© 2014 Pearson Education, Inc. All rights reserved. Literacy for the 21 st Century A Balanced...

© 2014 Pearson Education, Inc.

All rights reserved.

Literacy for the 21st Century A Balanced Approach

Sixth Edition

Gail E. TompkinsCalifornia State University, Fresno

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Prepared by Regina E. Smith, Ph.D. East Central University

Literacy for the 21st Century, 6th ed.Gail E. Tompkins

© 2014 Pearson Education, Inc.All rights reserved.2

Copyright © 2014 by Pearson Education, Inc., 501 Boylston St., Suite 900, Boston, MA, 02116.

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ISBN-10: 0-13-283787-0 www.pearsonhighered.com ISBN-13: 978-0-13-283787-3



Chapter 1

Chapter 1

National Board of Professional Teaching

Standards

15 Standards

Describe what teachers need to know and how they support student learning



Chapter 1

8 Principles of Balanced Literacy

Instruction



Chapter 1

Principle 1:Effective Teachers Understand How

Students Learn

Behaviorism

ConstructivismSchema TheoryInquiry LearningEngagement Theory

SociolinguisticsSociocultural TheorySituated Learning TheoryCritical Literacy

Information ProcessingInteractive ModelsTransactive TheoryStrategic Behaviors



Chapter 1

Principle 2:Effective Teachers Support Students’

Use of the Cueing Systems

The Phonological System The Syntactic System The Semantic System The Pragmatic System



Chapter 1

Principle 3:Effective Teachers Create a Community

of Learners

Safety Respect High Expectations

Risk Taking Collaboration Choice Responsibility

Family and community Involvement



Chapter 1

Principle 4:Effective Teachers Adopt a Balanced

Approach to Instruction

Characteristics of a balanced approach

Components of a balanced approach Common Core State Standards



Chapter 1

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



Chapter 1

Principle 6:Effective Teachers Organize for

Literacy Instruction

Basal Reading Programs Literature Focus Units Literature Circles Reading and Writing Workshop Nurturing English Learners



Chapter 1

Principle 7:Effective Teachers Differentiate

Instruction

Differentiating the Content Differentiating the Process Differentiating the Products



Chapter 1

Principle 8:Effective Teachers Link

Instruction and Assessment

4 steps to link instruction and assessment Planning Monitoring Evaluating Reflecting

Classroom Assessment Tools High Stakes Tests



Chapter 1

How Effective Teachers Teach Reading and Writing

Teachers apply learning theories as they teach reading and writing.

Teachers create a community of learners in their classrooms.

Teachers adopt the balanced approach to literacy instruction.

Teachers differentiate instruction so all students can be successful.

Teachers link instruction and assessment.



Chapter 2

The Reading Process

Stage 1: Prereading Stage 2: Reading Stage 3: Responding Stage 4: Exploring Stage 5: Applying



Chapter 2

The Writing Process

Stage 1: Prewriting Stage 2: Drafting Stage 3: Revising Stage 4: Editing Stage 5: Publishing



Chapter 2

Reading and Writing are Reciprocal Processes

Comparing the two Processes Classroom Connections Literacy Strategies



Chapter 2

How Effective Teachers Teach the Reading and Writing Process

Teachers use the reading process—prereading, reading, responding, exploring, and applying—to ensure that students comprehend books they read.

Teachers provide opportunities for students to use varied types of reading, including independent reading, guided reading, and interactive read-alouds.

Teachers teach students how to use the writing process—prewriting, drafting, revising, editing, and publishing—to write and refine their compositions.

Teachers teach students about the writer’s craft. Including the six traits. Teachers integrate reading and writing because they’re reciprocal

meaning-making processes.



Chapter 3

Classroom Assessment4 Step Assessment Process

Step 1: Planning Step 2: Monitoring Step 3: Evaluating Step 4: Reflecting



Chapter 3

High Stakes Testing

Problems with High-Stakes Testing Preparing for Standardized Tests The Politics of High-Stakes Testing



Chapter 3

Portfolio Assessment

Collecting Work in Portfolios Involving Students in Self-

Assessment Showcasing Students’ Portfolios



Chapter 3

How Effective Teachers Assess Students’ Literacy Development

Teachers determine students’ independent, instructional, and frustration reading levels.

