Integrating the best of what we currently know about teaching reading and writing, as well as ideas that will lead us into the future, Literacy for the 21st Century: A Balanced Approach provides the balance of pedagogy and application that teachers need to be successful in the classroom. It covers the fundamental components of literacy, illustrates how to teach skills and strategies, identifies how to differentiate instruction to meet the diverse needs of students today, and supports digital teaching and learning. An emphasis is placed on preparing readers to become teachers who will ensure their students meet grade-level standards. The Seventh Edition provides the theoretical background and most contemporary and practical approaches for literacy instruction–everything readers need to create a classroom climate that allows all students to flourish.
NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of Pearson's products exist for each title*, and registrations are not transferable. This title is also available in Revel, which may be required by your instructor. Please check with your instructor prior to purchasing. To purchase this title packaged with Revel, use this package ISBN:
0134813650 / 9780134813653, Literacy for the 21st Century: A Balanced Approach, with Revel
Package consists of:
- 0134303202 / 9780134303208 Revel for Literacy for the 21st Century: A Balanced Approach —Access Card
- 0134813103 / 9780134813103 Literacy for the 21st Century: A Balanced Approach
*Revel features such as embedded videos, exercises, and quizzes are only available in the Revel format. They are not available in third-party eTexts or downloads.
Integrating the best of what we currently know about teaching reading and writing, as well as ideas that will lead us into the future, Literacy for the 21st Century: A Balanced Approach provides the balance of pedagogy and application that teachers need to be successful in the classroom. It covers the fundamental components of literacy, illustrates how to teach skills and strategies, identifies how to differentiate instruction to meet the diverse needs of students today, and supports digital teaching and learning. An emphasis is placed on preparing readers to become teachers who will ensure their students meet grade-level standards. The Seventh Edition provides the theoretical background and most contemporary and practical approaches for literacy instruction–everything readers need to create a classroom climate that allows all students to flourish.
NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of Pearson's products exist for each title*, and registrations are not transferable. This title is also available in Revel, which may be required by your instructor. Please check with your instructor prior to purchasing. To purchase this title packaged with Revel, use this package ISBN:
0134813650 / 9780134813653, Literacy for the 21st Century: A Balanced Approach, with Revel
Package consists of:
- 0134303202 / 9780134303208 Revel for Literacy for the 21st Century: A Balanced Approach —Access Card
- 0134813103 / 9780134813103 Literacy for the 21st Century: A Balanced Approach
*Revel features such as embedded videos, exercises, and quizzes are only available in the Revel format. They are not available in third-party eTexts or downloads.
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Overview
Integrating the best of what we currently know about teaching reading and writing, as well as ideas that will lead us into the future, Literacy for the 21st Century: A Balanced Approach provides the balance of pedagogy and application that teachers need to be successful in the classroom. It covers the fundamental components of literacy, illustrates how to teach skills and strategies, identifies how to differentiate instruction to meet the diverse needs of students today, and supports digital teaching and learning. An emphasis is placed on preparing readers to become teachers who will ensure their students meet grade-level standards. The Seventh Edition provides the theoretical background and most contemporary and practical approaches for literacy instruction–everything readers need to create a classroom climate that allows all students to flourish.
NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of Pearson's products exist for each title*, and registrations are not transferable. This title is also available in Revel, which may be required by your instructor. Please check with your instructor prior to purchasing. To purchase this title packaged with Revel, use this package ISBN:
0134813650 / 9780134813653, Literacy for the 21st Century: A Balanced Approach, with Revel
Package consists of:
- 0134303202 / 9780134303208 Revel for Literacy for the 21st Century: A Balanced Approach —Access Card
- 0134813103 / 9780134813103 Literacy for the 21st Century: A Balanced Approach
*Revel features such as embedded videos, exercises, and quizzes are only available in the Revel format. They are not available in third-party eTexts or downloads.
Product Details
| ISBN-13: | 9780134813103 |
|---|---|
| Publisher: | Pearson Education |
| Publication date: | 07/24/2018 |
| Edition description: | Older Edition |
| Pages: | 528 |
| Product dimensions: | 8.40(w) x 10.90(h) x 0.80(d) |
About the Author
Read an Excerpt
Hope Madden UBETTDA 2 16 2004-12-10T19:24:00Z 2005-01-25T17:08:00Z 2005-01-25T17:08:00Z 5 1865 10635 Pearson Education 88 21 13060 9.4402 1599415718 Tompkins online Hope_Madden@Prenhall.com Madden, Hope
{id: Tompkins preface}
What makes Literacy for the 21st Century the most valuable and relevant literacy text on the market?
As I revise each edition, working with teachers in the field and with pre-service teachers at the university level, I realize more and more that both new and experienced teachers need the best information about how students learn, ideas to create an environment that engages and addresses the needs of all students, and a deep understanding of the literacy methods that best address those needs. I also recognize that teachers need the specific tools to take into the classroom. My goal is to provide all this in a text that speaks directly to new and experienced teachers, modeling effective teaching, and helping you envision yourself using these methods in your classroom.
I have found that the best approach to sharing this information with you is through an authentic vision of today's classroom, a balanced approach to literacy, and the best research-based and classroom-tested practice I can provide.
