vignette: K–3 Students’ Literacy Development

FOSTERING AN INTEREST IN LITERACY

Concepts About Print

Concepts About Words

Concepts About the Alphabet

Assessing Children’s Concepts About Written Language

HOW CHILDREN DEVELOP AS READERS AND WRITERS

Stage 1: Emergent Reading and Writing

Stage 2: Beginning Reading and Writing

Stage 3: Fluent Reading and Writing

INSTRUCTIONAL PRACTICES

Morning Message

Shared Reading

Language Experience Approach

Interactive Writing

Manuscript Handwriting

Writing Centers

Accountability Check! Supporting the Youngest Readers and Writers

References

Chapter 5: Cracking the Alphabetic Code

Vignette: First Grade Phonics Instruction

PHONEMIC AWARENESS

Phonemic Awareness Strategies

Teaching Phonemic Awareness

Nurturing English Learners

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

Nurturing English Learners

Teaching Spelling

Weekly Spelling Tests

Assessing Students’ Spelling

What’s the Controversy About Spelling Instruction?

Accountability Check! Assisting Students in Cracking the Alphabetic Code

References

Chapter 6: Developing Fluent Readers and Writers

Vignette: High-Frequency Words

READING FLUENCY

Automatic Reading

Reading Speed

Prosody

Assessing Reading Fluency

WRITING FLUENCY

Automatic Writing

Writing Speed

Writer’s Voice

Assessing Writing Fluency

Nurturing English Learners

DYSFLUENT STUDENTS

Older Dysfluent Readers

Older Dysfluent Writers

Obstacles to Fluency

Accountability Check! Developing Fluent Readers and Writers

References

Chapter 7: Expanding Academic Vocabulary

Vignette: The Word Wizards Club

ACADEMIC VOCABULARY

Three Tiers of Words

Nurturing English Learners

Levels of Word Knowledge

Word Consciousness

WORD-STUDY CONCEPTS

Multiple Meanings of Words

Synonyms: Words With Similar Meanings

Antonyms: Words That Mean the Opposite

Homonyms: Words That Confuse

Root Words and Affixes

Etymologies: Word Histories

Figurative Meanings

TEACHING STUDENTS TO UNLOCK WORD MEANINGS

Word Walls

Explicit Instruction

Word-Study Activities

Word-Learning Strategies

Incidental Word Learning

Assessing Students’ Vocabulary Knowledge

Accountability Check! Expanding Students’ Academic Vocabulary

References

Chapter 8: Promoting Comprehension: Reader Factors

Vignette: Comprehension Strategies

WHAT IS COMPREHENSION?

Reader and Text Factors

Text Complexity

Prerequisites for Comprehension

Comprehension Strategies

Comprehension Skills

TEACHING ABOUT READER FACTORS

Explicit Comprehension Instruction

Developing Comprehension Through Reading

Nurturing English Learners

Assessing Comprehension

MOTIVATION

The Teacher’s Role

Students’ Role

How to Engage Students

Assessing Motivation

Comparing Capable and Less Capable Readers and Writers

Accountability Check! Facilitating Students’ Comprehension of Reader Factors

References

Chapter 9: Promoting Comprehension: Text Factors

Vignette: Reading and Writing About Frogs

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 NONFICTION BOOKS

Nonfiction Genres

Expository Text Structures

Nonfiction Features

Looking at the Text Factors in a Nonfiction 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 of Text Factors

Accountability Check! Facilitating Students’ Comprehension of Text Factors

References

Chapter 10: Organizing for Instruction

Vignette: A Yearlong Author Study

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

Accountability Check! Organizing for Instruction

References

Chapter 11: Differentiating for Success

Vignette: Classroom Interventions

WAYS TO DIFFERENTIATE INSTRUCTION

Grouping for Instruction

Guided Reading

Text Sets

Tiered Activities

Literacy Centers

Differentiated Projects

STRUGGLING READERS AND WRITERS

Struggling Readers

Struggling Writers

Working With Struggling Students

Interventions

Accountability Check! Differentiating Literacy Instruction

References

Chapter 12: Reading and Writing in the Content Areas

Vignette: Multigenre Projects

CONNECTING READING AND WRITING

Reading Trade 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

Nurturing English Learners

A First Grade Unit on Trees

A Fourth Grade Unit on Desert Ecosystems

A Sixth Grade Unit on Ancient Egypt

Accountability Check! Using Reading and Writing in the Content Areas

References

Compendium of Instructional Procedures

Anticipation Guides

Book Talks

Choral Reading

Clap and Chant

Cloze Procedure

Collaborative Books

Double-Entry Journals

Exclusion Brainstorming

Grand Conversations

Guided Reading

Hot Seat

Interactive Read-Alouds

Interactive Writing

K-W-L Charts

Language Experience Approach

Learning Logs

Making Words

Minilessons

Open-Mind Portraits

Possible Sentences

Prereading Plans

Question-Answer-Relationships

Questioning the Author

Quickwriting

RAFT

Readers Theatre

Reading Logs

Reciprocal Teaching

Revising Groups

Rubrics

Running Records

Semantic Feature Analysis

Shared Reading

Sketch-to-Stretch

Story Boards

Story Retelling

Studying Spelling Words

Sustained Silent Reading

Tea Party

Think-Alouds

Word Ladders

Word Sorts

Word Walls

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