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© 2014 Pearson Education, Inc.
All rights reserved.
Literacy for the 21st Century A Balanced Approach
Sixth Edition
Gail E. TompkinsCalifornia State University, Fresno
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Prepared by Regina E. Smith, Ph.D. East Central University
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
© 2014 Pearson Education, Inc.All rights reserved.2
Copyright © 2014 by Pearson Education, Inc., 501 Boylston St., Suite 900, Boston, MA, 02116.
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.
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ISBN-10: 0-13-283787-0 www.pearsonhighered.com ISBN-13: 978-0-13-283787-3
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 1
Chapter 1
National Board of Professional Teaching
Standards
15 Standards
Describe what teachers need to know and how they support student learning
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 1
8 Principles of Balanced Literacy
Instruction
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 1
Principle 1:Effective Teachers Understand How
Students Learn
Behaviorism
ConstructivismSchema TheoryInquiry LearningEngagement Theory
SociolinguisticsSociocultural TheorySituated Learning TheoryCritical Literacy
Information ProcessingInteractive ModelsTransactive TheoryStrategic Behaviors
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 1
Principle 3:Effective Teachers Create a Community
of Learners
Safety Respect High Expectations
Risk Taking Collaboration Choice Responsibility
Family and community Involvement
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 1
Principle 7:Effective Teachers Differentiate
Instruction
Differentiating the Content Differentiating the Process Differentiating the Products
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 2
The Reading Process
Stage 1: Prereading Stage 2: Reading Stage 3: Responding Stage 4: Exploring Stage 5: Applying
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 2
The Writing Process
Stage 1: Prewriting Stage 2: Drafting Stage 3: Revising Stage 4: Editing Stage 5: Publishing
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 2
Reading and Writing are Reciprocal Processes
Comparing the two Processes Classroom Connections Literacy Strategies
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 3
Classroom Assessment4 Step Assessment Process
Step 1: Planning Step 2: Monitoring Step 3: Evaluating Step 4: Reflecting
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 3
High Stakes Testing
Problems with High-Stakes Testing Preparing for Standardized Tests The Politics of High-Stakes Testing
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 3
Portfolio Assessment
Collecting Work in Portfolios Involving Students in Self-
Assessment Showcasing Students’ Portfolios
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 4
Fostering an Interest in Literacy
Concepts About Print
Concepts About Words
Concepts About the Alphabet
Assessing Children’s Concepts About Written Language
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 4
Instructional Practices
Morning Message Shared Reading Language Experience Approach Interactive Writing Manuscript Handwriting Writing Centers
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 5
Teaching Phonemic Awareness
Sound-Matching ActivitiesSound-Isolation ActivitiesSound-Blending ActivitiesSound Addition ActivitiesSound Substitution Activities
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 5
Phonics
Phonics is the set of relationships between phonology (the sounds in speech) and orthography (the spelling patterns of written language).
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 5
Phonics Concepts
ConsonantsVowelsBlending into wordsPhonogramsPhonics Rules
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 5
Teaching Phonics
Explicit InstructionApplication Activities
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 5
Teaching Spelling
Word WallsMaking WordsWord SortsInteractive WritingProofreadingDictionary UseSpelling Options
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 6
Fluency
Fluency is the ability to read and write effortlessly and efficiently.Becoming fluent readers and writers is a developmental milestoneMost students reach the fluent stage during the second or third grade.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 6
Reading Fluency
Automatic Reading
Reading Speed
Prosody
Word-Identification Strategies
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 6
Word-Identification Strategies
Phonic Analysis
Decoding by Analogy
Syllabic Analysis
Morphemic Analysis
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 6
Writing Fluency
Automatic Writing
Writing Speed
Writer’s Voice
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 6
Dysfluent Students
Older Dysfluent Readers
Older Dysfluent Writers
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 7
Word-Study Concepts
Multiple Meanings of Words Synonyms Antonyms Homonyms Root Words and Affixes Etymologies Figurative meanings
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 8
What is comprehension?
Comprehension is a creative, multifaceted thinking process in which students engage with the text.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 8
What is comprehension?
Reader and Text Factors Text Complexity Prerequisites for Comprehension Comprehension Strategies Comprehension Skills
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 8
Comprehension is dependent upon the interaction of reader factors and text
factors.
Reader FactorsBackground KnowledgeVocabularyFluencyComprehension StrategiesComprehension SkillsMotivation
Text FactorsGenresText StructuresText Features
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 8
Teaching Students about Reader Factors
Explicit Comprehension Instruction Developing Comprehension Through
Reading Assessing Comprehension
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 8
Motivation
Teacher’s Role Students’ Role How to Engage Students Assessing Motivation Comparing Capable and Less Capable
Readers and Writers
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 9
Comprehension is dependent upon the interaction of reader factors and text
factors.
Reader FactorsBackground KnowledgeVocabularyFluencyComprehension StrategiesComprehension SkillsMotivation
Text FactorsGenresText StructuresText Features
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 9
Elements of Story Structure
Plot Character Setting Point of View Theme
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 9
Text Factors of Informational Books
Nonfiction Genres Expository Text Structure Nonfiction Features Looking at Text Factors in an
Informational Book
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 9
Poetic Forms
Rhymed Verse Narrative Poems Haiku Free Verse Odes Concrete Poems
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 10
Developing a Literature Focus Unit
1. Select the Literature2. Set Goals3. Develop a Unit Plan4. Coordinate Grouping Patterns with Activities5. Create a Time Schedule6. Assess Students
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 10
Implementing Literature Circles
1. Select Books2. Form Literature Circles3. Read the Book4. Participate in a Discussion5. Teach Minilessons6. Share with the Class
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 11
Ways to Differentiate Instruction
Grouping for Instruction Text Sets Tiered Activities Literacy Centers Differentiated Projects
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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.
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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Chapter 12
Connecting Reading and Writing
Reading Trade Books Writing as a Learning Tool Writing to Demonstrate Learning
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Literacy for the 21st Century, 6th ed.Gail E. Tompkins
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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?
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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
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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.