Authenticity
I regularly visit and work in the classrooms of some very talented teachers, many of whom have been my students, and I am very pleased to profile them in this text. These teachers face the same opportunities and challenges that you will. They, too, have to find ways to be creative and motivating while being accountable tostate and federal requirements.
The classrooms I visit reflect the diversity you'll find anywhere in America. Most of these students are English learners, and they bring background knowledge and cultural understandings that challenge teachers to ensure they prepare learning experiences that meet the literacy needs of all students.
Good teachers, like those who generously share their experiences with me for this text, strive to help struggling readers develop solid literacy strategies and skills. They work with students who are eagerly learning to read and write and others who are unmotivated and resistant. They work to make sure all their students have the foundational literacy knowledge they need to succeed in life, and help them develop a love of reading as well.
- Chapter opening vignettes and minilessons throughout chapters help you envision today's classrooms as these teachers share stories of successful literacy teaching with all their students, including English learners.
- Student work samples that appear throughout chapters model assessment and evaluation, helping you recognize the ways students develop as readers and writers.
• Instructional Procedures: Scenes from the Compendium is a new DVD, free with each text, that shares video footage of talented teachers and their compelling classroom scenes. These clips take you right into their classrooms to watch them use grand conversations, guided reading, interactive writing, and other procedures discussed in the text.
• Classroom footage showcases masterful teachers using instructional procedures from the compendium.
• Notes throughout chapters connect DVD clips with chapter content and Compendium procedures.
• Activities on the Companion Website help new teachers deepen and apply their understanding of the DVD's instructional procedures.
Balance
This new edition strengthens and clarifies the importance of balancing literacy instruction, integrating essential skill development, strategy instruction, literature study, and authentic reading and writing experiences.
You will understand literacy instruction in terms of four foundational instructional approaches: basal reading programs, literature focus units, literature circles, and reading and writing workshop. Through these approaches, I provide you with strategies and skills within the context of authentic reading and writing experiences. You will find in these pages the principles, skills, strategies, and examples of literature that will empower you to get up to speed quickly.
- Components of a Balanced Literacy Program features in every chapter show how the chapter's topic relates to the 10 components of a balanced literacy program. For example, how does teaching comprehension relate to strategy instruction, fluency, content-area reading, and writing? It's important that you understand how each chapter's topic impacts and supports the entire literacy program, and this feature gives you that information.
Organization
The four parts of the text are organized to build your background knowledge piece by piece, always integrating what you've just learned with new information being covered. I want you to see how a solid literacy program incorporates theory and research into teaching and assessment methods, and how they drive your instructional decisions.
- Part 1: What Is a Balanced and Comprehensive Approach to Literacy Instruction? sets the stage for the methods and application to follow. The 8 principles of effective reading instruction outlined in Chapter 1 provide a strong, easily understood foundation for the entire book. You'll learn about how children learn, how to create a community of learners, how to organize instruction, implement assessment, and how to balance literacy instruction. You will also learn four theories supporting a balanced literacy approach. Chapter 2 builds on this foundation, focusing on the reading and writing processes, and readying you to learn how to work with your students.
- Part 2: How Do Children Learn to Read and Write? consists of seven chapters that will help you implement a truly balanced approach to working with young readers and writers, covering phonics instruction, developing fluency and comprehension, and addressing assessment in a developmentally appropriate way.
- Part 3: How Do Teachers Organize Literacy Instruction? applies the foundational concepts you learned in Parts 1 and 2, focusing on day to day classroom instruction. What does balanced literacy instruction look like in terms of basals, literature focus units, literature circles, reading and writing workshop, and content area literacy?
• Part 4: Compendium of Instructional Procedures completes the text with a bank of classroom proven instructional procedures that will engage and motivate your students in reading and writing. The DVD that accompanies this text illustrates several of these procedures.
Classroom Practice
My primary goal in this text is to show you how to teach reading and writing effectively, how to create a classroom climate where literacy flourishes, and how to empower the diverse array of students that will populate your classrooms and help them function competently as literate adults in the twenty-first century.
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. With these in hand, you will be prepared to hit the ground running as you confidently implement effective methods. If you know how to be effective from the first day, you will have the confidence necessary to add to your bag of tricks as your experience guides your practice.
- Nurturing English Learners features demonstrate how literacy elements, including cueing systems, basals, background knowledge, assessment, and phonemic awareness, must be redirected and aligned to meet the needs of English learners.
- Scaffolding Struggling Readers features provide pivotal information on topics such as fluency, revising, the difficulty of vowels, vocabulary in content area texts, and comprehension to help students who struggle make real progress in developing literacy competency.
- Minilessons offer clear, concise skill and strategy instruction, ready for you to take right into your classrooms!
- Assessment Resources model classroom assessment to help you integrate assessment before, during, and after literacy instruction.
• Part 4's Compendium of Instructional Procedures is composed of dozens of clearly articulated instructional methods will become an invaluable professional resource and ready classroom reference.
Integrating Media and the Standards
Today's school environment is one driven by state and federal mandates, and by standards. You will need a handy reference to the national IRA/NCTE Standards for Reading Professionals, as well as access to your own state's standards. You will also need to find ways to integrate these standards into your own teaching. On my Companion Website you will find the quick reference and teaching tools you need.