Teachers link assessment with instruction through planning, monitoring, evaluating, and reflecting.

Teachers use diagnostic assessments to identify students’ strengths and weaknesses and then provide instruction to address problem areas.

Teachers have students document their learning in portfolios.

Teachers prepare students for high-stakes tests without sacrificing their instructional programs.



Chapter 4

Fostering an Interest in Literacy

Concepts About Print

Concepts About Words

Concepts About the Alphabet

Assessing Children’s Concepts About Written Language



Chapter 4

How Children Develop as Readers & Writers

Stage 1: Emergent Reading and Writing

Stage 2: Beginning Reading and Writing

Stage 3: Fluent Reading and Writing



Chapter 4

Instructional Practices

Morning Message Shared Reading Language Experience Approach Interactive Writing Manuscript Handwriting Writing Centers



Chapter 4

How Effective Teachers Support the Youngest Readers & Writers

Teachers foster young children’s interest in literacy. Teachers teach concepts about written language. Teachers determine their students’ stage of literacy development. Teachers match instructional activities to children’s stage of

reading and writing development. Teachers monitor children’s literacy development to ensure that

they’re moving through the three stages.



Chapter 5

Phonemic Awareness

Phonemic awareness is children’s basic understanding that speech is composed of a series of individual sounds, and it provides the foundation for phonics and spelling.



Chapter 5

Teaching Phonemic Awareness

Sound-Matching ActivitiesSound-Isolation ActivitiesSound-Blending ActivitiesSound Addition ActivitiesSound Substitution Activities



Chapter 5

Phonics

Phonics is the set of relationships between phonology (the sounds in speech) and orthography (the spelling patterns of written language).



Chapter 5

Phonics Concepts

ConsonantsVowelsBlending into wordsPhonogramsPhonics Rules



Chapter 5

Teaching Phonics

Explicit InstructionApplication Activities



Chapter 5

Stages of Spelling Development

Stage 1: Emergent Spelling Stage 2: Letter Name-Alphabetic

Spelling Stage 3: Within-Word Pattern Spelling Stage 4: Syllables and Affixes Spelling Stage 5: Derivational Relations Spelling



Chapter 5

Teaching Spelling

Word WallsMaking WordsWord SortsInteractive WritingProofreadingDictionary UseSpelling Options



Chapter 5

How Effective Teachers Assist Students in Cracking the Alphabetic Code

Teachers teach students to “crack the code” through phonemic awareness, phonics, and spelling instruction.

Teachers build on students’ phonemic awareness to teach phonics and spelling.

Teachers develop students’ ability to use phonemic awareness, phonics, and spelling strategies.

Teachers teach high-utility phonics concepts, rules, phonograms, and spelling patterns.

Teachers recognize that students’ spelling errors are a measure of their understanding of phonics.



Chapter 6

Fluency

Fluency is the ability to read and write effortlessly and efficiently.Becoming fluent readers and writers is a developmental milestoneMost students reach the fluent stage during the second or third grade.



Chapter 6

Reading Fluency

Automatic Reading

Reading Speed

Prosody

Word-Identification Strategies



Chapter 6

Word-Identification Strategies

Phonic Analysis

Decoding by Analogy

Syllabic Analysis

Morphemic Analysis



Chapter 6

Writing Fluency

Automatic Writing

Writing Speed

Writer’s Voice



Chapter 6

Dysfluent Students

Older Dysfluent Readers

Older Dysfluent Writers



Chapter 6

Obstacles to Fluency

Obstacle 1: Lack of Automaticity

Obstacle 2: Unfamiliarity with Word Identification Strategies

Obstacle 3: Slow Reading Speed

Obstacle 4: Slow Writing Speed

Obstacle 5: Lack of Prosody

Obstacle 6: Voiceless Writing



Chapter 6

How Effective Teachers Develop Fluent Readers and Writers

Teachers teach students to read and spell high-frequency words. Teachers teach word-identification strategies—phonic analysis,

decoding by analogy, syllabic analysis, and morphemic analysis—to help students become automatic readers and writers.

