1. 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
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2. Copyright © 2014 by Pearson Education, Inc. , 501 Boylston St
Copyright © 2014 by Pearson Education, Inc., 501 Boylston St., Suite 900, Boston, MA, All rights reserved. The contents, or parts thereof, may be reproduced with Literacy for the 21st Century: A Balanced Approach, Sixth Edition, by Gail E. Tompkins, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner. To obtain permission(s) to use the material from this work, please submit a written request to Permissions Department, One Lake Street, Upper Saddle River, NJ, 07458, or you may fax your request to ISBN-10: ISBN-13:

3. 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

4. Balanced Literacy Instruction
Chapter 1
8 Principles of
Balanced Literacy Instruction

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. 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

13. 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.

14. 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

15. 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

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

17. 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.

18. 4 Step Assessment Process
Chapter 3
Classroom Assessment
4 Step Assessment Process
Step 1: Planning
Step 2: Monitoring
Step 3: Evaluating
Step 4: Reflecting

19. 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

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

21. 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.

22. 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

23. 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

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

25. 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.

26. 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.

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

28. Chapter 5
Phonics
Phonics is the set of relationships between phonology (the sounds in speech) and orthography (the spelling patterns of written language).

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

30. Chapter 5
Teaching Phonics
Explicit Instruction
Application Activities

31. 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

32. 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

33. 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.

34. 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.

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

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

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

38. Dysfluent Students Older Dysfluent Readers Older Dysfluent Writers
Chapter 6
Dysfluent Students
Older Dysfluent Readers
Older Dysfluent Writers

39. 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

40. 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.

41. 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.

42. 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.

43. 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

44. 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.

45. 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.

46. Chapter 8
What is comprehension?
Comprehension is a creative, multifaceted thinking process in which students engage with the text.

47. 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

48. 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

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

50. 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

51. 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.

52. 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

53. 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

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

55. 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

56. Poetic Forms Rhymed Verse Narrative Poems Haiku Free Verse Odes
Chapter 9
Poetic Forms
Rhymed Verse
Narrative Poems
Haiku
Free Verse
Odes
Concrete Poems

57. 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.

58. 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

59. 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

60. 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.

61. 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

62. 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.

63. 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.

64. 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.

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

66. 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.

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

68. 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?

69. 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

70. 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.