- An NCTE/IRA Standards matrix will pinpoint chapter by chapter standards coverage.
- A complete correlation of NCTE/IRA Standards and chapter content will help you conceptualize a standards-driven literacy classroom.
- Online lessons keyed to the NCTE/IRA Standards will give you classroom tools. Link from these lessons to your own state's standards to adapt the lessons to meet both the national standards and the standards designed for your own state, and save your new lessons to your hard drive or on disk through the Online Portfolio. By the end of the class you will have compiled a wonderful bank of standards specific lessons to use with your own students.
Supplements
Companion Website: This robust online support system offers many rich and meaningful ways to deepen and expand the information presented to you in the text.
- IRA/NCTE Standards Integration, delivered through chapter correlations as well as adaptable lessons that can be saved to your hard drive or disk through the online portfolio, providing students with lessons to take right into their own classroom that align with both national and state standards.
- Praxis practice questions help prepare pre-service teachers for the Praxis 2 exam. Link to Literacy for the 21st Century's Ready for Rica website to cater your practice specifically to California's teacher examination and California's standards.
- Self-Assessments help users gauge their understanding of text concepts.
- Field Activities help contextualize chapter content in a classroom setting.
- Web Links provide useful connections to all standards and many other invaluable online literacy sources.
- Chapter Objectives provide a useful advanced organizer for each chapter's online companion.
Electronic Instructor's Manual: This useful tool for instructors, available online at www.prenhall.com with an instructor's access code, provides rich instructional support, including:
- A test bank including multiple choice and essay tests. Also available as a TestGen.
- Power points specifically designed for each chapter
- A Media Guide with suggestions for making the most of the text's accompanying DVD Instructional Procedures: Scenes from the Compendium
- Chapter by chapter materials, including Chapter objectives, suggested readings, discussion questions, and in class activities.
Videos: Free to adopters, these videos can add depth to classroom concept coverage and promote discussion and analysis in class.
- A VHS version of Instructional Procedures: Scenes from the Compendium is available upon request to professors whose classroom environment makes viewing footage from a VHS more convenient than watching as a class from the DVD.
- Guidelines for Reading Comprehension Instruction (ISBN 0-13-031405-6) contains footage of Gail Tompkins providing guidance for pre-service and in-service literacy teachers.
- Literacy Library: Video A (ISBN 0-13-042087-5) provides a collection of classroom segments where teachers and students are engaged in developing literacy lessons. Individual lessons include: reciprocal circles, inquiry methods for language and literacy, retelling, higher order thinking skills, letters and sound relationships, and reading for word problems.
- Literacy Library: Video B (ISBN 0-13-112395-5) provides clear guidance for practicing guided reading with students.
CD ROM's: Several CD's are available to package with this new edition of Literacy for the 21st Century. Users can examine, re-examine, and manipulate genuine classroom footage to develop a deep and lasting understanding of highlighted instructional approaches and the ways they are effectively carried out in classrooms.
• Writing Workshop (ISBN 0-13-117590-4). Experience the effective instruction that takes place in classroom communities by analyzing video footage of master teachers who integrate minilessons and strategy and skill development in the use of writing workshops.
• Literature Circles (ISBN 0-13-061167-0). Examine footage of a master teacher in an 8th grade literacy classroom. You will have the opportunity to observe the classroom footage, hear from the teachers and students involved, and consider the research behind the teachers' decisions.
• Primary Grades Literacy Study a master teacher's approach to a K-3 integrated unit on insects.
Table of Contents
BRIEF TABLE OF CONTENTSPART ONE Literacy in the 21st Century 1
Chapter 1 Becoming an Effective Literacy Teacher
Chapter 2 The Reading and Writing Processes
Chapter 3 Assessing Literacy Development
PART TWO Components of Literacy Development
Chapter 4 The Youngest Readers and Writers
Chapter 5 Cracking the Alphabetic Code
Chapter 6 Developing Fluent Readers and Writers
Chapter 7 Expanding Academic Vocabulary
Chapter 8 Promoting Comprehension: Reader Factors
Chapter 9 Promoting Comprehension: Text Factors
PART THREE Organizing for Instruction
Chapter 10 Organizing for Instruction
Chapter 11 Differentiating for Success
