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Literacy for the 21st Century: A Balanced Approach, 5th Edition

By Gail E. Tompkins

Published by Pearson

Published Date: Dec 28, 2008

Description

The market leader in literacy education, Literacy for the 21st Century: A Balanced Approach continues to evolve to meet the needs of a changing world. Crafted for the undergraduate K-8 literacy course, this comprehensive and thoroughly applied text continues to cover the information new and experienced teachers need to know to teach literacy effectively, and follows this information with the specific strategies to use in the classroom to develop successful readers and writers. Integrating the best of what we know about teaching reading and writing, and implementing the ideas that will lead us into the future of education, the fifth edition provides the balance new and experienced teachers need to be successful in the classroom.

Table of Contents

Literacy for the 21st Century: A Balanced Approach

Fifth edition

TABLE OF CONTENTS 

 

Chapter 1: Becoming an Effective Teacher of Reading 

Introduction

PRINCIPLE 1:  EFFECTIVE TEACHERS UNDERSTAND HOW STUDENTS LEARN

    Behaviorism

    Constructivism

    Sociolinguistics

    Information Processing Theory

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 Community

PRINCIPLE 4:  EFFECTIVE TEACHERS ADOPT A BALANCED APPROACH TO INSTRUCTION

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 LITERACY INSTRUCTION

    Basal Reading Programs

    Literature Focus Units

    Literature Circles

    Reading and Writing Workshop

PRINCIPLE 7:  EFFECTIVE TEACHERS LINK INSTRUCTION AND ASSESSMENT

    Purposes of Classroom Assessment

    Classroom Assessment Tools

PRINCIPLE 8:  EFFECTIVE TEACHERS BECOME PARTNERS WITH PARENTS

Review:  How Effective Teachers Teach Reading and Writing

Professional References

Children’s Book References

 

Chapter 2: Teaching the Reading and Writing Processes

Vignette: Mrs. Goodman’s Seventh Graders Read The Giver

Introduction

THE READING PROCESS

            Stage 1: Prereading

                        Activating Background Knowledge

                        Setting Purposes

                        Planning for Reading

Stage 2: Reading

Buddy Reading

                        Guided Reading

                        Shared Reading

                        Reading Aloud to Students

Stage 3: Responding

                        Writing in Reading Logs

                        Participating in Discussions

Stage 4: Exploring

                        Examining the Author’s Craft

                        Focusing on Words and Sentences

                        Teaching Minilessons

Stage 5: Applying

Reading Strategies and Skills

                        Types of Reading Strategies and Skills

THE WRITING PROCESS

Stage 1: Prewriting

                        Choosing a Topic

                        Considering Purpose and Form

                        Gathering and Organizing Ideas

Stage 2: Drafting

Stage 3: Revising

Rereading the Rough Draft

                        Sharing in Writing Groups

                        Making Revisions

                        Revising Centers

Stage 4: Editing

                        Proofreading

                        Correcting Errors

Stage 5: Publishing

                        Making Books

                        Sharing Writing

Writing Strategies

Qualities of Good Writing

Assessing Students’ Writing

READING AND WRITING ARE RECIPROCAL PROCESSES

Comparing the Two Processes

Classroom Connections

Review

Professional References

 

Chapter 3: Assessing Students’ Literacy Development

Vignette:  Mrs. McNeal Conducts Second-Quarter Assessment

Introduction

CLASSROOM ASSESSMENT TOOLS

    Determining Students’ Reading Levels

    Monitoring Students’ Progress

    Diagnosing Students’ Strengths and Weaknesses

    Documenting Students’ Learning

PORTFOLIO ASSESSMENT

    Why Are Portfolios Worthwhile?

    Collecting Work in Portfolios

    Involving Students in Self-Assessment

    Showcasing Students’ Portfolios

HIGH-STAKES TESTING

    Problems with High-Stakes Testing

    Preparing for Standardized Tests

    The Politics of High-Stakes Testing

Review:  How Effective Teachers Assess Students’ Literacy Development

Professional References

Children’s Book References

 

Chapter 4: Working with the Youngest Readers and Writers

Vignette: Ms. McCloskey’s Students Become Readers and Writers

Introduction

FOSTERING AN INTEREST IN LITERACY

            Concepts about Print

                        Assessing Students’ Concepts about Print

            Concepts About Words

                        Environmental Print

                        Literacy Play Centers

            Concepts about the Alphabet

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

            Shared Reading

            Language Experience Approach

            Interactive Writing

            Manuscript Handwriting

            Writing Centers

Review

Professioal References

 

Chapter 5: Cracking the Alphabetic Code

Vignette:  Mrs. Firpo Teaches Phonics Using a Basal Reading Program

Introduction

PHONEMIC AWARENESS

    Components of Phonemic Awareness

    Teaching Phonemic Awareness

    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

    Teaching Spelling

    Assessing Students’ Spelling

    What’s the Controversy About Spelling Instruction?

