1. Becoming an Effective Teacher of Reading
Chapter 1

2. What is Literacy
Literacy, however, is not a prescription of certain books to read or concepts to devine. Rather…it is a tool, a way to learn about the world and a means to participate more fully in the technological society of the 21st Century.

3. Principles of Effective Teaching
Effective Teachers Understand How Children Learn
Effective Teachers Support Children’s use of the Four Cueing Systems
Effective Teachers Create A Community of Learners
Effective Teachers Adopt A Balanced Approach to Literacy Instruction]
Effective Teachers Scaffold Children’s Reading and Writing Experiences

4. Principles of Effective Teaching (con’t)
6. Effective Teachers Organize Literacy Instruction in Various Ways
7. Effective Teachers Connect Instruction and Assessment (“authentic assessment”)
8. Effective Teachers become partners with parents

5. Effective Teachers Understand How Children Learn
Learning Theories
Constructivist (Piaget)-children actively construct meaning
Behaviorism-teacher centered/teacher as dispenser of knowledge
Interactive theories-children use prior knowledge and features of the text to make meaning
Sociolinguistic theories-children learn through interaction with others
Transactive Theories-Reader-response-children create meaning as they read- (efferent and aesthetic)
Critical Literacy-Literacy as a means of thinking about, questioning, etc… social issues (e.g., inequities and injustices in society)

6. Effective Teachers Support Children’s use of the Four Cueing Systems
The Phonological System (Sound-Symbol Relationship)
phoneme, grapheme, phonemic awareness, phonics
The Syntactic System (Sentence Structure and Grammar)
syntax
The Semantic System (Meaning/Comprehension)
morpheme
The Pragmatic System (Social and Cultural Use)

7. Literacy Instruction Literature Focus Units Literature Circles
Reading and Writing Workshop
Basal Reading Programs

8. The Reading and Writing Process
The Writing Process
Prewriting
Drafting
Revising
Editing
Publishing
The Reading Process
Prereading
Reading
Responding
Exploring
Applying

9. Figure 2--2 Key Features of the Reading Process
Gail E. Tompkins Literacy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

10. Prereading SQ3R Book Box Book Bits
DRTA-Directed Reading Thinking Activity
Story Maps
Anticipation Guide
Reading Logs
Previewing
Quickwrites
Clusters
SQ3R

11. Reading Modeled Reading Shared Reading Guided Reading
Interactive Reading
Independent Reading
Buddy Reading

12. Figure 1--4 A Continuum of Literacy Instruction
Gail E. Tompkins Literacy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

13. Responding
Reading logs/quickwrites
Grand Conversations
Minilessons

14. Exploring Story Boards Story Maps Word Walls Clusters Word Sorts
Minilessons

15. Applying Extending- Projects Readers Theatre Scripts
Individual Books and Reports
Murals
Reading other books by the same author or on the same topic

16. Figure 2--7 Key Features of the Writing Process
Gail E. Tompkins Literacy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

17. The Writing Process
Prewriting-brainstorm, choose topic, identify purpose, audience, and form, gather ideas (drawing, clusters, talking, reading, role-playing)
Drafting-get ideas on paper-don’t worry about neatness, spelling, punctuation, skip lines on paper, mark out, make notes, or use computer

18. The Writing Process (con’t)
Revising-proofread, have a friend proofread, talk to someone about how to improve your piece. Does it flow? Does it make sense?
Editing-make necessary changes based on revisions, proofread, have a friend proofread, correct errors (spelling, grammar, etc.) put into final form, prepare to publish
Publishing-make books, share, author’s chair, display, parties, submit for publication, etc.

19. Figure 2--8 Writing Genres
Gail E. Tompkins Literacy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

20. Figure Continued
Gail E. Tompkins Literacy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

21. Figure A Comparison of the Reading and Writing Processes (Adapted from Butler and Turbill, 1984.)
Gail E. Tompkins Literacy for the 21st Century, 3e
Copyright ©2003 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

22. Twelve Principles (Burns, Roe, & Smith, 2002)
Reading is a complex act with many factors that must be considered
Reading involves the construction of meaning represented by the printed symbols
There is no one correct way to teach reading
Learning to read is a continuous process

23. Twelve Principles (Burns, Roe, & Smith, 2002)
5) Students should be taught word recognition strategies that will allow them to unlock the pronunciations and meanings of unfamiliar words independently
6) The teacher should assess each student’s reading ability and use the assessment as a basis for planning instruction
7) Reading and the other language arts are closely interrelated
8) Using complete literature selections in the reading programs is important

24. Twelve Principles (Burns, Roe, & Smith, 2002) con’t
9)Reading is an integral part of all content area instruction
10) The student needs to see that reading can be an enjoyable pursuit
11) Reading should be taught in a way that allows each child to experience success.
12) Encouragement of self-direction and self-monitoring of reading is important

25. A Balanced Approach To Literacy Instruction...
Develops Students Skills Knowledge (decoding, comprehension, spelling, etc.)
Includes word study and phonics within authentic literacy activities
Uses trade books, leveled books ,and basal readers
Listening, Speaking, Reading, Writing, and Viewing (integrated language arts)