PART FOUR Compendium of Instructional Procedures
Chapter 12 Reading and Writing Across the Curriculum
DETAILED TABLE OF CONTENTS
PART ONE Literacy in the 21st Century 1
Chapter 1 Becoming an Effective Literacy Teacher 4
PLAN: Preview the Learning Outcomes 4
Principle 1: Effective Teachers Understand How Students Learn 6
Behaviorism 6
Constructivism 6
Sociolinguistics 8
Information Processing 10
MONITOR: Check Your Understanding 1.1 11
Principle 2: Effective Teachers Support Students’ Use of the Cueing Systems 11
The Phonological System 12
The Syntactic System 13
The Semantic System 13
The Pragmatic System 14
MONITOR: Check Your Understanding 1.2 14
Principle 3: Effective Teachers Create a Community of Learners 14
Characteristics of a Classroom Community 15
How to Create the Classroom Culture 16
MONITOR: Check Your Understanding 1.3 16
Principle 4: Effective Teachers Adopt a Balanced Approach to Instruction 16
MONITOR: Check Your Understanding 1.4 19
Principle 5: Effective Teachers Address Standards 19
The Common Core State Standards 19
MONITOR: Check Your Understanding 1.5 20
Principle 6: Effective Teachers Scaffold Students’ Reading and Writing 21
Modeled Reading and Writing 22
Shared Reading and Writing 23
Interactive Reading and Writing 23
Guided Reading and Writing 23
Independent Reading and Writing 24
MONITOR: Check Your Understanding 1.6 24
Principle 7: Effective Teachers Organize for Instruction 24
Guided Reading 25
Basal Reading Programs 25
Literature Focus Units 25
Literature Circles 25
Reading and Writing Workshop 25
MONITOR: Check Your Understanding 1.7 28
Principle 8: Effective Teachers Differentiate Instruction 28
MONITOR: Check Your Understanding 1.8 29
Principle 9: Effective Teachers Link Instruction and Assessment 29
The Instruction—Assessment Cycle 30
Classroom Assessment Tools 31
High-Stakes Tests 31
MONITOR: Check Your Understanding 1.9 31
REVIEW: Teaching Reading and Writing 32
Evaluate & Reflect 32
References 33
Chapter 2 The Reading and Writing Processes 36
PLAN: Preview the Learning Outcomes 36
VIGNETTE: The Reading Process in Action 36
The Reading Process 39
Stage 1: Prereading 41
Stage 2: Reading 42
Stage 3: Responding 44
Stage 4: Exploring 46
Stage 5: Applying 47
MONITOR: Check Your Understanding 2.1 47
The Writing Process 48
Stage 1: Prewriting 48
Stage 2: Drafting 50
Stage 3: Revising 51
Stage 4: Editing 52
Stage 5: Publishing 55
MONITOR: Check Your Understanding 2.2 58
The Writer’s Craft 58
Ideas 58
Organization 58
Voice 59
Word Choice 59
Sentence Fluency 59
Conventions 59
Presentation 60
MONITOR: Check Your Understanding 2.3 61
Reading and Writing Are Reciprocal Processes 61
Comparing the Two Processes 61
Classroom Connections 61
MONITOR: Check Your Understanding 2.4 62
Literacy Strategies 63
Reading Strategies 63
Digital Reading Strategies 63
Writing Strategies 64
Strategy Instruction 64
MONITOR: Check Your Understanding 2.5 65
REVIEW: Teaching the Reading and Writing Processes 66
Evaluate & Reflect 66
References 67
Chapter 3 Assessing Literacy Development 70
PLAN: Preview the Learning Outcomes 70
VIGNETTE: Mrs. McNeal Does Second-Quarter Assessments 70
Classroom Assessment 75
Step 1: Planning for Assessment 75
Step 2: Monitoring Students’ Progress 75
Step 3: Evaluating Students’ Learning 78
Step 4: Reflecting on Students’ Learning 79
MONITOR: Check Your Understanding 3.1 80
Diagnostic Tests 80
Determining Students’ Reading Levels 81
Diagnosing Students’ Strengths and Weaknesses 86
MONITOR: Check Your Understanding 3.2 91
High-Stakes Testing 91
Problems With High-Stakes Testing 92
Preparing for Standardized Tests 93
The Politics of High-Stakes Testing 96
MONITOR: Check Your Understanding 3.3 96
Portfolio Assessment 96
Collecting Work in Portfolios 97
Involving Students in Self-Assessment 97
Showcasing Students’ Portfolios 99
MONITOR: Check Your Understanding 3.4 99
REVIEW: Assessing Literacy Development 99
Evaluate & Reflect 100
References 101
PART TWO Components of Literacy Development 103
Chapter 4 The Youngest Readers and Writers 106
PLAN: Preview the Learning Outcomes 106
VIGNETTE: K—3 Students’ Literacy Development 106
Nurturing Children’s Oral Language Development 111
Oral Language Activities 111
Learning a Second Language 112
The Link Between Oral Language and Literacy 113
Assessing Children’s Oral Language 114
MONITOR: Check Your Understanding 4.1 114
Fostering an Interest in Literacy 114
Concepts About Print 114
Concepts About Words 115
Concepts About the Alphabet 116
Assessing Children’s Concepts About Written Language 119
MONITOR: Check Your Understanding 4.2 119
How Children Develop as Readers and Writers 120
Stage 1: Emergent Reading and Writing 120
Stage 2: Beginning Reading and Writing 121
Stage 3: Fluent Reading and Writing 123
MONITOR: Check Your Understanding 4.3 125
Instructional Practices 130
Morning Message 130
Shared Reading 133
Language Experience Approach 134
Interactive Writing 136
