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. Word-Identification Strategies
Chapter 5
Word-Identification Strategies
Phonic Analysis
Syllabic Analysis
Morphemic Analysis
Students’ choice of strategy depends on their knowledge about words and the complexity of the unfamiliar word.

3. Morphemes Morpheme: The smallest meaningful part of a word
Chapter 5
Morphemes
Morpheme: The smallest meaningful part of a word
Sometimes a morpheme is a whole word
Examples: cup, hope
Sometimes a morpheme isn’t a whole word
Examples: re as in rewrite
ed as in worked

4. Components of Reading Fluency
Chapter 5
Components of Reading Fluency
Accuracy
Accuracy refers to the ability to recognize words automatically.
Speed
Reading speed refers to the rate at which students read. To read fluently, students must read at least 100 words per minute.
Prosody
Prosody is the ability to orally read sentences expressively, with appropriate phrasing and intonation.

5. Components of Writing Fluency
Chapter 5
Components of Writing Fluency
Accuracy
Fluent writers write most words automatically.
Writing Speed
Students must write quickly to keep pace with their thinking.
Legibility
Students must be able to decipher what they have written.
Voice
Voice gives an emotional feeling to a piece of writing.

6. Four Principles of Fluency Instruction
Chapter 5
Four Principles of Fluency Instruction
Teachers model fluent reading for students.
Teachers provide support while students are reading.
Teachers have students do repeated readings of brief texts.
Teachers focus students’ attention on chunking words into meaningful phrases.

7. Helping Dysfluent Readers
Chapter 5
Helping Dysfluent Readers
Choral Reading
Small groups of students read poems aloud to classmates.
Readers Theatre
Students practice reading story scripts.
Partner Reading
Pairs of students read or reread books together.

8. Helping Dysfluent Writers
Chapter 5
Helping Dysfluent Writers
Quickwriting
Students write rapidly and without stopping as they explore an idea.
Daily opportunities for assisted and unassisted practice
Students become fluent writers as they practice writing.

9. Chapter 5
Reading Stamina
Reading stamina refers to the ability to read silently for increasingly longer periods of time.
Students develop reading stamina by reading books at their independent level.
Teachers use periods of SSR to help students develop reading stamina.

10. Chapter 5
Writing Stamina
Young adolescents must be able to rapidly form letters and spell words.
Students become fluent writers as they practice writing, and they need opportunities for both assisted and unassisted practice.

11. Round Robin Reading should not be used because the practice:
Chapter 5
Round Robin Reading should not be used because the practice:
Wastes valuable class time
Embarrasses struggling readers
Encourages inefficient reading habits