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Literacy for the 21st Century: Teaching Reading and Writing in Grades 4 Through 8 provides a concrete picture of effective literacy instruction for students in these grades. Included are a wealth of age-appropriate assessment tools, minilessons, and authentic classroom activities. You'll also find illustrative examples of how effective teachers engage middle-grade students in the act of reading and writing, providing particular instructional support for working with those students who struggle with literacy. Features of this text include:
Founded on the principles and research that have made Literacy for the 21st Century the best selling literacy text in the market, my new text, Literacy for the 21st Century: Teaching Reading crud Writing in Grades Four Through Eight, focuses on the literacy needs and development of 4th through 8th grade learners. My aim is to present, clearly and thoroughly, the theory, application, examples, and strategies prospective teachers need to fully understand teaching and assessing reading and writing in these grades.
Created for core literacy courses that have been split to meet a growing demand for credentialing teachers with more in-depth knowledge of upper elementary literacy strategies, this text provides a solid foundation for teaching and using vocabulary, content area reading, the reading and writing connection, narrative text, and print skills with middle grade students. Of particular importance is the strong focus on the needs of struggling readers.
Middle grade teachers have special concern for their struggling readers. By the middle grades, students are no longer learning to read, but reading to learn. If students are uncomfortable, or unfamiliar, with the basics of reading and writing by the time they reach grade four, all their learning will suffer. For that reason, middle grade teachers need the understanding, strategies, and skills to best address the needs of struggling readers. A special feature in each chapter addresses the needs of struggling readers and writers, culminating in a complete chapter addressing the topic.
This comprehensive text presents sound approaches to literacy instruction and guides teachers toward best practice inteaching strategies as well as skills. 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 teaching and assessing strategies and skills in grades 4-8; the authentic classroom activities and student artifacts included spotlight a number of middle grade teachers who illustrate how they plan for and engage their students in literacy activities; English Language Learner margin notes address the specific concerns of this audience of learners; and the accompanying CD-ROM of classroom footage, along with a full-color CD insert within the text, further establish what is best practice for literacy teachers working with students in this age range. DRIVING PRINCIPLES
My goal in this text is to show beginning teachers how to teach reading and writing effectively in middle grades, how to create a classroom climate where literacy flourishes, and how to empower the diverse array of readers and writers 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 literacy learning: constructivist, interactive, sociolinguistic, and reader response theories.
You will lea n how to implement a reading program with strategies and skills 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 strategies and useful skills within the context of authentic reading and writing experiences. I have carefully selected the principles, strategies, skills, and examples of literature that will empower the beginning teacher to get up to speed quickly with their early adolescent readers. In creating this textbook, I used knowledge I gleaned from a host of teachers who have been students in my reading courses 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. THEMES OF THIS BOOK These special features increase the effectiveness of the text and address the most current resources in the field of literacy. Struggling Readers and Writers
One essential focus for middle grade teachers is supporting the learning of struggling readers. You will find insights and ideas embedded in each chapter, as well as one complete chapter dedicated to the topic.
Struggling Readers and Writers Feature: Throughout chapters this feature provides guidelines that will help you address the needs of the struggling reader and writer.
Chapter 11: Working with Struggling Readers and Writers: The chapter-by-chapter look at supporting struggling readers culminates in a complete chapter, addressing the spectrum of needs facing this group of readers. I address the needs of English language learners and unmotivated readers and writers, cover interventions and strategies, and focus teachers' attention, again, on best practice.
English Language Learners: Throughout the text are ELL margin notes specifying which strategies and methods are most appropriate for English language learners and how to adapt teaching to benefit all students. Real Classrooms
My texts have always been grounded in real classroom teaching and learking. I want readers to experience the effective instruction that takes place in classroom communities, so I always provide as many examples from real classrooms as I can, to model best practice and teacher decision-making.
Components of a Balanced Literacy Program: In each chapter you will find a figure outlining the components of a balanced literacy program, and explaining how the topic of that chapter fits into a balanced literacy program. This piece makes it easy for prospective teachers to see how to address each component, no matter the content they are addressing with their students.
Mini-lessons: This feature presents clear information showing how to teach strategies and skills within reading and writing classrooms in grades 4 through 8.
Assessment Resources. This feature builds on the discussion and examples in Chapter 3, providing ideas and illustrating tools for meaningful assessment.
Compendium of Instructional Procedures: The easily accessible Compendium of Instructional Procedures at the back of the book offers clearly articulated instructional methods, an invaluable resource and quick reference. When the procedures are mentioned in the text, they are marked with ' to alert readers that they can turn to the Compendium for more information. Technology
I have taken an integrated approach to technology in this text, highlighting resources and applications within the text and including technological resources as part of the text package.
CD-ROM. A free CD comes with my text. The CD, Literature Circles: Responding to Literature in an 8th Grade Classroom contains footage of a master teacher in her eighth-grade reading and writing classroom. You will have the opportunity to observe the classroom footage, hear from the teacher and students involved, listen to my feedback, and consider the research behind the teacher's decisions. Margin notes in appropriate chapters and a full-color insert in Chapter 8 walks you through using the CD to the fullest.
Technology Links: You will learn about innovative uses of technology in teaching reading and writing through the Technology Links. Among the topics I present in these special features are electronic dialoguing to write back and forth to a reading buddy to respond to literature, videotape portfolios to document student learning, and computer programs that middle grade students can use as they create writing projects.
Companion Website: Margin notes and chapter-ending features provide full text integration with the robust Companion Website that accompanies my text. Providing more ways to use technology effectively as a teaching tool, the Companion Website, available at www.prenhall.com/tompkins, offers opportunities for self-assessment; analysis, synthesis, and application of concepts; regularly updated links to web addresses; and special information for teachers required to pass state tests in teaching reading in order to obtain credentials.
|1||Becoming an Effective Teacher of Reading||2|
|2||Teaching the Reading and Writing Processes||30|
|3||Assessing Students' Literacy Development||66|
|4||Refining Students' Print Skills||100|
|5||Learning About the Meanings of Words||136|
|6||Facilitating Students' Comprehension||172|
|7||Becoming Familiar With the Structure of Text||206|
|8||Teaching With Narrative Texts||242|
|9||Teaching With Content-Area Textbooks||282|
|10||Connecting Reading and Writing||314|
|11||Working With Struggling Readers and Writers||350|
|12||Becoming Lifelong Readers and Writers||380|
|Compendium of Instructional Procedures||408|
|Index of Authors and Titles||463|