Literacy for the 21st Century A Balanced Approach

ISBN-10: 0131190768
ISBN-13: 9780131190764
Edition: 4th 2006 (Revised)
Authors: Gail E. Tompkins
List price: $114.00
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Description: Literacy for the 21st Century is the number #1 reading book preferred by teacher educators, future teachers, and in-service teachers. The book continues to offer the most balanced approach to literacy instruction on the market today, while providing  More...

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Book details

List price: $114.00
Edition: 4th
Copyright year: 2006
Publisher: Prentice Hall PTR
Binding: Paperback
Pages: 576
Size: 8.00" wide x 10.00" long x 1.00" tall
Weight: 2.420
Language: English

Literacy for the 21st Century is the number #1 reading book preferred by teacher educators, future teachers, and in-service teachers. The book continues to offer the most balanced approach to literacy instruction on the market today, while providing the clearest look into successful literacy teaching. The new 4th Edition has been thoroughly revised to address the realities of today's classroom and to provide invaluable practical resources your students will want to keep for use in their own classroom. For Literacy Teachers, In-service & Pre-service Teachers, and Reading Specialists.

nbsp; Gail E. Tompkins nbsp; After teaching writing for more than 30 years at elementary through university levels, Gail E. Tompkins is now a full-time writer. ldquo;Irsquo;ve always liked to write,rdquo; Dr. Tompkins explains. ldquo;My Dad was an Army officer, stationed in post-war Germany when I was four.nbsp; I remember sitting beside my mother at the kitchen table while she wrote weekly letters to my grandparents. I drew pictures and wrote my own notes that she mailed along with her letters. In third grade, I received a journal and filled it with details about the everyday events in my life, like kids do. I did lots of writing in sixth gradendash;more than in high school. I wrote a 126-page tome about anthropology after reading a biography about Margaret Mead. My teacher urged me to improve my spelling and predicted that one day Irsquo;d be a writer. Now I realize that I already was one.rdquo; nbsp; Today Dr. Tompkins divides her time between the east and west coasts.nbsp; She spends much of the year in Fresno, California, but summers on Cape Cod. The photo on this page shows Dr. Tompkins at a beach in Wellfleet.nbsp; Take a clook at the cover of thisnbsp; edition ofTeaching Writing.nbsp;Again it features a pencil; this time the pencilrsquo;s morphed into a submarine thatrsquo;s exploring the Atlantic Ocean off the Cape. nbsp; Dr. Tompkins is ProfessorEmeritaat California State University, Fresno, where she received the prestigious Provostrsquo;s Award for Excellence in Teaching. Previously, she taught at the University of Oklahoma in Norman, where she received the Regentsrsquo; Award for Superior Teaching, and at Miami University in Ohio. Before that, she was an elementary teacher in Northern Virginia for eight years. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; Dr. Tompkins has written numerous articles forLanguage Arts, The Reading Teacher,and other professional journals, and shersquo;s the author of these books, also published by Pearson: bull; Literacy for the 21 st Century: A Balanced Approach,5 th ed. (2010) bull; Literacy in the Early Grades: A Successful Start for PreK-4 Readers and Writers,3 rd ed. (2011) bull; Literacy in the Middle Grades: Teaching Reading and Writing to Fourth Through Eighth Graders, 2 nd ed. (2010) bull; Language Arts Essentials(2006) bull; Language Arts: Patterns of Practice, 7 th ed. (2009) bull; 50 Literacy Strategies, 3 rd ed. (2009)nbsp;nbsp;nbsp;nbsp; In addition, Dr. Tompkins has worked with elementary-nbsp; through college-level writing teachers at two National Writing Project sites during the last three decades.nbsp; She directed the Oklahoma Writing Project when she taught at the University of Oklahoma, and more recently she led the San Joaquin Valley Writing Project (SJVWP) in California, where she encouraged teachers to write for publication.nbsp; Pearson has published these collections of classroom-tested teaching strategies and lessons written by SJVWP teachers:Teaching Vocabulary: 50 Creative Strategies, Grades 6-12, 2 nd ed. (2008), edited by Gail E. Tompkins and Cathy L. Blanchfield;50 Ways to Develop Strategic Writers(2005), also edited by Gail E. Tompkins and Cathy L. Blanchfield; andSharing the Pen: Interactive Writing With Young Children(2004), edited by Gail E. Tompkins and Stephanie Collom. nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp;nbsp; nbsp; nbsp;

