Gail E. Tompkins, California State University, Fresno

Published October, 1996 by Prentice Hall Career & Technology

Copyright 1997, 530 pp.
Paper
ISBN 0-02-420651-2

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    Reading Methods in Elementary School-Curriculum and Instruction

Literacy for the Twenty-first Century offers a readable, field-testedand practical approach based on four contemporary theories of literacylearning—constructivist, sociolinguistic, interactive and readerresponse. The text demonstrates how to implement a literature-based readingprogram with skills and strategies taught using a whole-part-whole approach.




Chapter 1 presents ten instructional principles for balancedliteracy instruction.
Explains how teachers create a community of learners in theirclassrooms and the importance of the partnership among students, teachers,and parents.
Part 2 covers the essential components of reading and writing:graphophonics, skills and strategies, word identification, vocabulary, andthe structure of text.
Details the reading and writing processes then offers chapters onliterature focus units, reading and writing workshop, and across-the-curriculum themes to show teachers how to set up their instructionalprograms based on these reading and writing processes, Part 3.
Covers the special needs of emergent readers and writers (studentsin kindergarten and first grade) and authentic assessment procedures.
Begins chapters with detailed vignettes and accompanying photosthat highlight how a real teacher incorporates the information presentedwithin each particular chapter.
Integrates numerous figures to support and extend the discussions,including valuable lists of children's literature, predictable books, andother teaching tools.
Poses several questions at the end of each chapter introduction toguide the reader through the essential concepts of the chapter.
Offers six ways to use and integrate technology in featureentitled Technology Links.
Ends chapters with a review and a figure highlighting importantinformation and comparing effective and ineffective instructional proceduresrelated to that chapter.
Provides a Compendium that presents 36 teaching strategies (listed alphabetically) that are used frequently throughout the book.

• Describes each teaching strategy and the steps requiredto use the procedure in the classroom.
• Provides student examples with some strategies.
  
  

I. WHAT IS LITERACY?

1. Becoming an Effective Teacher of Reading.
2. Students, Teachers, and Parents Working Together.

II. HOW DO READERS AND WRITERS CONSTRUCT MEANING?

3. Breaking the Code.
4. Developing Strategic Readers and Writers.
5. Identifying and Understanding Words.
6. The Structure of Text.

III. HOW DO TEACHERS ORGANIZE FOR LITERACY INSTRUCTION?

7. The Reading and Writing Processes.
8. Literature Focus Units.
9. Reading and Writing Workshop.
10. Working with Emergent Readers and Writers.
11. Reading and Writing Across the Curriculum.
12. Assessing Students' Literacy Development.

IV. COMPENDIUM OF INSTRUCTIONAL PROCEDURES.

Appendix A. Award-Winning Books for Children.
Appendix B. Resources About Authors and Illustrators.
Title and Author Index.
Subject Index.

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