9780130987198

For Literacy in the Elementary School and Elementary Reading Methods and Strategies courses. Based on the same principles and guidelines of Tompkins' best-selling literacy text, this new volume addresses specific strategies for teaching reading and writing to children from Preschool to Grade 4. The author provides a solid foundation in the content of literacy instructionphonemic awareness, phonics, fluency, vocabulary, and comprehensionliberally spiced with her trademark minilessons and replete with children's writing samples and authentic classroom vignettes. Included are a wealth of age-appropriate assessment tools, authentic classroom activities, and illustrative examples of how effective teachers engage children in preschool through primary grades in the captivating act of reading and writing.

Becoming an Effective Teacher of Reading

2

(30)

Principle 1: Effective Teachers Understand How Children Learn

3

(3)

Constructivist Learning Theories

4

(1)

Interactive Learning Theories

5

(1)

Sociolinguistic Learning Theories

5

(1)

Reader Response Learning Theories

6

(1)

Principle 2: Effective Teachers Support Children's Use of the Four Cueing Systems

6

(5)

The Phonological System

7

(1)

The Syntactic System

8

(1)

The Semantic System

9

(1)

The Pragmatic System

9

(2)

Principle 3: Effective Teachers Create a Community of Learners

11

(3)

Ten Characteristics of Classroom Communities

11

(1)

How to Create a Classroom Community

12

(2)

Principle 4: Effective Teachers Adopt a Balanced Approach to Literacy Instruction

14

(1)

Principle 5: Effective Teachers Scaffold Children's Reading and Writing Experiences

15

(5)

Modeled Reading and Writing

16

(1)

Shared Reading and Writing

17

(1)

Interactive Reading and Writing

17

(1)

Guided Reading and Writing

18

(1)

Independent Reading and Writing

19

(1)

Principle 6: Effective Teachers Organize Literacy Instruction in Four Ways

20

(1)

Principle 7: Effective Teachers Connect Instruction and Assessment

21

(4)

Preassessing

21

(1)

Monitoring

22

(2)

Assessing

24

(1)

Principle 8: Effective Teachers Become Partners With Parents

25

(5)

Providing Literacy Information to Parents

26

(1)

Parent Volunteers

27

(1)

Supporting Literacy at Home

27

(2)

Family Literacy

29

(1)

Review

30

(1)

Professional References

30

(1)

Children's Book References

31

(1)

Examining Children's Literacy Development

32

(30)

Ms. McCloskey's Students Become Readers and Writers

33

(6)

Fostering Young Children's Interest in Literacy

39

(7)

Concepts About Print

39

(3)

Concepts About the Alphabet

42

(3)

Manuscript Handwriting

45

(1)

Young Children Develop as Readers and Writers

46

(14)

Emergent Reading and Writing

46

(2)

Beginning Reading and Writing

48

(7)

Fluent Reading and Writing

55

(5)

Review

60

(1)

Professional References

60

(1)

Children's Book References

61

(1)

Assessing Young Children's Literacy Development

62

(28)

Mrs. McNeal Conducts Second-Quarter Assessments

63

(6)

Literacy Assessment Tools

69

(14)

Assessing Children's Concepts About Print

70

(1)

Assessing Children's Phonemic Awareness and Phonics

71

(1)

Assessing Children's Fluency

72

(2)

Determining Children's Instructional Reading Level

74

(2)

Assessing Children's Writing

76

(3)

Assessing Children's Spelling

79

(1)

Monitoring Children's Progress

80

(3)

Assigning Grades

83

(4)

Assignment Sheets

83

(1)

``Show-Me'' Tests

84

(3)

Review

87

(1)

Professional References

88

(1)

Children's Book References

88

(2)

Breaking the Alphabetic Code

90

(26)

Mrs. Hoddy Teachers Phonics

91

(4)

Phonemic Awareness

95

(8)

Components of Phonemic Awareness

95

(1)

Teaching Phonemic Awareness

96

(6)

Why Is Phonemic Awareness Important?

102

(1)

Phonics

103

(9)

Phonics Concepts, Skills, and Generalizations

103

(5)

Teaching Phonics

108

(4)

What Is the Role of Phonics in a Balanced Literacy Program?

