Table Of ContentLiteracy 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
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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
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including photocopying and recording, or in any information storage or retrieval system,
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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
