Literacy for the 21st Century : Teaching Reading and Writing in Pre-Kindergarten Through Grade 4

by Tompkins, Gail E.

• ISBN13: 9780130987198
• ISBN10: 0130987190
• Edition: CD
• Format: Paperback w/CD
• Copyright: 2003-01-01
• Publisher: Pearson College Div

Summary

For Literacy in the Elementary School and Elementary Reading Methods and Strategies courses. Based on the same principles and guidelines of Tompkins' best-selling literacy text, this new volume addresses specific strategies for teaching reading and writing to children from Preschool to Grade 4. The author provides a solid foundation in the content of literacy instructionphonemic awareness, phonics, fluency, vocabulary, and comprehensionliberally spiced with her trademark minilessons and replete with children's writing samples and authentic classroom vignettes. Included are a wealth of age-appropriate assessment tools, authentic classroom activities, and illustrative examples of how effective teachers engage children in preschool through primary grades in the captivating act of reading and writing.

Table of Contents

Becoming an Effective Teacher of Reading	2	(30)
Principle 1: Effective Teachers Understand How Children Learn	3	(3)
Constructivist Learning Theories	4	(1)
Interactive Learning Theories	5	(1)
Sociolinguistic Learning Theories	5	(1)
Reader Response Learning Theories	6	(1)
Principle 2: Effective Teachers Support Children's Use of the Four Cueing Systems	6	(5)
The Phonological System	7	(1)
The Syntactic System	8	(1)
The Semantic System	9	(1)
The Pragmatic System	9	(2)
Principle 3: Effective Teachers Create a Community of Learners	11	(3)
Ten Characteristics of Classroom Communities	11	(1)
How to Create a Classroom Community	12	(2)
Principle 4: Effective Teachers Adopt a Balanced Approach to Literacy Instruction	14	(1)
Principle 5: Effective Teachers Scaffold Children's Reading and Writing Experiences	15	(5)
Modeled Reading and Writing	16	(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)
Principle 6: Effective Teachers Organize Literacy Instruction in Four Ways	20	(1)
Principle 7: Effective Teachers Connect Instruction and Assessment	21	(4)
Preassessing	21	(1)
Monitoring	22	(2)
Assessing	24	(1)
Principle 8: Effective Teachers Become Partners With Parents	25	(5)
Providing Literacy Information to Parents	26	(1)
Parent Volunteers	27	(1)
Supporting Literacy at Home	27	(2)
Family Literacy	29	(1)
Review	30	(1)
Professional References	30	(1)
Children's Book References	31	(1)
Examining Children's Literacy Development	32	(30)
Ms. McCloskey's Students Become Readers and Writers	33	(6)
Fostering Young Children's Interest in Literacy	39	(7)
Concepts About Print	39	(3)
Concepts About the Alphabet	42	(3)
Manuscript Handwriting	45	(1)
Young Children Develop as Readers and Writers	46	(14)
Emergent Reading and Writing	46	(2)
Beginning Reading and Writing	48	(7)
Fluent Reading and Writing	55	(5)
Review	60	(1)
Professional References	60	(1)
Children's Book References	61	(1)
Assessing Young Children's Literacy Development	62	(28)
Mrs. McNeal Conducts Second-Quarter Assessments	63	(6)
Literacy Assessment Tools	69	(14)
Assessing Children's Concepts About Print	70	(1)
Assessing Children's Phonemic Awareness and Phonics	71	(1)
Assessing Children's Fluency	72	(2)
Determining Children's Instructional Reading Level	74	(2)
Assessing Children's Writing	76	(3)
Assessing Children's Spelling	79	(1)
Monitoring Children's Progress	80	(3)
Assigning Grades	83	(4)
Assignment Sheets	83	(1)
``Show-Me'' Tests	84	(3)
Review	87	(1)
Professional References	88	(1)
Children's Book References	88	(2)
Breaking the Alphabetic Code	90	(26)
Mrs. Hoddy Teachers Phonics	91	(4)
Phonemic Awareness	95	(8)
Components of Phonemic Awareness	95	(1)
Teaching Phonemic Awareness	96	(6)
Why Is Phonemic Awareness Important?	102	(1)
Phonics	103	(9)
Phonics Concepts, Skills, and Generalizations	103	(5)
Teaching Phonics	108	(4)
What Is the Role of Phonics in a Balanced Literacy Program?	112	(1)
Review	112	(1)
Professional References	113	(1)
Children's Book References	114	(2)
Learning to Spell	116	(26)
Mrs. Zumwalt Matches Instruction to Children's Stage of Spelling Development	117	(4)
Children's Spelling Development	121	(5)
Stage 1: Emergent Spelling	123	(1)
Stage 2: Letter-Name Spelling	123	(1)
Stage 3: Within-Word Pattern Spelling	123	(1)
Stage 4: Syllables and Affixes Spelling	124	(1)
Stage 5: Derivational Relations Spelling	125	(1)
Teaching Spelling	126	(13)
Spelling Concepts, Strategies, and Skills	126	(2)
Daily Reading and Writing Opportunities	128	(1)
Minilessons	128	(2)
Word Study Activities	130	(5)
Weekly Spelling Tests	135	(4)
What Is the Controversy About Spelling Instruction?	139	(1)
Review	139	(1)
Professional References	140	(2)
Developing Fluent Readers and Writers	142	(30)