Manuscript Handwriting 137
Writing Centers 138
MONITOR: Check Your Understanding 4.4 139
REVIEW: Teaching the Youngest Readers and Writers 139
Evaluate & Reflect 140
References 140
Chapter 5 Cracking the Alphabetic Code 142
PLAN: Preview the Learning Outcomes 142
VIGNETTE: First Grade Phonics Instruction 142
Phonemic Awareness 146
Phonemic Awareness Strategies 147
Teaching Phonemic Awareness 147
Assessing Children’s Phonemic Awareness 154
Why Phonemic Awareness Is Important 155
MONITOR: Check Your Understanding 5.1 155
Phonics 155
Phonics Concepts 156
Teaching Phonics 160
Assessing Students’ Phonics Knowledge 165
The Role of Phonics in a Balanced Literacy Program 166
MONITOR: Check Your Understanding 5.2 166
Spelling 166
Stages of Spelling Development 166
Teaching Spelling 171
Weekly Spelling Tests 175
Assessing Students’ Spelling 177
The Controversy About Spelling Instruction 178
MONITOR: Check Your Understanding 5.3 179
REVIEW: Assisting Students in Cracking the Alphabetic Code 179
Evaluate & Reflect 180
References 180
Chapter 6 Developing Fluent Readers and Writers 182
Plan: Preview the Learning Outcomes 182
VIGNETTE: High-Frequency Words 182
Reading Fluency 186
Automatic Reading 186
Reading Speed 193
Prosody 194
Assessing Reading Fluency 195
MONITOR: Check Your Understanding 6.1 197
Writing Fluency 198
Automatic Writing 198
Writing Speed 199
Writer’s Voice 200
Assessing Writing Fluency 201
MONITOR: Check Your Understanding 202
Dysfluent Students 202
Older Dysfluent Readers 203
Older Dysfluent Writers 204
Obstacles to Fluency 206
MONITOR: Check Your Understanding 6.3 212
REVIEW: Developing Fluent Readers and Writers 212
Evaluate & Reflect 212
References 213
Chapter 7 Expanding Academic Vocabulary 216
PLAN: Preview the Learning Outcomes 216
VIGNETTE: The Word Wizards Club 216
Academic Vocabulary 220
Three Tiers of Words 220
Levels of Word Knowledge 222
Word Consciousness 223
MONITOR: Check Your Understanding 7.1 225
Word-Study Concepts 225
Multiple Meanings of Words 225
Synonyms: Words With Similar Meanings 227
Antonyms: Words That Mean the Opposite 227
Homonyms: Words That Confuse 228
Root Words and Affixes 229
Etymologies: Word Histories 232
Figurative Meanings 233
MONITOR: Check Your Understanding 7.2 236
Teaching Students to Unlock Word Meanings 236
Word Walls 236
Explicit Instruction 238
Word-Study Activities 238
Word-Learning Strategies 241
Incidental Word Learning 243
The Role of Oral Language 244
Assessing Students’ Vocabulary Knowledge 245
MONITOR: Check Your Understanding 7.3 247
REVIEW: Expanding Students’ Academic Vocabulary 247
Evaluate & Reflect 247
References 248
Chapter 8 Promoting Comprehension: Reader Factors 250
PLAN: Preview the Learning Outcomes 250
VIGNETTE: Ms. Ali Teaches Comprehension Strategies 250
What Is Comprehension 255
Reader and Text Factors 256
Text Complexity 256
Prerequisites for Comprehension 258
MONITOR: Check Your Understanding 8.1 259
Comprehension Strategies 259
Activating Background Knowledge 260
Connecting 261
Determining Importance 261
Drawing Inferences 262
Evaluating 263
Monitoring 264
Predicting 265
Questioning 265
Repairing 266
Setting a Purpose 266
Summarizing 266
Visualizing 266
Comprehension Skills 267
MONITOR: Check Your Understanding 8.2 268
Teaching Students About Reader Factors 268
Explicit Instruction 269
Developing Comprehension Through Reading 273
Assessing Reader Factors 278
MONITOR: Check Your Understanding 8.3 280
Motivation 281
Teachers’ Role 281
Students’ Role 282
How to Engage Students 283
Assessing Motivation 284
Comparing Capable and Less Capable Students 285
MONITOR: Check Your Understanding 8.4 286
REVIEW: Teaching About Reader Factors 287
Evaluate & Reflect 287
References 288
Chapter 9 Promoting Comprehension: Text Factors 290
PLAN: Preview the Learning Outcomes 290
VIGNETTE: Reading and Writing About Frogs 290
Text Factors of Stories 294
Formats of Stories 294
Narrative Genres 295
Elements of Story Structure 299
Narrative Devices 304
Looking at the Text Factors in a Story 306
MONITOR: Check Your Understanding 9.1 306
Text Factors of Nonfiction 306
Nonfiction Genres 306
Expository Text Structures 308
Nonfiction Features 308
Looking at the Text Factors in a Nonfiction Book 311
MONITOR: Check Your Understanding 9.2 311
Text Factors of Poetry 311
Formats of Poetry Books 311
Poetic Forms 313
Poetic Devices 316
Looking at the Text Factors in a Book of Poetry 317
MONITOR: Check Your Understanding 9.3 317
Teaching About Text Factors 317
Mini-lessons 318
Comprehension Strategies 318
Reading and Writing Activities 319
Assessing Text Factors 320
MONITOR: Check Your Understanding 9.4 320
REVIEW: Facilitating Students’ Comprehension of Text Factors 320
Evaluate & Reflect 321
References 321
PART THREE Organizing for Instruction 325
Chapter 10 Organizing for Instruction 328
PLAN: Preview the Learning Outcomes 328
VIGNETTE: A Yearlong Author Study 328
Conducting Guided Reading Lessons 332
Components 332