Teachers develop students’ reading speed and prosody using lots of reading.

Teachers develop students’ writing speed through lots of writing. Teachers nurture students as they develop their writer’s voice through

instruction and authentic reading and writing activities.



Chapter 7

Three Tiers of Words

Tier 1: Basic Words These common words are used socially in informal conversation at

home and on the playground.

Tier 2: Academic Words These words are used more frequently in written than in oral

language.

Tier 3: Specialized Words These technical words are content-specific and abstract.



Chapter 7

Levels of Word Knowledge

Unknown Word Students don’t recognize the word.

Initial Recognition Students have seen or heard the word or can pronounce it, but

they don’t know its meaning.

Partial Word Knowledge Students know one meaning of the word and can use it in a

sentence.

Full Word Knowledge Students know more than one meaning of the word and can use it

several ways.



Chapter 7

Word-Study Concepts

Multiple Meanings of Words Synonyms Antonyms Homonyms Root Words and Affixes Etymologies Figurative meanings



Chapter 7

Vocabulary Instruction Immerse students in words through listening, talking,

reading, and writing.

Teach specific words through active involvement and multiple encounters with words.

Teach word-learning strategies so students can figure out the meanings of unfamiliar words.

Develop students’ word consciousness, their awareness of and interest in words.



Chapter 7

How Effective Teachers Expand Students’ Academic Vocabulary

Teachers categorize unfamiliar words into three tiers—basic words, academic vocabulary, and specialized terms.

Teachers nurture students’ word consciousness.

Teachers teach Tier 2 words using explicit instruction and a variety of word-study activities.

Teachers support students’ development of word-learning strategies.

Teachers provide daily opportunities for students to read books independently and listen to them read aloud.



Chapter 8

What is comprehension?

Comprehension is a creative, multifaceted thinking process in which students engage with the text.



Chapter 8

What is comprehension?

Reader and Text Factors Text Complexity Prerequisites for Comprehension Comprehension Strategies Comprehension Skills



Chapter 8

Comprehension is dependent upon the interaction of reader factors and text

factors.

Reader FactorsBackground KnowledgeVocabularyFluencyComprehension StrategiesComprehension SkillsMotivation

Text FactorsGenresText StructuresText Features



Chapter 8

Teaching Students about Reader Factors

Explicit Comprehension Instruction Developing Comprehension Through

Reading Assessing Comprehension



Chapter 8

Motivation

Teacher’s Role Students’ Role How to Engage Students Assessing Motivation Comparing Capable and Less Capable

Readers and Writers



Chapter 8

How Effective Teachers Facilitate Students’ Comprehension of

Reader Factors Teachers emphasize that comprehension is a process involving both reader

factors and text factors. Teachers ensure that students have adequate background knowledge,

academic vocabulary, and reading fluency, the prerequisites for comprehension.

Teachers explicitly teach students how to apply comprehension strategies to support their understanding of texts they’re reading.

Teachers have students apply their knowledge of comprehension strategies during independent reading of authentic texts.

Teachers nurture students’ motivation and engagement in literacy activities.



Chapter 9

Comprehension is dependent upon the interaction of reader factors and text

factors.

