Literacy in Grades 4-8: Best Practices for a Comprehensive Program PDF
Preview Literacy in Grades 4-8: Best Practices for a Comprehensive Program
Literacy in Grades 4–8 Best Practices for a Comprehensive Program Third Edition Nancy Lee Cecil CALIFORNIA STATE UNIVERSITY, SACRAMENTO Joan P. Gipe CALIFORNIA STATE UNIVERSITY, SACRAMENTO (PROFESSOR EMERITUS) WALDEN UNIVERSITY, MINNEAPOLIS Marcy Merrill CALIFORNIA STATE UNIVERSITY, SACRAMENTO butuh hubungi [email protected] Library of Congress Cataloging-in-Publication Data Cecil, Nancy Lee. Literacy in grades 4-8 : best practices for a comprehensive program / Nancy Lee Cecil, California State University, Sacramento; Joan P. Gipe, California State University, Sacramento (Professor Emeritus); Walden University, Minneapolis; Marcy Merrill, California State University, Sacramento. — Third Edition. pages cm ISBN 978-1-934432-83-9 (print) — ISBN 978-1-62159-025-5 (ebook) 1. Reading (Elementary) 2. Reading (Middle school) 3. Literacy programs. I. Gipe, Joan P. II. Merrill, Marcy. III. Title. IV. Title: Literacy in grades four through eight. LB1573.C4334 2014 372.4—dc23 2014000379 First published 2003 by Holcomb Hathaway, Publishers, Inc. Published 2017 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint of the Taylor & Francis Group, an informa business Copyright © 2014, 2009, 2003 by Taylor & Francis All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Print book ISBN: 978-1-934432-83-9 (pbk) To my daughter, Chrissy—my most powerful literacy teacher NC To Mom, who instilled in me a love of books JPG I dedicate this to my daughters, Miriam and Natalie, who teach me to read the world in a whole new way MM Contents Preface About the Authors CHAPTER One A Comprehensive Literacy Program for Grades 4–8 FOCUS QUESTIONS IN THE CLASSROOM WHAT IS LITERACY? LITERACY INSTRUCTION AND THE CONSTRUCTIVIST MODEL WHAT IS READING? CHARACTERISTICS OF THE READING PROCESS Reading Is a Holistic Process Reading Is a Constructive Process Reading Is a Strategic Process Reading Is an Interactive Process THE RELATIONSHIP OF READING TO THE OTHER LANGUAGE ARTS WHAT IS A BALANCED AND COMPREHENSIVE APPROACH TO LITERACY IN GRADES 4–8? Teacher and Student Roles Affective and Cognitive Components Engagement Transmission and Transaction Explanations and Examples Application, Guided Practice, and Personal Response Respect for Each Student’s Culture and Background A NATIONAL FOCUS ON LITERACY CHARACTERISTICS OF LEARNERS IN GRADES 4–8 SUMMARY questions for Journal Writing and Discussion suggestions for Projects and Field Activities REFERENCES CHAPTER Two Assessment of Progress in Literacy FOCUS QUESTIONS IN THE CLASSROOM CURRENT VIEWS OF ASSESSMENT Defining Assessment Standards and Assessment PRINCIPLES OF ASSESSMENT ASSESSMENT OPTIONS Standardized Testing Curriculum-Based Assessment Standards-Based Performance Assessment Process-Oriented Assessment STANDARDIZED, OR INDIRECT, ASSESSMENT PROCEDURES Achievement Tests and Their Application by Teachers Interpretation of Standardized Test Scores INFORMAL, OR DIRECT, ASSESSMENT PROCEDURES Informal Reading Inventory Running Records Anecdotal Notes Checklists Scoring Rubrics Cloze Tests Writing Folders Word Lists Interest and Attitude Inventories USING PORTFOLIOS FOR MANAGING ASSESSMENT DATA SUMMARY questions for Journal Writing and Discussion suggestions for Projects and Field Activities REFERENCES CHAPTER Three Fostering Oral Language FOCUS QUESTIONS IN THE CLASSROOM INTRODUCTION INFORMAL SPEAKING Conversations activity Just Suppose activity Campfire Directed Group Discussions Discussions About Text Informal Debates FORMAL SPEAKING Oral Reports Interviews activity Getting to Know You Oral Histories Panel Discussions activity Controlled Participation (CONPAR) Impromptu Speeches DRAMA Role Plays activity Role Play Simulations activity Prejudice Creating Original Drama LISTENING INSTRUCTION Designing Listening Instruction activity Listening Comprehension TROUBLESHOOTING Dominating a Discussion Lack of Verbal Skills in English Lack of Participation Limited Voice Projection SUMMARY questions for Journal Writing and Discussion suggestions for Projects and Field Activities REFERENCES CHAPTER Four Vocabulary Instruction FOCUS QUESTIONS IN THE CLASSROOM INTRODUCTION TYPES OF VOCABULARY SELECTING VOCABULARY WORDS TO TEACH LEVELS OF WORD KNOWLEDGE PRINCIPLES OF VOCABULARY INSTRUCTION WORD STUDY A Review of Reading and Spelling Stages Early Word Study Instruction Advanced Word Study Instruction activity Roots and Branches TEACHING INDIVIDUAL WORD MEANINGS Incidental Learning Explicit Instruction EFFECTIVE STRATEGIES FOR A COMPREHENSIVE VOCABULARY PROGRAM Relate New Words to Known Words activity Semantic Map activity Constructing and Using a Clarifying Table activity Creating a Semantic Feature Analysis Use Context activity C(2)QU Consult Resources to Discover the Meaning of Words activity Very Important Term Word Book Learn to Determine the Meanings of Polysemantic Words activity How Is It Used? activity Possible Sentences Infuse New Vocabulary into Writing and Speaking activity Semantic Gradient Commit to Learning New Words activity Hinky Pinkies activity Paraphrastics TROUBLESHOOTING Limited Interest/Experience in Independent Reading Limited Schema for Remembering New Vocabulary activity Virtual Field Trips SUMMARY questions for Journal Writing and Discussion suggestions for Projects and Field Activities REFERENCES CHAPTER Five Reading Comprehension FOCUS QUESTIONS IN THE CLASSROOM DEFINING COMPREHENSION FACTORS AFFECTING READING COMPREHENSION Factors External to Readers Readers’ Internal Characteristics ASSESSING AND SELECTING TEXTS Determining Text Demands Estimating Reading Difficulty
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