EDU 512 Tompkins Questions for Chapter 1

Name: Elayne White Date: 2/28/18

Big Idea of the Chapter content – synthesis paragraph:

This chapter spoke about the importance of language arts in the classroom. Language arts is used to help
students develop communicative competence in the six language arts, which are listening, talking, reading,
writing, viewing, and visually representing. The best strategy would be to base instruction on the various
theories on how students learn and combine that with meaningful, functional, and genuine activities. It’s
important to expose students to academic language through out the day as that may be the only time they hear it.

Answer Questions Below:

1. Piaget believed that children construct their own knowledge based on their experiences. Their
knowledge is organized in their brain and as they grow their knowledge expands. Children also develop
learning strategies such as rehearsal where they are repeating information over and over in order to
remember something. Other strategies students use are predicting, organizing, elaborating, and
monitoring.

2. Strategies are problem-solving mechanisms that require students to use complex thinking processes.
Strategies play an important role and children will become more aware of their own cognitive processes
and be able to better use them.

3. Children learn through social interaction. They learn to talk through social interaction. They also learn to
read and write by interacting with literate children and adults. Building a community in the classroom is
important. Students can interact with their classmates about books they have read or writings they have
completed. As students interact and collaborate with their teachers and fellow students they will begin to
learn things that they never could on their own.

4. The four cueing systems are what make communicating possible. The four cueing systems are
phonological or sound system of language, syntactic or structural system of language, semantic or
meaning system of language, and pragmatic or social and cultural use system of language. No one
system is more important that the other.

5. Teachers use the cueing system to teach language arts. They use the phonological system to help
children learn how to pronounce sounds as they learn to talk. They can begin to associate the sounds
with the letters and learn to read and write. This system is important to both oral and written language.
The syntactic system is used to helps to provide structure and organization to the English language.
Grammar is a tool taught to students that gives them the rules on how words are organized in a sentence.
Students will use the syntactic system to combine words to form sentences. Teachers will use the
 semantic system to focus on vocabulary. Lastly the pragmatic system is what teachers will use to
address the social and cultural aspects of language.

6. A community of learners is a community created by the classroom teacher and students. They work
together creating an environment where students are motivated to learn and are actively involved in
language arts activities. The teachers and students will collaborate with each other and work with a
purpose. In a community of learners students and teachers are joint owners of the classroom. Students
will assume responsibility of their learning and behavior. Teachers will make deliberate decisions about
the kind of classroom culture they want to create. They are the classroom managers and they set the
expectations for the classroom.

7. I believe that the online strategies and traditional literacy strategies are based on the same idea, which is
to get learning about literacy. I think that with the day and age that we live in the Internet is a more
engaging way of getting students to learn the material.

8. In each grade level the teacher will expand the students’ ability to use the six language arts in new ways.
Students will acquire the skills to become competent language users. They will hopefully become more
strategic and creative in their use of language and they will be able to use language as a tool for learning.
 EDU 512 Tompkins Questions for Chapter 2

Name: Elayne White Date: 2/28/18

Big Idea of the Chapter content – synthesis paragraph:
There are four patterns of practice used when planning for language arts instruction is literature focus units,
literature circles, reading and writing workshop, and thematic units. Language arts is integrated with social
studies, science, and other curriculum. These approaches allow for teachers to differentiate instruction allowing
them to meet the needs of all the students. They can also assess learning and document student achievement.
Literature focus units are teacher directed. Students and teachers read and discuss one book. The literature
circles let students read and discuss books that they have selected. The reading and writing workshop gives
students the chance to read books independently and write about topics they have chosen. Thematic units are
interdisciplinary.
Answer Questions Below:
1. I don’t think that there is one pattern of practice that is the most important as the book states that no one
approach provides all the opportunities that students need. The best approach would be to use a
combination of patterns when teaching language arts.

2. Teachers use mini lessons as a tool to make sure that students are understanding any concepts or lessons
that are being taught. They would use it to connect their lesson to the featured selection. Teachers will
introduce the topic, share examples, provide information, supervise practice, and assess learning.

3. Thematic units will integrate language arts with social studies, science, and other curricular areas.
Students will use language arts as they investigate and solve problems. Teachers can us reading, learning
logs, visual representations, and projects as tools to integrate language arts into different content areas.

4. Teachers scaffold for students by demonstrating, guiding, and teaching. They will vary the amount of
support according to the students needs. There are five levels of scaffolding modeled, shared,
interactive, guided, and independent. When modeled teachers will demonstrate how to use language in
new ways and they will share there thinking with the students during the demonstration. When shared
teachers will engage with the students using limited oral, written, or visual language activities.
Interactive scaffolding is when teachers and student to share work and responsibility when completing
language activities. Guided scaffolding is when teachers supervise students as they practice new
procedures and strategies. Lastly, independent scaffolding is when students apply what they have
learned and work independently.