112

(1)

Review

112

(1)

Professional References

113

(1)

Children's Book References

114

(2)

Learning to Spell

116

(26)

Mrs. Zumwalt Matches Instruction to Children's Stage of Spelling Development

117

(4)

Children's Spelling Development

121

(5)

Stage 1: Emergent Spelling

123

(1)

Stage 2: Letter-Name Spelling

123

(1)

Stage 3: Within-Word Pattern Spelling

123

(1)

Stage 4: Syllables and Affixes Spelling

124

(1)

Stage 5: Derivational Relations Spelling

125

(1)

Teaching Spelling

126

(13)

Spelling Concepts, Strategies, and Skills

126

(2)

Daily Reading and Writing Opportunities

128

(1)

Minilessons

128

(2)

Word Study Activities

130

(5)

Weekly Spelling Tests

135

(4)

What Is the Controversy About Spelling Instruction?

139

(1)

Review

139

(1)

Professional References

140

(2)

Developing Fluent Readers and Writers

142

(30)

Ms. Williams's Students Learn High-Frequency Words

143

(4)

Teaching Children to Read and Write Words

147

(13)

Word Recognition

147

(5)

Word Identification

152

(8)

What Is Fluency?

160

(9)

Promoting Reading Fluency

163

(3)

Developing Writing Fluency

166

(3)

Assessing Students' Reading and Writing Fluency

169

(1)

Review

169

(1)

Professional References

170

(1)

Children's Book References

171

(1)

Expanding Children's Knowledge of Words

172

(26)

Mrs. Dillon's Students Learn About Words

173

(4)

How Do Children Learn Words?

177

(5)

Levels of Word Knowledge

177

(1)

Incidental Word Learning

178

(4)

Why Is Word Knowledge Important?

182

(1)

Explicit Teaching of Words

182

(13)

Characteristics of Effective Instruction

182

(3)

Components of Word Study

185

(4)

Choosing Words to Study

189

(1)

Spotlighting Words on Word Walls

190

(1)

Activities for Exploring Words

191

(4)

Review

195

(1)

Professional References

196

(1)

Children's Book References

197

(1)

Guiding Children's Comprehension

198

(30)

Mrs. Donnelly Focuses on Comprehension

199

(4)

The Comprehension Process

203

(7)

Microprocesses

204

(2)

Integrative Processes

206

(1)

Macroprocesses

207

(1)

Elaborative Processes

208

(1)

Metacognitive Processes

209

(1)

Literacy Strategies and Skills

210

(15)

Reading and Writing Strategies

212

(5)

Reading and Writing Skills

217

(3)

Teaching Strategies and Skills

220

(5)

Review

225

(1)

Professional References

226

(1)

Children's Book References

227

(1)

Becoming Familiar With the Structure of Text

228

(36)

Mrs. Mast's Students Read ``The Three Bears''

229

(4)

Stories

233

(14)

Genres of Stories

235

(4)

Elements of Story Structure

239

(7)

Why Do Teachers Need to Know About Story Elements?

246

(1)

Informational Books

247

(5)

Genres of Informational Books

249

(1)

Expository Text Structures

250

(2)

Why Do Teachers Need to Know About Expository Text Structures?

252

(1)

Poetry

252

(8)

Types of Poetry Books

253

(1)

Poetic Forms

253

(7)

Why Do Teachers Need to Know About Poetic Forms?

260

(1)

Review

260

(1)

Professional References

261

(1)

Children's Book References

262

(2)

Scaffolding Children's Reading Development

264

(36)

Mrs. Ohashi Uses the Reading Process

265

(6)

The Reading Process

271

(18)

Stage 1: Prereading

271

(3)

Stage 2: Reading

274

(11)

Stage 3: Responding

285

(2)

Stage 4: Exploring

287

(2)

Stage 5: Applying

289

(1)

Using the Reading Process to Organize for Instruction

289

(8)

Literature Focus Units

290

(1)

Literature Circles

290

(2)

Reading Workshop

292

(1)

Basal Reader Programs

293

(4)

Review

297

(1)

Professional References

297

(1)

Children's Book References

298

(2)

Scaffolding Children's Writing Development

300

(30)

First Graders Participate in Writing Workshop

301

(5)

The Writing Process

306

(12)

Stage 1: Prewriting

306

(4)

Stage 2: Drafting

310

(1)

Stage 3: Revising

310

(2)

Stage 4: Editing

312

(4)

