Literacy for the 21st Century A Balanced Approach Sixth Edition Gail E. Tompkins California State University, Fresno Prepared by Regina E. Smith, Ph.D. East Central 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.

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National Board of Professional Teaching Standards Chapter 1 National Board of Professional Teaching Standards 15 Standards Describe what teachers need to know and how they support student learning Chapter 1

Balanced Literacy Instruction Chapter 1 8 Principles of Balanced Literacy Instruction

Effective Teachers Understand How Students Learn Chapter 1 Principle 1: Effective Teachers Understand How Students Learn Sociolinguistics Sociocultural Theory Situated Learning Theory Critical Literacy Information Processing Interactive Models Transactive Theory Strategic Behaviors Behaviorism Constructivism Schema Theory Inquiry Learning Engagement Theory

Effective Teachers Support Students’ Use of the Cueing Systems 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

Effective Teachers Create a Community Chapter 1 Principle 3: Effective Teachers Create a Community of Learners Safety Respect High Expectations Risk Taking Collaboration Choice Responsibility Family and community Involvement

Effective Teachers Adopt a Balanced Approach to Instruction 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

Effective Teachers Scaffold Students’ Reading and Writing 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

Effective Teachers Organize for 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

Effective Teachers Differentiate Instruction Chapter 1 Principle 7: Effective Teachers Differentiate Instruction Differentiating the Content Differentiating the Process Differentiating the Products

Effective Teachers Link Instruction and Assessment 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

How Effective Teachers Teach Reading and Writing 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.

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

The Writing Process Stage 1: Prewriting Stage 2: Drafting Chapter 2 The Writing Process Stage 1: Prewriting Stage 2: Drafting Stage 3: Revising Stage 4: Editing Stage 5: Publishing

Reading and Writing are Reciprocal Processes Chapter 2 Reading and Writing are Reciprocal Processes Comparing the two Processes Classroom Connections Literacy Strategies

How Effective Teachers Teach the Reading and Writing Process 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.

4 Step Assessment Process Chapter 3 Classroom Assessment 4 Step Assessment Process Step 1: Planning Step 2: Monitoring Step 3: Evaluating Step 4: Reflecting

High Stakes Testing Problems with High-Stakes Testing Chapter 3 High Stakes Testing Problems with High-Stakes Testing Preparing for Standardized Tests The Politics of High-Stakes Testing

Portfolio Assessment Collecting Work in Portfolios Chapter 3 Portfolio Assessment Collecting Work in Portfolios Involving Students in Self-Assessment Showcasing Students’ Portfolios

How Effective Teachers Assess Students’ Literacy Development 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.

Fostering an Interest in Literacy Chapter 4 Fostering an Interest in Literacy Concepts About Print Concepts About Words Concepts About the Alphabet Assessing Children’s Concepts About Written Language

How Children Develop as Readers & Writers 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

Instructional Practices Chapter 4 Instructional Practices Morning Message Shared Reading Language Experience Approach Interactive Writing Manuscript Handwriting Writing Centers

How Effective Teachers Support the Youngest Readers & Writers 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.

Teaching Phonemic Awareness Chapter 5 Teaching Phonemic Awareness Sound-Matching Activities Sound-Isolation Activities Sound-Blending Activities Sound Addition Activities Sound 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).

Phonics Concepts Consonants Vowels Blending into words Phonograms Chapter 5 Phonics Concepts Consonants Vowels Blending into words Phonograms Phonics Rules

Chapter 5 Teaching Phonics Explicit Instruction Application Activities

Stages of Spelling Development 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

Teaching Spelling Word Walls Making Words Word Sorts Chapter 5 Teaching Spelling Word Walls Making Words Word Sorts Interactive Writing Proofreading Dictionary Use Spelling Options

How Effective Teachers Assist Students in Cracking the Alphabetic Code 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 milestone Most students reach the fluent stage during the second or third grade.

Reading Fluency Automatic Reading Reading Speed Prosody Chapter 6 Reading Fluency Automatic Reading Reading Speed Prosody Word-Identification Strategies

Word-Identification Strategies Chapter 6 Word-Identification Strategies Phonic Analysis Decoding by Analogy Syllabic Analysis Morphemic Analysis

Writing Fluency Automatic Writing Writing Speed Writer’s Voice Chapter 6 Writing Fluency Automatic Writing Writing Speed Writer’s Voice

Dysfluent Students Older Dysfluent Readers Older Dysfluent Writers Chapter 6 Dysfluent Students Older Dysfluent Readers Older Dysfluent Writers

Obstacles to Fluency Obstacle 1: Lack of Automaticity 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

How Effective Teachers Develop Fluent Readers and Writers 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.

Three Tiers of Words Tier 1: Basic Words Tier 2: Academic Words 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.

Levels of Word Knowledge 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.

Word-Study Concepts Multiple Meanings of Words Synonyms Antonyms Chapter 7 Word-Study Concepts Multiple Meanings of Words Synonyms Antonyms Homonyms Root Words and Affixes Etymologies Figurative meanings

Vocabulary Instruction 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.

How Effective Teachers Expand Students’ Academic Vocabulary 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.

What is comprehension? Reader and Text Factors Text Complexity 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 Factors Background Knowledge Vocabulary Fluency Comprehension Strategies Comprehension Skills Motivation Text Factors Genres Text Structures Text Features

Teaching Students about Reader Factors Chapter 8 Teaching Students about Reader Factors Explicit Comprehension Instruction Developing Comprehension Through Reading Assessing Comprehension

Motivation Teacher’s Role Students’ Role How to Engage Students 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 Factors Background Knowledge Vocabulary Fluency Comprehension Strategies Comprehension Skills Motivation Text Factors Genres Text Structures Text Features

Narrative Genres Folklore Fantasy Realistic Fiction 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

Elements of Story Structure Chapter 9 Elements of Story Structure Plot Character Setting Point of View Theme

Text Factors of Informational Books Chapter 9 Text Factors of Informational Books Nonfiction Genres Expository Text Structure Nonfiction Features Looking at Text Factors in an Informational Book

Poetic Forms Rhymed Verse Narrative Poems Haiku Free Verse Odes 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.

Basal Reading Programs 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

Developing a Literature Focus Unit Chapter 10 Developing a Literature Focus Unit Select the Literature Set Goals Develop a Unit Plan Coordinate Grouping Patterns with Activities Create a Time Schedule Assess Students

Key Features of Literature Circles 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.

Implementing Literature Circles Chapter 10 Implementing Literature Circles Select Books Form Literature Circles Read the Book Participate in a Discussion Teach Minilessons Share with the Class

Reading and Writing Workshop 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.

How Effective Teachers Organize for Instruction 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.

Differentiating Reading and Writing Instruction 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.

Differentiate Instruction Chapter 11 Ways to Differentiate Instruction Grouping for Instruction Text Sets Tiered Activities Literacy Centers Differentiated Projects

How Effective Teachers Differentiate Literacy Instruction 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.

Connecting Reading and Writing Chapter 12 Connecting Reading and Writing Reading Trade Books Writing as a Learning Tool Writing to Demonstrate Learning

Content-Area Textbooks 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?

Thematic Units How to Develop a Thematic Unit 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

How Effective Teachers Use Reading and Writing in the Content Areas 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.