Reading Strategies 333
Instructional Materials 334
Applying the Reading Process 334
Managing Guided Reading 334
MONITOR: Check Your Understanding 10.1 334
Teaching With Basal Reading Programs 335
Components 335
Instructional Materials 337
Applying the Reading Process 338
Managing a Basal Reading Program 339
MONITOR: Check Your Understanding 10.2 340
Teaching With Literature Focus Units 340
Steps in Developing a Unit 341
Units Featuring a Picture Book 343
Units Featuring a Novel 343
Units Featuring a Genre 343
Units Featuring an Author 345
Managing Literature Focus Units 346
MONITOR: Check Your Understanding 10.3 346
Orchestrating Literature Circles 346
Key Features of Literature Circles 346
Implementing Literature Circles 350
Using Literature Circles With Young Children 351
Applying the Reading Process 351
Managing Literature Circles 352
MONITOR: Check Your Understanding 10.4 352
Implementing Reading and Writing Workshop 353
Reading Workshop 354
Applying the Reading Process 358
Writing Workshop 359
Applying the Writing Process 361
Managing a Workshop Classroom 362
MONITOR: Check Your Understanding 10.5 363
REVIEW: Organizing for Instruction 363
Evaluate & Reflect 364
References 364
Chapter 11 Differentiating for Success 366
PLAN: Preview the Learning Outcomes 366
VIGNETTE: Classroom Interventions 366
Ways to Differentiate Instruction 371
Grouping for Instruction 372
Tiered Activities 374
MONITOR: Check Your Understanding 11.1 384
Struggling Readers and Writers 384
Struggling Readers 384
Struggling Writers 385
High-Quality Instruction 385
Interventions 389
MONITOR: Check Your Understanding 11.2 394
REVIEW: Differentiating Literacy Instruction 394
Evaluate & Reflect 394
References 395
PART FOUR Compendium of Instructional Procedures 435
Anticipation Guides 436
Book Talks 437
Choral Reading 438
Cloze Procedure 439
Collaborative Books 440
Double-Entry Journals 441
Exclusion Brainstorming 442
Grand Conversations 443
Hot Seat 444
Interactive Read-Alouds 445
Interactive Writing 447
KWL Charts 448
Language Experience Approach 450
Learning Logs 452
Making Words 454
Mini-lessons 455
Open-Mind Portraits 456
Possible Sentences 457
Prereading Plan 458
Question-Answer-Relationships 460
Chapter 12 Reading and Writing Across the Curriculum 398
PLAN: Preview the Learning Outcomes 398
VIGNETTE: Third Graders’ Multigenre Projects 398
Learning Tools 402
Reading to Learn 403
Writing to Learn 405
MONITOR: Check Your Understanding 12.1 408
Demonstrating Learning 408
Reports 409
Essays 411
Poems 411
Multigenre Projects 413
MONITOR: Check Your Understanding 12.2 415
Content Area Textbooks 415
Textbook Features 415
Making Textbooks More Comprehensible 416
Learning How to Study 418
Why Aren’t Content Area Textbooks Enough? 421
MONITOR: Check Your Understanding 12.3 421
Thematic Units 421
How to Develop a Unit 422
A First Grade Unit on Trees 425
A Fourth Grade Unit on Desert Ecosystems 425
A Sixth Grade Unit on Ancient Egypt 426
MONITOR: Check Your Understanding 12.4 426
REVIEW: Reading and Writing Across the Curriculum 433
Evaluate & Reflect 433
References 434
Quickwriting 461
RAFT 463
Readers Theatre 464
Reading Logs 465
Revising Groups 466
Rubrics 468
Running Records 470
Semantic Feature Analysis 471
Shared Reading 472
Sketch-to-Stretch 473
Story Boards 474
Story Retelling 476
Sustained Silent Reading 478
Tea Party 479
Think-Alouds 480
Word Sorts 481
Word Walls 483
Glossary 487
Index 493
Preface
Preface
Facing the Challenge: How Do Today's Teachers Chart a Course to Create Competent, Literate Citizens for Tomorrow?
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 failing 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, a pathway that incorporates the most effective teaching approaches and strategies.
The second edition of Literacy for the Twenty-First Century: A Balanced Approach builds on the research-based approaches to literacy instruction outlined in the first edition, the most popular new reading methods textbook in a decade.
Why Is This Reader-Friendly Textbook a Best-Seller? Here's What Professors and Their Students Tell Us:
- This comprehensive text presents several sound approaches to literacy instruction and guides teachers toward best practice in teaching skills as well as and strategies.
- It functions equally well as a core text for traditional introduction to reading methods courses and for the newer literacy "block" courses.
- The ten principles of effective reading instruction outlined in Chapter 1 provide a strong, easily understood foundation for the entire book.
- The textiswritten with preservice teachers in mind; however, those teachers pressed into service in accelerated credential programs will find the book invaluable as a resource to get up and running quickly.
- The easily accessible Compendium of Instructional Procedures at the back of the book offers 38 clearly articulated instructional methods, an invaluable resource and quick reference.
