1. Gail E. Tompkins California State University, Fresno
Literacy in the Middle Grades Teaching Reading and Writing to Fourth to Eighth Graders, 2e Second Edition
Gail E. Tompkins
California State University, Fresno
Prepared by
Helen Hoffner
Holy Family University
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2. Chapter 2
The Reading Process
Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts.
Reading involves the essential components of fluency, vocabulary, and comprehension.

3. 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

4. The Reading Process Stage 1: Prereading
Chapter 2
The Reading Process Stage 1: Prereading
During the prereading stage, students:
Activate Background Knowledge
Set Purposes
Plan for Reading

5. The Reading Process Stage 2: Reading
Chapter 2
The Reading Process Stage 2: Reading
Students use one of five types of reading:
Independent Reading
Partner Reading
Guided Reading
Shared Reading
Read Alouds

6. The Reading Process Stage 3: Responding
Chapter 2
The Reading Process Stage 3: Responding
Students respond to what they have read and continue to negotiate their understanding by:
Writing in Reading Logs
Participating in Discussions

7. The Reading Process Stage 4: Exploring
Chapter 2
The Reading Process Stage 4: Exploring
The exploring stage focuses upon instruction as teachers teach mini-lessons on reading strategies and skills. During this stage, students:
Study Vocabulary Words
Collect Sentences
Examine Genre & Other Text Factors
Learn About the Author

8. The Reading Process Stage 5: Applying
Chapter 2
The Reading Process Stage 5: Applying
Students create projects to apply what they have learned.
Visual Projects
Writing Projects
Reading & Inquiry Projects
Talk & Drama Projects
Internet Projects
Social Action Projects

9. 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

10. Strategies and Skills Strategies Skills
Chapter 2
Strategies
Strategies are deliberate, goal-directed actions.
Example: Comprehension Strategies Students predict, draw inferences, and monitor comprehension.
Skills
Skills are quick, automatic behaviors that don’t require any thought.
Example: Decoding
Students use their knowledge of phonics, syllables, and root words and affixes to identify unfamiliar words.

11. Process Differentiation: Six Thinking Hats®
DeBono, Edward. Six Thinking Hats.
Strategies or activities through which students process, or make sense of, understandings and skill

12. Differentiate the Questions with Six Thinking Hats®+
Content – Living in the United States

13. White Hat - FACTS facts data
Information Who, what, when, where? What do you want to know?
REMEMBERING – Bloom

14. Think White piece of paper where you write all of the facts.
Talk about and write several facts that you know about living in the U.S.
There may be facts that need to be researched for accuracy. Put an R to remind you to check out these facts.

15. Red Hat - FEELINGS
feelings
intuition
emotions
EVALUATING - Bloom

16. Think Red heart for feelings and passion Think of how you feel
about living in the U.S.

17. Black Hat - CAUTION caution careful of risks words of wisdom
ANALYZING - Bloom

18. Think Black judge’s robe representing caution, wisdom!
Think of what things you should be cautious of if you live in the U.S.

19. Yellow Hat - BENEFITS benefits optimism value the good in it
ANALYZING -Bloom

20. Think Yellow sun representing benefits of the sun!
Think of the benefits of living in the U.S.

21. Green Hat - CREATIVITY creativity alternatives possibilities new ideas
SYNTHESIS -Bloom

22. Think Green grass for constantly creating new ideas
Think of a creative slogan, statue, song to entice people to live in the U.S.
Or create a new compound word using forced association from the word bank!
This will take a few minutes, so relax and enjoy imagining.

23. Blue Hat – THINKING summarizing organizing Thinking about thinking
process
another viewpoint
summarizing
concluding
organizing
UNDERSTANDING - Bloom

24. Think
Blue sky for thinking from a new perspective, as if you were a bird in the air looking down at the earth.
Explain WHY you live in the U.S.

25. Vary Questions with Six Hats®
Let’s practice varying our question related to the fable, The Hare and the Tortoise.
Questions move to three levels -- text, self, or world.
Now let’s read The Hare and the Tortoise

26. The Hare and the Tortoise
An Aesop Fable
A hare was making fun of a tortoise one day for being so slow. "Do you ever get
anywhere?" the hare asked with a mocking laugh. "Yes," replied the tortoise, "and
I get there sooner than you think. Run a race against me and I'll prove it.“
The hare was very amused at the thought of running a race with the tortoise, and
just for fun he decided to do it. So the fox, who agreed to act as judge marked the
distance for the race on a path through the woods, and started the runners off.
The hare was soon far out of sight. To let the tortoise know how silly it was for him
to challenge a speedy hare, the hare decided to lie down beside the road to take a
nap until the tortoise could catch up.
The tortoise meanwhile kept going slowly but steadily. After a time, the tortoise
Passed the place where the hare was sleeping. The hare slept on very
peacefully. When at last he did wake up, the tortoise was already very near the
finish line.
The hare now ran his swiftest, but he could not overtake the tortoise in time.

27. Six Thinking Hats®

28. Effective teachers connect reading and writing by:
Chapter 2
Effective teachers connect reading and writing by:
Making the reading-writing connection explicit to students
Emphasizing both the processes and products of reading and writing
Setting clear purposes for reading and writing
Teaching reading and writing through authentic literacy experiences