Ms. Williams's Students Learn High-Frequency Words	143	(4)
Teaching Children to Read and Write Words	147	(13)
Word Recognition	147	(5)
Word Identification	152	(8)
What Is Fluency?	160	(9)
Promoting Reading Fluency	163	(3)
Developing Writing Fluency	166	(3)
Assessing Students' Reading and Writing Fluency	169	(1)
Review	169	(1)
Professional References	170	(1)
Children's Book References	171	(1)
Expanding Children's Knowledge of Words	172	(26)
Mrs. Dillon's Students Learn About Words	173	(4)
How Do Children Learn Words?	177	(5)
Levels of Word Knowledge	177	(1)
Incidental Word Learning	178	(4)
Why Is Word Knowledge Important?	182	(1)
Explicit Teaching of Words	182	(13)
Characteristics of Effective Instruction	182	(3)
Components of Word Study	185	(4)
Choosing Words to Study	189	(1)
Spotlighting Words on Word Walls	190	(1)
Activities for Exploring Words	191	(4)
Review	195	(1)
Professional References	196	(1)
Children's Book References	197	(1)
Guiding Children's Comprehension	198	(30)
Mrs. Donnelly Focuses on Comprehension	199	(4)
The Comprehension Process	203	(7)
Microprocesses	204	(2)
Integrative Processes	206	(1)
Macroprocesses	207	(1)
Elaborative Processes	208	(1)
Metacognitive Processes	209	(1)
Literacy Strategies and Skills	210	(15)
Reading and Writing Strategies	212	(5)
Reading and Writing Skills	217	(3)
Teaching Strategies and Skills	220	(5)
Review	225	(1)
Professional References	226	(1)
Children's Book References	227	(1)
Becoming Familiar With the Structure of Text	228	(36)
Mrs. Mast's Students Read ``The Three Bears''	229	(4)
Stories	233	(14)
Genres of Stories	235	(4)
Elements of Story Structure	239	(7)
Why Do Teachers Need to Know About Story Elements?	246	(1)
Informational Books	247	(5)
Genres of Informational Books	249	(1)
Expository Text Structures	250	(2)
Why Do Teachers Need to Know About Expository Text Structures?	252	(1)
Poetry	252	(8)
Types of Poetry Books	253	(1)
Poetic Forms	253	(7)
Why Do Teachers Need to Know About Poetic Forms?	260	(1)
Review	260	(1)
Professional References	261	(1)
Children's Book References	262	(2)
Scaffolding Children's Reading Development	264	(36)
Mrs. Ohashi Uses the Reading Process	265	(6)
The Reading Process	271	(18)
Stage 1: Prereading	271	(3)
Stage 2: Reading	274	(11)
Stage 3: Responding	285	(2)
Stage 4: Exploring	287	(2)
Stage 5: Applying	289	(1)
Using the Reading Process to Organize for Instruction	289	(8)
Literature Focus Units	290	(1)
Literature Circles	290	(2)
Reading Workshop	292	(1)
Basal Reader Programs	293	(4)
Review	297	(1)
Professional References	297	(1)
Children's Book References	298	(2)
Scaffolding Children's Writing Development	300	(30)
First Graders Participate in Writing Workshop	301	(5)
The Writing Process	306	(12)
Stage 1: Prewriting	306	(4)
Stage 2: Drafting	310	(1)
Stage 3: Revising	310	(2)
Stage 4: Editing	312	(4)
Stage 5: Publishing	316	(2)
Introduction Young Children to Writing	318	(5)
Adapting the Writing Process for Young Children	319	(1)
Interactive Writing	320	(2)
Writing Centers	322	(1)
Reading and Writing Are Similar Processes	323	(4)
Comparing the Two Processes	323	(2)
Classroom Connections	325	(2)
Review	327	(1)
Professional References	328	(1)
Children's Book References	329	(1)
Integrating Reading and Writing Into Thematic Units	330	(30)
Mrs. Roberts's Class Learns About Penguins	331	(6)
Tools for Learning	337	(8)
Reading Informational Books	337	(2)
Integrating Stories and Poetry	339	(1)
Writing to Learn	340	(5)
Instructional Conversations	345	(1)
Demonstrating Learning	345	(6)
Writing Projects	345	(3)
Multigenre Projects	348	(1)
Oral Presentations	348	(3)
Thematic Units	351	(7)
How to Develop a Thematic Unit	351	(2)
Topics for Thematic Units	353	(5)
Review	358	(1)
Professional References	358	(1)
Children's Book References	359	(1)
Compendium of Instructional Procedures	360	(37)
Alphabet Books	362	(1)
Anticipation Guides	362	(1)
Book Boxes	363	(2)
Book Talks	365	(1)
Choral Reading	365	(1)
Clusters, Maps, and Webs	366	(1)
Collaborative Books and Reports	367	(1)
Data Charts	368	(1)
Directed Reading-Thinking Activity	369	(1)
Grand Conversations	370	(1)
Guided Reading	370	(1)
Individual Books and Reports	371	(1)
Instructional Conversations	372	(1)
Interactive Writing	373	(1)
K-W-L Charts	374	(2)
Language Experience Approach (LEA)	376	(1)
Learning Logs	377	(1)
Making Words	378	(2)
Minilessons	380	(1)
Open-Mind Portraits	380	(1)
Quickwriting	381	(1)
Quilts	382	(2)
Read-Arounds	384	(1)
Readers Theatre	384	(1)
Reading Aloud to Children	385	(1)
Reading Logs	385	(1)
Repeated Readings	386	(1)
Running Records	386	(1)
Say Something	387	(1)
Shared Reading	388	(1)
Story Boards	389	(1)
Story Maps	389	(2)
Word Sorts	391	(1)
Word Walls	392	(1)
Writing Groups	393	(2)
Professional References	395	(1)
Children's Book References	396	(1)
Glossary	397	(4)
Author and Title Index	401	(10)
Subject Index	411