- The text includes many lively descriptions of how real teachers teach reading and writing effectively, through vignettes opening each chapter and colorful part opening sections that present visual reinforcement of each major approach to teaching literacy.
- The Review section at the end of each chapter includes a chart that contrasts effective and ineffective instructional practices related to the chapter topic.
What Is New in the Second Edition?
- Increased coverage of comprehension: an entire chapter is devoted to the most recent research on facilitating students' comprehension. This chapter details how to help students understand and make meaning from text, once they have learned to decode it.
- Still more on comprehension: check out the video free to adopters of this text in which the author herself presents her analysis of field-tested ideas to improve students' comprehension.
- More ways to use technology effectively as a resource. Not only are there more Technology Links features, but there are many website addresses provided throughout the text. These addresses are accompanied by brief annotations so readers can assess their usefulness.
- More ways to use technology effectively as a teaching tool. The Companion Website for the second edition (www.prenhall.com/tompkins) offers opportunities for self-assessment; analysis, synthesis, and application of concepts; updated web addresses; and special information for teachers required to pass state tests in teaching reading in order to obtain credentials.
- Much more on assessment tools, including ideas for alternative assessment.
- Suggestions for the creative use of traditional basal readers, including the "guided reading" approach.
- A new full-color opener for Part III, featuring a middle school content-area unit on medieval life.
What Is the Purpose o f This Textbook?
My goal in this text is to show beginning teachers how to teach reading and writing effectively, how to create a classroom climate where literacy flourishes, and how to empower the diverse array of students 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, 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." Literature provides the major focus for reading instruction and for integrating the language arts. You will learn how to teach vital skills and useful 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 teacher to get up to speed quickly. 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.
It is widely recognized that today's teachers need as many approaches and strategies in their repertoire as possible. However, I have carefully culled out a critical path for beginning teachers to follow. Why? Because it is important for beginning teachers of reading and writing to learn a few things well at the outset so that they are prepared to hit the ground running as they confidently implement effective methods. If you know how to be effective from the first day, you will have the confidence necessary to add to your bag of tricks as your experience guides you.
So, could it be argued that there are many more principles for effective teaching of reading and writing than the ten I outline in Chapter 1? Sure. But I am certain that the ten principles I present there will be memorable, useful, helpful, and effective. Does this textbook cover every permutation of every practice option? No. But I am sure that the 38 procedures outlined in detail in the Compendium at the back of the text constitute a memorable, useful, helpful, and effective critical mass of practice options on which you can build.
This textbook is neither an encyclopedia of reading methods nor a comprehensive history of reading. Rather, it is intended as a practical application of knowledge obtained from these encyclopedias and histories and, more important, from the experiences of hundreds of teachers across the country. Not only is the focus on practical application—the reason professors will adopt this book—but that focus is also the reason beginning teachers will keep this book.
How Is This Textbook Organized?
This book is organized into four sections. The three chapters in the first section address the question "What is a balanced approach to literacy instruction?" Chapter 1 sets out ten basic instructional principles on which to build balanced literacy instruction. These ten principles describe how effective teachers teach reading and writing. Chapter 2 explains the reading and writing processes that teachers use to teach reading and writing, no matter whether teachers are teaching literature focus units, literature circles, reading and writing workshop, or content area units. Chapter 3 describes both traditional and authentic assessment procedures.
Part II examines the question "How do children learn to read and write?" Chapter 4 is devoted to the special needs of emergent readers and writers (kindergartners and first graders). The basics of the alphabetic principle-phonemic awareness, phonics, and spelling—are explained in Chapter 5. Chapter 6 explains word recognition and word identification and how students become fluent readers.
Answering the question "How do readers and writers construct meaning?" is the focus of Chapters 7 and through 9. Chapter 7 is devoted to vocabulary and how students refine their understanding of the meanings of words. Chapter 8 focuses on comprehension—the five comprehension processes, the metacognitive strategies that capable readers use, and comprehension activities during each stage of the reading process. Chapter 9 presents information about the structure of stories, informational books, and poetry. Students use their knowledge of the structure of texts in comprehending what they read.
The five chapters in Part IV answer the question "How do teachers organize literacy instruction?" Chapters on literature focus units, literature circles, reading and writing workshop, basal reading textbooks, and content area units show teachers how to set up their instructional programs based on the reading and writing processes described in Chapter 2.
What Are the Special Features?
I have included nine special features to increase the effectiveness of the text and to address the most current resources in the field of literacy.
Principles of Effective Reading Instruction. I set out a list of ten principles of effective reading instruction in Chapter 1, and these principles provide the foundation for the entire textbook. Near the end of each chapter (except Chapter 1), the Review section includes a feature in which I contrast effective and ineffective instructional practices related to the chapter topic. Instructors and students alike will find these features very interesting.
Vignettes. Starting with Chapter 2, I begin each chapter with a vignette in which you will see how a real teacher teaches the topic addressed in the chapter. These vignettes are rich and detailed, with chapter-opener photos, dialogue, student writing samples, and illustrations. Readers will be drawn into the story of literacy instruction in a real classroom as they build background and activate prior knowledge about the chapter's topic. Throughout the chapter, I refer readers to the vignette so that they can apply the concepts they are reading about and make connections to the world of practice.
