1. Literacy in the Early Grades, 3e. © 2011 Pearson Education, Inc. All rights reserved. Literacy in the Early Grades Getting PreK-4 Readers and Writers Off to a Successful Start Third Edition Gail E. Tompkins California State University, Fresno

2. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 2 Chapter 1 The 4 Cueing Systems  The Phonological System  The Syntactic System  The Semantic System  The Pragmatic System

3. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 3 Chapter 1 Major Learning Theories  Behaviorism  Constructivism  Sociolinguistics  Information Processing

4. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 4 Chapter 1 Scaffolding Children’s Reading & Writing  Modeled Reading and Writing  Shared Reading and Writing  Interactive Reading and Writing  Guided Reading and Writing  Independent Reading and Writing

5. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 5 Chapter 1 Organizing for Literacy Instruction  Basal Reading Programs  Literature Focus Units  Literature Circles  Reading and Writing Workshop

6. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 6 Chapter 2 Concepts About Print Book-Orientation Concepts Children learn how to hold a book and turn pages. Directionality Concepts Children learn that print is written and read from left to right and from top to bottom. Letter and Word Concepts Children acquire concepts of what a letter is, what a word is, and what a sentence is.

7. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 7 Chapter 2 Teaching Children About Written Language Morning Message Teachers write a brief friendly letter called a morning message each day to share with children. Language Experience Approach Children dictate sentences about an experience. The teacher records their dictation on chart paper. Interactive Writing Children create a text with their teacher.

8. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 8 Chapter 2 Children’s Literacy Development Stage 1: Emergent Reading and Writing Stage 2: Beginning Reading and Writing Stage 3: Fluent Reading and Writing

9. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 9 Chapter 2 Beginning Reading Strategies These are the first reading strategies that young children learn:  Cross-check  Predict  Connect  Monitor  Repair

10. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 10 How does assessment differ from evaluation? Assessment Assessment is formative; it’s ongoing and provides immediate feedback to improve teaching and learning. Example: Work Samples Evaluation Evaluation is summative; it’s final, generally administered at the end of a unit or school year. Example: Tests Chapter 3

11. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 11 Chapter 3 Reading Levels Independent Level Students can read books at this level, comfortably, on their own. Instructional Level Students can read and understand books at this level with support, but not on their own. Frustration Level Books at this level are too difficult for students to read successfully, even with assistance.

12. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 12 Leveled Books When determining the difficulty of a book, teachers consider variables such as:  Genre & Format  Organization & Use of Text Structures  Familiarity with Interest Level of the Content  Complexity of Ideas & Themes  Language & Literacy Features  Sentence Length & Complexity  Sophistication of the Vocabulary  Word Length & Ease of Decoding  Relationship of Illustrations to the Text  Length of the Book, Its Layout & Other Text Features Chapter 3

13. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 13 Informal Reading Inventories (IRI)  Individualized tests which consist of 2 parts: graded word lists and passages  Passages and word lists range from at least first to eighth grade  Narrative and expository passages are included  Students read orally and silently Chapter 3

14. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 14 Running Records Used to assess students’ word identification and reading fluency Steps in Taking a Running Record The student reads a text aloud. As the student reads, the teacher makes checkmarks to indicate words read correctly and other marks to indicates words that the student substitutes, repeats, mispronounces, or doesn’t know. Chapter 3

15. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 15 Benefits of Using Portfolios When using portfolios, students:  Feel ownership of their work  Become more responsible about their work  Set goals and work toward accomplishing them  Make connections between learning and assessing  Feel enhanced self-esteem Chapter 3

16. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 16 High-Stakes Tests  Often contain batteries of subtests which cover decoding, vocabulary, comprehension, writing mechanics, and spelling  Designed to objectively measure students’ knowledge according to grade-level standards  Most use multiple-choice test items although a few are introducing open-ended questions which require written responses Chapter 3

17. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 17 Chapter 3 Test-Taking Strategies  Read the entire question first.  Look for key words in the question.  Read all answer choices before choosing the correct answer.  Answer easier questions first.  Make smart guesses.  Stick with your first answer.  Pace yourself.  Check your work carefully.

18. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 18 Chapter 3 How Effective Teachers Assess Children’s Literacy Development  Teachers determine children’s independent, instructional, and frustration reading levels.  Teachers informally monitor children’s progress in reading and writing.  Teachers use diagnostic assessments to identify children’s strengths and weaknesses and then provide instruction to address problem areas.  Teachers have children document their learning in portfolios.  Teachers prepare children for high-stakes tests without sacrificing their instructional programs.

19. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 19 Chapter 4 Phonemic Awareness Phonemic Awareness refers to children’s basic understanding that speech is composed of a series of individual sounds. It provides the foundation for phonics and spelling. As children manipulate sounds orally, they learn to blend and segment. They apply these oral strategies to written language for decoding and spelling words.

20. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 20 Chapter 4 Teachers help students develop phonemic awareness by using:  Sound-Matching Activities  Sound-Isolation Activities  Sound-Blending Activities  Sound Addition & Substitution Activities  Sound-Segmentation Activities

21. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 21 Chapter 4 Phonics Phonics is the set of relationships between phonology (the sounds in speech) and orthography (the spelling system). Children apply their phonics knowledge to decode a word when they:  Sound it out  Decode by analogy  Apply phonics rules

22. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 22 Chapter 4 The Most Useful Phonics Rules  Two sounds of c (cute, cat; city, cycle)  Two sounds of g (go, gate; giant, gym)  CVC pattern (cat, dog)  Final e or CVCe pattern (kite, home)  CV pattern ( go, be)  R-controlled vowels (car, dear)  -igh (high, night)  Kn- and wr- (knee, knock ; write, wrong)

23. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 23 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

24. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 24 Chapter 5 Spelling Strategies Children use these strategies to spell words and to verify that words they’ve written are spelled correctly:  Sound it out  Spell by analogy  Apply affixes  Proofread  Check a dictionary

25. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 25 Chapter 5 Word-Study Activities Making WordsWord Ladders Word SortsInteractive Writing ProofreadingDictionary Use

26. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 26 Chapter 5 Spelling Study Strategy 1. Look at the word and say it to yourself. 2. Say each letter in the word to yourself. 3. Close your eyes and spell the word to yourself. 4. Write the word and check that you spelled it correctly. 5. Write the word again and check that you spelled it correctly.

27. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 27 Chapter 6 Fluency Fluent readers and writers are able to focus their attention on meaning, not on decoding and spelling words. Fluent readers comprehend what they are reading better than less fluent readers do. Fluent writers are more successful in crafting effective compositions than are less fluent writers.

28. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 28 Chapter 6 Components of Reading Fluency  Automaticity & Accuracy  Accuracy refers to the ability to recognize familiar words automatically, without conscious thought, and to identify unfamiliar words almost as quickly.  Speed  Reading speed refers to the rate at which students read. Fluent readers read at least 100 words per minute. Most children reach this reading speed by third grade.  Prosody  Prosody is the ability to orally read sentences expressively, with appropriate phrasing and intonation.

29. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 29 Chapter 6 Characteristics of Fluent Writers Automaticity & Accuracy Children spell most high-frequency words correctly. Speed & Legibility Children write quickly and legibly. They develop keyboarding skills to word process quickly. Writer’s Voice Children make their writing distinctive.

30. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 30 Chapter 6 Word-Identification Strategies To identify unfamiliar words as they’re reading, children:  Use phonic analysis  Decode by analogy  Divide words into syllables  Apply morphemic analysis

31. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 31 Chapter 7 Levels of Word Knowledge Unknown Word Children don’t recognize the word. Initial Recognition Children have seen or heard the word or can pronounce it, but they don’t know its meaning. Partial Word Knowledge Children know one meaning of the word and can use it in a sentence. Full Word Knowledge Children know more than one meaning of the word and can use it several ways.

32. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 32 Chapter 7 Choosing Words to Study Tier 1: Basic Words Tier 1 words are common words used socially in informal conversation at home and on the playground. Tier 2: Academic Words Tier 2 words are used more frequently in written than in oral language. Tier 3: Specialized Words Tier 3 words are content-specific and abstract.s

33. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 33 Chapter 7 Vocabulary Instruction  Immerse children in words through listening, talking, reading, and writing.  Teach specific words through active involvement and multiple encounters with words.  Teach word-learning strategies so children can figure out the meanings of unfamiliar words.  Develop children’s word consciousness.

34. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 34 Chapter 7 Word-Learning Strategies When children are reading and they encounter an unfamiliar word, they determine its meaning by:  Using context clues  Analyzing word parts  Checking a dictionary

35. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 35 Chapter 8 Comprehension is dependent upon the interaction of reader factors and text factors. Reader Factors  Background Knowledge  Vocabulary  Fluency  Comprehension Strategies  Comprehension Skills  Engagement

36. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 36 Chapter 8 Comprehension is dependent upon the interaction of reader factors and text factors. Text Factors  Genres  Text Structures  Text Features

37. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 37 Chapter 8 Students use these strategies to comprehend texts they are reading. These strategies emphasize what children think about as they listen or read; they’re reader factors. Activate Background Knowledge Predict ConnectQuestion Determine importance Repair Draw inferences Summarize EvaluateVisualize Monitor Comprehension Strategies

38. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 38 Chapter 8 Making Connections Readers make 3 types of connections between a text and their background knowledge:  Text-to-Self Connections  Text-to-World Connections  Text-to-Text Connections

39. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 39 Text Factors Stories, informational books, and poems can be easier or more difficult to read depending upon inherent factors of: Genres Broad Categories of Literature Text Structures Organizational Patterns Text Features Narrative devices include foreshadowing & dialogue in stories; headings and indexes are nonfiction features in informational books, and repetition and rhyme are poetic devices. Chapter 9

40. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 40 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

41. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 41 Elements of Story Structure Plot Characters Setting Point of View Theme Chapter 9

42. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 42 Chapter 9 Poetic Devices Poetic devices are especially important tools because poets express their ideas very concisely. AlliterationRepetition ImageryRhyme MetaphorRhythm OnomatopoeiaSimile

43. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 43 Points of View First-Person Viewpoint Omniscient Viewpoint Limited Omniscient Viewpoint Objective Viewpoint Chapter 9

44. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 44 Chapter 9 Poetic Forms Rhymed Verse Narrative Poems Haiku Free Verse Concrete Poems

45. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 45 Expository Text Structures Description Sequence Comparison Cause and Effect Problem and Solution Chapter 9

46. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 46 Nonfiction Text Features Headings & Subheadings Photographs & Drawings Figures, Maps, & Tables Margin Notes Highlighted Vocabulary Glossary Index Chapter 9

47. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 47 Chapter 9 Comprehension Strategies Children apply what they’ve learned about text factors when they:  Consider genre  Recognize text structure  Attend to literary devices When children notice text factors, they’re better able to understand what they’re reading.

48. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 48 Chapter 10 The Reading Process Stage 1: Prereading Stage 2: Reading Stage 3: Responding Stage 4: Exploring Stage 5: Applying

49. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 49 Chapter 10 Components of Basal Reading Programs  Selections organized into units on topics such as challenges, folktales, and friends  Instruction in decoding and comprehension strategies and skills  Workbook Assignments  Books for Independent Reading  Assessment Tools

50. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 50 Chapter 10 Developing a Literature Focus Unit 1. Select the Literature 2. Set Goals 3. Develop a Unit Plan 4. Differentiate Instruction 5. Create a Time Schedule 6. Assess Children’s Learning

51. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 51 Chapter 10 Key Features of Literature Circles  Choice  Children choose their groups and the books they will read.  Literature  The books chosen should be interesting to children and at their reading level.  Response  Children meet several times during a literature circle to discuss the book.

52. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 52 Chapter 10 Components of Reading Workshop Reading Responding Sharing Minilessons Reading Aloud to Children

53. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 53 Chapter 11 The Writing Process Stage 1: Prewriting Stage 2: Drafting Stage 3: Revising Stage 4: Editing Stage 5: Publishing

54. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 54 Chapter 11 Writing Strategies Children learn to apply writing strategies through a combination of explicit instruction and authentic writing activities. ElaborateOrganize FormatProofread GenerateReread NarrowRevise

55. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 55 Chapter 11 Six Traits of Writing Ideas Organization Voice Word Choice Sentence Fluency Mechanics

56. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 56 Chapter 11 On-Demand Writing Tests Teachers teach children to follow these steps when taking on-demand writing tests: 1. Analyze the prompt. 2. Develop ideas. 3. Plan the writing 4. Proofread.

57. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 57 Chapter 12 Connecting Reading and Writing Reading Trade Books Teachers find good trade books to use in teaching in the content areas. Text Sets Teachers collect text sets of books and other reading materials on topics for thematic units. Mentor Texts Teachers use stories, informational books, and poems to model quality writing.

58. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 58 Chapter 12 Writing as a Learning Tool Learning Logs Children use learning logs to record and react to what they are learning. Quickwriting Children generate ideas, make connections among the ideas, and draw conclusions. Graphic Organizers Children make charts to arrange information to highlight big ideas and relationships among them.

59. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 59 Chapter 12 How to Develop a Thematic Unit 1. Determine the focus. 2. Collect a text set of books. 3. Locate Internet and other multimedia materials. 4. Plan instructional activities.

60. Literacy in the Early Grades, 3e Gail E. Tompkins © 2011 Pearson Education, Inc. All rights reserved. 60 Chapter 12 How to Develop a Thematic Unit, cont’d 5. Identify topics for minilessons. 6. Consider ways to differentiate instruction. 7. Brainstorm possible projects. 8. Plan for assessment.