What Is a Balanced Approach to Literacy Instruction?
Becoming an Effective Teacher of Reading
Vignette: Fourth Graders Participate in a Yearlong Author Study
Effective Teachers Understand How Children Learn
Behaviorism
Constructivism
Interactive Theory
Sociolinguistics
Reader Response
Critical Literacy
Effective Teachers Support Children's Use of the Four Cueing Systems
The Phonological System
The Syntactic System
The Semantic System
The Pragmatic System
Effective Teachers Create a Community of Learners
Characteristics of Classroom Communities
How to Create a Classroom Community
Effective Teachers Adopt a Balanced Approach to Literacy Instruction
Effective Teachers Scaffold Children's Reading and Writing Experiences
Modeled Reading and Writing
Shared Reading and Writing
Interactive Reading and Writing
Guided Reading and Writing
Independent Reading and Writing
Effective Teachers Organize Literacy Instruction in Four Ways
Basal Reading Programs
Literature Focus Units
Literature Circles
Reading and Writing Workshop
Effective Teachers Connect Instruction and Assessment
Preassessing
Monitoring
Assessing
Effective Teachers Become Partners With Parents
Providing Literacy Information to Parents
Parent Volunteers
Supporting Literacy at Home
Family Literacy
Review: How Effective Teachers Teach Reading and Writing
Professional References
Children's Book References
Teaching the Reading and Writing Processes
Vignette: Mrs. Goodman's Seventh Graders Read The Giver
The Reading Process
Prereading
Reading
Responding
Exploring
Applying
The Writing Process
Prewriting
Drafting
Revising
Editing
Publishing
Qualities of Good Writing
Reading and Writing Are Similar Processes
Comparing the Two Processes
Classroom Connections
Review: How Effective Teachers Teach the Reading and Writing Processes
Professional References
Children's Book References
How Do Children Learn to Read and Write?
Working With Young Readers and Writers
Vignette: Ms. McCloskey's Students Become Readers and Writers
Fostering Young Children's Interest in Literacy
Concepts About Print
Concepts About Words
Concepts About the Alphabet
How Children Develop as Readers and Writers
Emergent Reading and Writing
Beginning Reading and Writing
Fluent Reading and Writing
Instructional Practices
Shared Reading
Language Experience Approach
Interactive Writing
Manuscript Handwriting
Writing Centers
Review: How Effective Teachers Support Young Children's Literacy Development
Professional References
Children's Book References
Cracking the Alphabetic Code
Vignette: Mrs. Firpo Teaches Phonics Using a Basal Reading Program
Phonemic Awareness
Components of Phonemic Awareness
Teaching Phonemic Awareness
Why Is Phonemic Awareness Important?
Phonics
Phonics Concepts
Teaching Phonics
What Is the Role of Phonics in a Balanced Literacy Program?
Spelling
Stages of Spelling Development
Teaching Spelling
Weekly Spelling Tests
What Is the Controversy About Spelling Instruction?
Review: How Effective Teachers Assist Students in "Cracking the Code"
Professional References
Children's Book References
Developing Fluent Readers and Writers
Vignette: Ms. Williams's Students Learn High-Frequency Words
Teaching Students to Read and Write Words
Word Recognition
Word Identification
What Is Fluency?
Promoting Reading Fluency
Developing Writing Fluency
Assessing Students' Reading and Writing Fluency
Review: How Effective Teachers Develop Fluent Readers and Writers
Professional References
Children's Book References
Expanding Students' Knowledge of Words
Vignette: Mrs. Sanom's Word Wizards Club
How Do Students Learn Vocabulary Words?
Levels of Word Knowledge
Incidental Word Learning
Context Clues
Word-Learning Strategies
Why Is Vocabulary Knowledge Important?
Teaching Students to Unlock Word Meanings
Characteristics of Effective Instruction
Components of Word Study
Choosing Words to Study
Spotlighting Words on Word Walls
Activities for Exploring Words
Review: How Effective Teachers Expand Students' Knowledge of Words
Professional References
Children's Book References
Facilitating Students' Comprehension: Reader Factors
Vignette: Mrs. Donnelly Teaches Comprehension Strategies
What Is Comprehension?
Reader and Text Factors
Background Knowledge
Purpose
Fluency
Comprehension Strategies
Making Inferences
Motivation and Attention
Comparing Capable and Less Capable Readers and Writers
Teaching Comprehension
Explicit Comprehension Instruction
Developing Comprehension Through Reading
Developing Comprehension Through Writing
Review: How Effective Teachers Facilitate Students' Comprehension
Professional References
