Literacy for the 21st Century, Video-Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package

by Tompkins, Gail E.

• ISBN13: 9780133424089
• ISBN10: 0133424081
• Edition: 6th
• Format: Package
• Copyright: 2013-04-11
• Publisher: Pearson

Summary

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Literacy for the 21st Century: A Balanced Approach is 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. The Enhanced Pearson eText features embedded video.

 

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Author Biography

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.

Table of Contents

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