Reader FactorsBackground KnowledgeVocabularyFluencyComprehension StrategiesComprehension SkillsMotivation

Text FactorsGenresText StructuresText Features



Chapter 9

Narrative Genres

Folklore Fables, Folktales, Myths, Legends

Fantasy Modern Literary Tales, Fantastic Stories,

Science Fiction, High Fantasy Realistic Fiction

Contemporary Stories, Historical Stories



Chapter 9

Elements of Story Structure

Plot Character Setting Point of View Theme



Chapter 9

Text Factors of Informational Books

Nonfiction Genres Expository Text Structure Nonfiction Features Looking at Text Factors in an

Informational Book



Chapter 9

Poetic Forms

Rhymed Verse Narrative Poems Haiku Free Verse Odes Concrete Poems



Chapter 9

How Effective Teachers Facilitate Students’

Comprehension of Text Factors Teachers teach students that stories have unique text factors:

narrative genres, story elements, and narrative devices. Teachers teach students that informational books have unique text

factors: nonfiction genres, expository text structures, and nonfiction features.

Teachers teach students that poems have unique text factors: book formats, poetic forms, and poetic devices.

Teachers encourage students to apply their knowledge of text factors both when they’re reading and when they’re writing.



Chapter 10

Components of Basal Reading Programs

Selections in grade-level textbooks

Instruction in decoding and comprehension strategies and skills

Workbook assignments

Independent reading opportunities



Chapter 10

Developing a Literature Focus Unit

1. Select the Literature2. Set Goals3. Develop a Unit Plan4. Coordinate Grouping Patterns with Activities5. Create a Time Schedule6. Assess Students



Chapter 10

Key Features of Literature Circles

Choice Students choose their groups and the books they will read.

Literature The books chosen should be interesting to students and at

their reading level. Response

Students meet several times during a literature circle to discuss the book.



Chapter 10

Implementing Literature Circles

1. Select Books2. Form Literature Circles3. Read the Book4. Participate in a Discussion5. Teach Minilessons6. Share with the Class



Chapter 10

Characteristics of Reading and Writing Workshop

Time Students have large chunks of time to read and write.

Choice Students assume ownership through self-selection of books to read

and topics for writing.

Response Students respond to the books they are reading and share their

writing with classmates.



Chapter 10

How Effective Teachers Organize for Instruction

Teachers use a combination of instructional approaches to provide effective literacy instruction because they understand that no one approach is a complete program.

Teachers recognize that basal reading programs have strong skill components.

Teachers present literature focus units to teach students about award-winning books.

Teachers incorporate choice, literature, and response into literature circles.

Teachers provide opportunities for students to read self-selected books during reading workshop and write on self-selected topics during writing workshop.



Chapter 11

Differentiating Reading and Writing Instruction

Differentiating the Content Content refers to the knowledge, strategies, and skills that

students are expected to learn. Differentiating the Process

Process refers to the instructional activities and materials that are used.

Differentiating the Product Product is the end result of learning. It demonstrates what

students understand and how well they can apply what they have learned.



Chapter 11

Ways to Differentiate Instruction

Grouping for Instruction Text Sets Tiered Activities Literacy Centers Differentiated Projects



Chapter 11

How Effective Teachers Differentiate Literacy Instruction

Teachers differentiate instruction to meet the needs of all students, including those who struggle.

Teachers modify instruction by differentiating the content, the process, and the product.

Teachers recognize that struggling readers have difficulties in decoding, fluency, vocabulary, and/or comprehension.

Teachers recognize that struggling writers lack knowledge about the qualities of good writing and the process that writers use.

Teachers use a balanced approach to teach struggling students that incorporates explicit instruction, materials at students’ reading levels, and more time for reading and writing.

Teachers provide interventions or additional instructional programs to remedy students’ reading and writing difficulties.



Chapter 12

Connecting Reading and Writing

Reading Trade Books Writing as a Learning Tool Writing to Demonstrate Learning



Chapter 12

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?



Chapter 12

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



Chapter 12

How Effective Teachers Use Reading and Writing in the

Content Areas

Teachers have students use reading and writing as learning tools. Teachers teach students about the features of content-area

textbooks. Teachers use a variety of activities to make content-area

textbooks more comprehensible. Teachers teach students how to take notes and study effectively. Teachers focus on big ideas in content-area units.

© 2014 Pearson Education, Inc. All rights reserved. Literacy for the 21 st Century A Balanced...

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