Review

Professional References

Children’s Book References

 

Chapter 6: Developing Fluent Readers and Writers

Vignette:  Ms. Williams’ Students Learn High-Frequency Words

 Introduction

LEARNING TO READ AND WRITE WORDS

    Word Recognition

    Word Identification

WHAT IS FLUENCY?

    The Components of Fluency

    Promoting Reading Fluency

    Developing Writing Fluency

    Assessing Students’ Fluency

Review

Professional References

Children’s Book References

 

Chapter 7: Expanding Students’ Knowledge of Words

Vignette:  Mrs. Sanom’s Word Wizards Club

Introduction

HOW DO STUDENTS LEARN VOCABULARY WORDS?

    Levels of Word Knowledge

    Incidental Word Learning

    Why Is Vocabulary Knowledge Important?

TEACHING STUDENTS TO UNLOCK WORD MEANINGS

    Word-Study Concepts

    Words to Study

    Teaching Students about Words

    Word-Study Activities

    Word-Learning Strategies

    Word Consciousness

    Assessing Students’ Vocabulary Knowledge

Review:  How Effective Teachers Expand Students’ Knowledge of Words

Professional References

Children’s Book References  

 

Chapter 8: Facilitating Students’ Comprehension: Reader Factors

Vignette:  Mrs. Donnelly Teaches Comprehension Strategies

Introduction

WHAT IS COMPREHENSION?

    Reader and Text Factors

    Prerequisites to Comprehension

    Background Knowledge

                        Vocabulary

    Fluency

    Comprehension Strategies

                        Activating Background Knowledge

    Setting a Purpose

    Predicting

                        Connecting

                        Visualizing

                        Questioning

                        Determining Importance

                        Summarizing

                        Drawing Inferences

                        Monitoring

    Repairing

                        Evaluating

    Comprehension Skills

TEACHING STUDENTS ABOUT READER FACTORS

    Explicit Comprehension Instruction

    Developing Comprehension Through Reading

    Developing Comprehension Through Writing

    Assessing Students’ Comprehension

    Motivation

    The Teacher’s Role

    Students’ Role

    How to Engage Students in Reading and Writing

    Assessing Students’ Motivation

    Comparing Capable and Less Capable Readers and Writers

Review:  How Effective Teachers Facilitate Readers’ Comprehension

Professional References

Children’s Book References

 

Chapter 9: Facilitating Students’ Comprehension: Text Factors

Vignette: Mr. Abrams’s Fourth Graders Learn About Frogs

Introduction

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 INFORMATIONAL BOOKS

    Nonfiction Genres

    Expository Text Structures

    Nonfiction Features

    Looking at the Text Factors in an Informational 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 About Text Factors

Review:  How Effective Teachers Focus on Text Factors

Professional References

 

Chapter 10: Organizing for Instruction 

Vignette:  Fourth Graders Participate in a Yearlong Author Study

Introduction

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

Review:  How Effective Teachers Organize for Instruction

Professional References

Children’s Book References

 

Chapter 11: Differentiating Reading and Writing Instruction 

Vignette:  Mrs. Shasky Differentiates Instruction

 Introduction

WAYS TO DIFFERENTIAT INSTRUCTION

    Grouping for Instruction

    Text Sets of Reading Materials

    Tiered Activities

    Differentiated Projects

STRUGGLING READERS AND WRITERS                 

    Struggling Readers

    Struggling Writers

    Working with Struggling Students  

 Review:  How Effective Teachers Differentiate Literacy Instruction

 Professional References

Children’s Book References

 

Chapter 12: Reading and Writing in the Content Areas

Vignette:  Mrs. Zumwalt’s Third Graders Create Multigenre Projects

Introduction

CONNECTING READING AND WRITING

    Reading Nonfiction 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

    A First-Grade Unit on Trees

    A Fourth-Grade Unit on Desert Ecosystems

    A Sixth-Grade Unit on Ancient Egypt

Review:  How Effective Teachers Use Reading and Writing in the Content Areas

Professional References

Children’s Book References

 

Purchase Info

ISBN-10: 0-13-502892-2

ISBN-13: 978-0-13-502892-6

Format: Alternate Binding

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