Gail E. Tompkins California State University, Fresno Literacy in the Middle Grades Teaching Reading and Writing to Fourth to Eighth Graders, 2e Second Edition Gail E. Tompkins California State University, Fresno Prepared by Helen Hoffner Holy Family University This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. © 2010 Pearson Education, Inc. All rights reserved.

Word-Identification Strategies Chapter 5 Word-Identification Strategies Phonic Analysis Syllabic Analysis Morphemic Analysis Students’ choice of strategy depends on their knowledge about words and the complexity of the unfamiliar word.

Morphemes Morpheme: The smallest meaningful part of a word Chapter 5 Morphemes Morpheme: The smallest meaningful part of a word Sometimes a morpheme is a whole word Examples: cup, hope Sometimes a morpheme isn’t a whole word Examples: re as in rewrite ed as in worked

Components of Reading Fluency Chapter 5 Components of Reading Fluency Accuracy Accuracy refers to the ability to recognize words automatically. Speed Reading speed refers to the rate at which students read. To read fluently, students must read at least 100 words per minute. Prosody Prosody is the ability to orally read sentences expressively, with appropriate phrasing and intonation.

Components of Writing Fluency Chapter 5 Components of Writing Fluency Accuracy Fluent writers write most words automatically. Writing Speed Students must write quickly to keep pace with their thinking. Legibility Students must be able to decipher what they have written. Voice Voice gives an emotional feeling to a piece of writing.

Four Principles of Fluency Instruction Chapter 5 Four Principles of Fluency Instruction Teachers model fluent reading for students. Teachers provide support while students are reading. Teachers have students do repeated readings of brief texts. Teachers focus students’ attention on chunking words into meaningful phrases.

Helping Dysfluent Readers Chapter 5 Helping Dysfluent Readers Choral Reading Small groups of students read poems aloud to classmates. Readers Theatre Students practice reading story scripts. Partner Reading Pairs of students read or reread books together.

Helping Dysfluent Writers Chapter 5 Helping Dysfluent Writers Quickwriting Students write rapidly and without stopping as they explore an idea. Daily opportunities for assisted and unassisted practice Students become fluent writers as they practice writing.

Chapter 5 Reading Stamina Reading stamina refers to the ability to read silently for increasingly longer periods of time. Students develop reading stamina by reading books at their independent level. Teachers use periods of SSR to help students develop reading stamina.

Chapter 5 Writing Stamina Young adolescents must be able to rapidly form letters and spell words. Students become fluent writers as they practice writing, and they need opportunities for both assisted and unassisted practice.

Round Robin Reading should not be used because the practice: Chapter 5 Round Robin Reading should not be used because the practice: Wastes valuable class time Embarrasses struggling readers Encourages inefficient reading habits