Stage 5: Publishing

316

(2)

Introduction Young Children to Writing

318

(5)

Adapting the Writing Process for Young Children

319

(1)

Interactive Writing

320

(2)

Writing Centers

322

(1)

Reading and Writing Are Similar Processes

323

(4)

Comparing the Two Processes

323

(2)

Classroom Connections

325

(2)

Review

327

(1)

Professional References

328

(1)

Children's Book References

329

(1)

Integrating Reading and Writing Into Thematic Units

330

(30)

Mrs. Roberts's Class Learns About Penguins

331

(6)

Tools for Learning

337

(8)

Reading Informational Books

337

(2)

Integrating Stories and Poetry

339

(1)

Writing to Learn

340

(5)

Instructional Conversations

345

(1)

Demonstrating Learning

345

(6)

Writing Projects

345

(3)

Multigenre Projects

348

(1)

Oral Presentations

348

(3)

Thematic Units

351

(7)

How to Develop a Thematic Unit

351

(2)

Topics for Thematic Units

353

(5)

Review

358

(1)

Professional References

358

(1)

Children's Book References

359

(1)

Compendium of Instructional Procedures

360

(37)

Alphabet Books

362

(1)

Anticipation Guides

362

(1)

Book Boxes

363

(2)

Book Talks

365

(1)

Choral Reading

365

(1)

Clusters, Maps, and Webs

366

(1)

Collaborative Books and Reports

367

(1)

Data Charts

368

(1)

Directed Reading-Thinking Activity

369

(1)

Grand Conversations

370

(1)

Guided Reading

370

(1)

Individual Books and Reports

371

(1)

Instructional Conversations

372

(1)

Interactive Writing

373

(1)

K-W-L Charts

374

(2)

Language Experience Approach (LEA)

376

(1)

Learning Logs

377

(1)

Making Words

378

(2)

Minilessons

380

(1)

Open-Mind Portraits

380

(1)

Quickwriting

381

(1)

Quilts

382

(2)

Read-Arounds

384

(1)

Readers Theatre

384

(1)

Reading Aloud to Children

385

(1)

Reading Logs

385

(1)

Repeated Readings

386

(1)

Running Records

386

(1)

Say Something

387

(1)

Shared Reading

388

(1)

Story Boards

389

(1)

Story Maps

389

(2)

Word Sorts

391

(1)

Word Walls

392

(1)

Writing Groups

393

(2)

Professional References

395

(1)

Children's Book References

396

(1)

Glossary

397

(4)

Author and Title Index

401

(10)

Subject Index

411

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

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 low 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 in the early grades, a pathway that incorporates the most effective teaching approaches and strategies. Literacy for the 21st Century: Teaching Reading and Writing in Pre-Kindergarten Through Grade 4builds on the research-based approaches to literacy instruction outlined inLiteracy for the 21st Century,the most popular reading methods text in the market, but focuses squarely on the issues, concerns, and opportunities involved in teaching children in pre-kindergarten through grade 4. I created this text for core literacy courses that have been split to meet a growing demand for credentialing teachers with more in-depth knowledge of early literacy strategies, aiming to provide a solid foundation for teaching phonemic awareness, phonics, fluency, vocabulary, and comprehension. This comprehensive text presents sound approaches to literacy instruction and guides teachers toward best practice in teaching skills as well as strategies. 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 assessing and teaching PreK-4 skills; the authentic classroom activities and student artifacts include spotlights on primary teachers who illustrate how they plan for and engage their students in literacy activities; and PreK margin notes address the specific concerns of this audience of learners. DRIVING PRINCIPLES My goal in this text is to show beginning teachers how to teach reading and writing effectively in the early grades, how to create a classroom climate where literacy flourishes, and how to empower the diverse array of young children 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 literary 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 and comprehensive. You will learn how to teach vital skills and 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 teachers to get up to speed quickly with their young readers. 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. SPECIAL FEATURES These special features increase the effectiveness of the text and address the most current resources in the field of literacy. Instructional Procedures The easily accessible Compendium of Instructional Procedures following Chapter 12 offers clearly articulated instructio

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Literacy for the 21st Century : Teaching Reading and Writing in Pre-Kindergarten Through Grade 4

Literacy for the 21st Century : Teaching Reading and Writing in Pre-Kindergarten Through Grade 4

0130987190

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