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

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

by Gail E. Tompkins
     
 

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

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Overview

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.

Product Details

ISBN-13:
9780135028926
Publisher:
Pearson
Publication date:
01/16/2009
Series:
MyEducationLab Series
Edition description:
Older Edition
Pages:
544
Product dimensions:
8.00(w) x 9.90(h) x 0.80(d)

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

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