Website Addresses. Annotated Internet website addresses are listed as margin notes in each chapter. These websites are suggested as resources that readers might use to extend their learning and read the most up-to-date information about guided reading, interactive writing, fluency, comprehension, literature circles, and other literacy topics. Instructors and students are also encouraged to visit Merrill/Prentice Hall's Companion Website at edition www.prenhall.com/tompkins.
Technology Links. Readers 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 screen reading using captioned text on television to develop reading fluency, electronic dialoguing to write back and forth to a reading buddy to respond to literature, videotape portfolios to document student learning, and interactive electronic books on CD-ROM to teach high-frequency words and phonics skills.
Chapter on the Reading and Writing Processes. In Chapter 2 I describe the reading and writing processes. These two processes provide the foundation for the chapters on how to organize the instructional programs, literature focus units (Chapter 10), literature circles (Chapter 11), reading and writing workshop (Chapter 12), basal reading textbooks (Chapter 13), and thematic units (Chapter 14).
Chapter on Breaking the Code. Chapter 5 focuses on the phonological system: phonemic awareness, phonics, and spelling. Phonics is a controversial topic in reading, and the position I take in this chapter is that phonics and related topics are part of a balanced literacy program and are best taught in the context of real literature using a whole-part-whole approach.
Chapter on Fluency. In Chapter 6 I explain that students in the primary grades need to develop strong word recognition skills so that they can automatically, read hundreds and hundreds of words in order to become fluent readers. That is, they can read quickly and with expression by the time they are third graders. Students also need to develop word identification tools, including phonemic and morphological analysis, so that they can decode unfamiliar words as they are reading.
Chapter on Comprehension. Chapter 8 delves into five comprehension processes and how teachers teach and assess each process. I set out 12 strategies that readers and writers use and explain the difference between strategies and skills. To emphasize the importance of helping children become strategic readers, I compare more-capable readers will less-capable readers and writers and conclude that more capable students have both more skills and more strategies, but what really separates the two groups is that more-capable readers are more strategic.
Compendium of Instructional Procedures. For your ready reference, the Compendium at the back of the book provides a comprehensive review of 38 instructional procedures used in literature-based reading classrooms, with step-by-step directions and student samples. The procedures are highlighted when they are mentioned in the text to cue readers to consult the Compendium for more detailed information.
ACKNOWLEDGMENTS
Many people helped and encouraged me during the development of this text. My heartfelt thanks go to each of them. First, I want to thank my students at California State University, Fresno, who taught me while I taught them, and the teacher-consultants in the San Joaquin Valley Writing Project, who shared their expertise with me. Their insightful questions challenged and broadened my thinking.
Thanks, too, go to the teachers who welcomed me into their classrooms, showed me how they used literature in innovative ways, and allowed me to learn from them and their students. In particular, I want to express my appreciation to the teachers and students who appear in the vignettes: Eileen Boland, Tenaya Middle School, Fresno, CA; Jessica Bradshaw, Rocky Hill Elementary School, Exeter, CA: Roberta Dillon, Armona Elementary School, Armona, CA: Whitney Donnelly, Williams Ranch School, Penn Valley, CA; Laurie Goodman, Parkview Middle School, Armona, CA; Judy Hoddy, Hennessey School, Grass Valley, CA; Sally Mast, Thomas Elementary School, Fresno, CA; Kristi Ohashi, Terry Elementary School, Selma, CA; Jill Peterson, Mickey Cox Elementary School, Clovis, CA; Judy Roberts, Lincoln Elementary School, Madera, CA; Camilla Simmons, Charles Wright School, Merced, CA, and Darcy Williams, Aynesworth Elementary School, Fresno, CA. Thanks, too, to Sonja Wiens, Leavenworth Elementary School, Fresno, CA; Kimberly Clark, Aynesworth Elementary School, Fresno, CA; Lisa Coronado and Wendy Magill, Lincoln Elementary School, Madera, CA; Bob Dickinson, Williams Ranch School, Penn Valley, CA; Judith Salzberg and Mr. Lee, Charles Wright School, Merced, CA; Kim Ransdell, Armona Elementary School, Armona, CA, and their students also appeared in photos in the book. I also want to acknowledge Jenny Reno and the teachers and students at Western Hills Elementary School, Lawton, OK, and Carol Ochs, Jackson Elementary School, Norman, OK, who have been a part of each of the books I have written. I want also to thank the reviewers of my manuscript for their comments and insights: Judy A. Abbott, West Virginia University; Joanne E. Bernstein, Brooklyn College; Jean M. Casey, California State University, Long Beach; Carolyn L. Piazza, Florida State University; Thomas C. Potter, California State University, Northridge; Cheryl Rosaen, Michigan State University; and Sharyn Walker, Bowling Green State University.
Finally, I am indebted to Jeff Johnston and his team at Merrill/Prentice Hall in Columbus, Ohio, who produce so many high-quality publications. I am honored to be a Merrill author. Linda Scharp McElhiney continues to be the guiding force behind my work. I want to express my appreciation to Mary Irvin, who supervised the production of this book, and to Jonathan Lawrence, who has again dealt so expertly with production details and copyediting.