Children's Book References
Facilitating Students' Comprehension: Text Factors
Vignette: Mr. Abrams's Fourth Graders Learn About Frogs
Stories
Narrative Genres
Elements of Story Structure
Literary Devices
Informational Books
Nonfiction Genres
Expository Text Structures
Text Features
Poetry
Types of Poetry Books
Poetic Forms
Review: How Effective Teachers Focus on Text Factors
Professional References
Children's Book References
Assessing Students' Literacy Development
Vignette: Mrs. McNeal Conducts Second-Quarter Assessments
Literacy Assessment Tools
Assessing Students' Concepts About Print
Assessing Students' Phonemic Awareness and Phonics
Assessing Students' Word Identification and Fluency
Determining Students' Instructional Reading Level
Assessing Students' Comprehension
Assessing Students' Vocabulary
Assessing Students' Writing
Assessing Students' Spelling
Assessing Students' Attitudes and Motivation
Monitoring Students' Progress
Implementing Portfolios in the Classroom
Why Are Portfolio Programs Worthwhile?
Collecting Work in Portfolios
Involving Students in Self-Assessment
Showcasing Students' Portfolios
Assigning Grades
Unit Assignment Sheets
Review: How Effective Teachers Assess Students' Literacy Development
Professional References
Children's Book References
How Do Teachers Organize Literacy Instruction?
Teaching With Basal Reading Textbooks
Vignette: Mrs. Ohashi Teaches Reading Using Basal Readers
Teaching With Basal Reading Textbooks
Components of Basal Reading Programs
Materials Included in Basal Reading Programs
Benefits of Using Basal Reading Programs
Differentiating Instruction
Guided Reading
Literacy Centers
Review: How Effective Teachers Use Basal Reading Textbooks
Professional References
Children's Book References
Teaching Literature Focus Units
Vignette: Mrs. Dillon's Students Read "The Three Little Pigs"
Choosing Literature for Units
The Best of the Best
Multicultural Literature
Framework for a Literature Focus Unit
Steps in Developing a Unit
Units Featuring a Picture Book
Units Featuring a Chapter Book
Units Featuring a Genre
Units Featuring an Author or Illustrator
Benefits of Literature Focus Units
Review: How Effective Teachers Use Literature Focus Units
Professional References
Children's Book References
Orchestrating Literature Circles
Vignette: Mrs. Donnelly's Students Read in Book Clubs
Key Features of Literature Circles
Choice
Literature
Response
Implementing Literature Circles
Using Literature Circles With Young Children
Monitoring and Assessing Students' Learning
Benefits of Using Literature Circles
Review: How Effective Teachers Orchestrate Literature Circles
Professional References
Children's Book References
Implementing Reading and Writing Workshop
Vignette: First Graders Participate in Writing Workshop
Reading Workshop
Reading
Responding
Sharing
Teaching Minilessons
Reading Aloud to Students
Is Sustained Silent Reading the Same as Reading Workshop?
Writing Workshop
Writing
Sharing
Teaching Minilessons
Managing a Workshop Classroom
Benefits of Reading and Writing Workshop
Review: How Effective Teachers Conduct Reading and Writing Workshop
Professional References
Children's Book References
Reading and Writing in the Content Areas
Vignette: Mrs. Zumwalt's Third Graders Create Multigenre Projects
Connecting Reading and Writing
Writing as a Learning Tool
Writing to Demonstrate Learning
Content-Area Textbooks
Unique Conventions 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
A First-Grade Unit on Trees
A Fourth-Grade Unit on Desert Ecosystems
A Sixth-Grade Unit on Ancient Egypt
Review: How Effective Teachers Use Reading and Writing in the Content Areas
Professional References
Children's Book References
Compendium of Instructional Procedures
Anticipation Guides
Book Talks
Choral Reading
Class Collaborations
Cubing
Data Charts
Directed Reading-Thinking Activity (DRTA)
Double-Entry Journals
Exclusion Brainstorming
GIST Procedure
Grand Conversations
Graphic Organizers
Guided Reading
Instructional Conversations
Interactive Writing
K-W-L Charts
Language Experience Approach (LEA)
Learning Logs
Making Words
Minilessons
Open-Mind Portraits
Prereading Plan
Question-Answer Relationships (QARs)
Quickwriting
Quilts
Read-Arounds
Readers Theatre
Reading Logs
Reciprocal Teaching
Repeated Readings
Running Records
Semantic Feature Analysis
Shared Reading
SQ3R Study Strategy
Story Boards
Sustained Silent Reading (SSR)
Word Sorts
Word Walls
Writing Groups
Professional References
Glossary
Author and Title Index
Subject Index

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