Excerpts

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 low test scores and criticism that many schools are failing to produce 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 in the early grades, a pathway that incorporates the most effective teaching approaches and strategies. Literacy for the 21st Century: Teaching Reading and Writing in Pre-Kindergarten Through Grade 4builds on the research-based approaches to literacy instruction outlined inLiteracy for the 21st Century,the most popular reading methods text in the market, but focuses squarely on the issues, concerns, and opportunities involved in teaching children in pre-kindergarten through grade 4. I created this text for core literacy courses that have been split to meet a growing demand for credentialing teachers with more in-depth knowledge of early literacy strategies, aiming to provide a solid foundation for teaching phonemic awareness, phonics, fluency, vocabulary, and comprehension. This comprehensive text presents sound approaches to literacy instruction and guides teachers toward best practice in teaching skills as well as strategies. 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 assessing and teaching PreK-4 skills; the authentic classroom activities and student artifacts include spotlights on primary teachers who illustrate how they plan for and engage their students in literacy activities; and PreK margin notes address the specific concerns of this audience of learners. DRIVING PRINCIPLES My goal in this text is to show beginning teachers how to teach reading and writing effectively in the early grades, how to create a classroom climate where literacy flourishes, and how to empower the diverse array of young children 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 literary learning: constructivist, interactive, socio-linguistic, 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 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 teachers to get up to speed quickly with their young readers. 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-based, classroom-tested ideas-the best of the best-as the focus of this textbook. SPECIAL FEATURES These special features increase the effectiveness of the text and address the most current resources in the field of literacy. Instructional Procedures The easily accessible Compendium of Instructional Procedures following Chapter 12 offers clearly articulated instructio