5. Teachers differentiate instruction so that all students are given the opportunity to learn based on where
they are at academically. Differentiated instruction gives students a variety of options for learning and a
variety of ways to demonstrate their learning. These modifications are important for students that have
been unable to be successful in school and it also useful for students who need to be challenged.
6. The Common Core State Standards were published in the 1990s. They are standards used to identify
what students should know and be able to do at each grade level. The purpose of these standards is to
make sure that all students had access to a high quality education that would prepare them for college
and career in the 21st century. These standards are now in pace throughout the United States as
achievement benchmarks with K-12 end-of-year expectations in language arts, math, and other content
areas.

7. The instruction assessment cycle is a form of assessment that teachers use to evaluate students’
achievement and to reflect on how they can improve instruction and students’ achievement. The
instruction assessment cycle has four parts planning, monitoring, evaluating, and reflecting. During the
planning stage teachers are determining the students’ background knowledge about a topic and
determine how they can differentiate instruction to meet students’ needs. During the monitoring stage
teachers will monitor students progress to be sure that they are making progress. The evaluating stage is
when teachers will evaluate students’ achievements with checklists, rubrics, and other assessment tools.
The reflecting stage is when the students will reflect on what they have learned and how they can apply
their knowledge to reading and writing.

8. Authentic classroom assessments give a more complete picture of what students know and the strategies
they can apply. High stakes tests judge students’ performance against a grade level standard.
 EDU 512 Tompkins Questions for Chapter 3

Name: Elayne White Date: 2/28/18

Big Idea of the Chapter content – synthesis paragraph:
So many concepts can be learned about written language as children spend time reading and writing. Eventually
they will move beyond recognizing experimental print to being able to orally manipulate sounds in words to
reading decontextualized words in a book. There are three stages in children’s reading and writing development
the emergent, beginning, and fluent. Students will learn about writing as they watch their teachers write. They
will also learn as they experiment with writing themselves. Tools that teachers can use to teach reading and
writing are shared reading, interactive writing, and other instructional procedures.
Answer Questions Below:
1. Researchers used to believe that children were ready to become readers and writers at age 6. With the
help of further research we now know that children start the process of becoming literate gradually
during preschool years. As parents and caregivers read to children they learn how to hold a book and
turn a page. They learn how to read text. This is resulting in more and more children entering pre-
kindergarten and kindergarten with more knowledge about the written language and experience in
reading and writing.

2. Young children learn the concept of a word. Its important that students understand the concept of a word
as its an important part to becoming literate. Often preschoolers equate words with objects the word
represents. As children are given more opportunities to work on reading and writing they will begin to
differentiate between objects and words and they will learn that words have their own meaning.

3. Five ways that Mrs. Schickele nurtured her students’ emergence to literacy is by providing the students
with multiple versions of the book and by providing additional books by this author. She engages the
students in the story by letting them sample cookies and talk about their favorite cookies before she
reads the book. The kids are given the chance to read the book with a buddy or individually. Mrs.
Schickele also works with the students on specific words in the story and together they write the words
on the word wall. She also meets in small groups for guided reading while other students work in
centers.

4. The alphabetic principle is the one-to-one correspondence between the phonemes (sounds) and
graphemes (letters), such that each letter consistently represents one sound.

5. Phonemic awareness is children’s basic understanding that speech is composed of a series of individual
sounds and that it is the foundation of phonics. In phonemic awareness the emphasis is on the sound of
the spoken words not reading the letters or pronouncing letter names. Phonemic awareness will help
enable a student to manipulate sounds orally, which will help prepare them to learn to read and spell
words. Phonics is the relationship between phonology, the sounds of speech, and orthography, the
spelling patterns of written language.
6. One-syllable words and syllables in longer words can be divided into to parts the onset and the rime. An
onset us the consonant sound that precedes the vowel. The rime is the vowel and any consonant sounds
that follow it. For example for the word show sh is the onset and ow is the rime.

7. Teachers place big books on an easel or chart rack so that all students are able to see it and the teacher
can either read it in a small group or to the whole class. The use of big books can improve children’s
reading scores.

8. The language experience approach is based on the student’s language and experiences. Students will
dictate words and sentences about their experiences, the teacher will write it down for them, and the
teacher reads the completed text out loud for them. During interactive writing the students are each
given materials such as whiteboards to participate in the activity. Together students and teacher come up
with a sentence to write. The sentence is written together as a group word by word. After each new word
is added to the sentence the class will read the sentence together until it is complete. The interactive
writing is then posted in the class for students to refer back to.
 EDU 512 Tompkins Questions for Chapter 4

Name: Elayne White Date: 3/13/18

Big Idea of the Chapter content – synthesis paragraph:
Chapter 4 discusses the topic of oral language. The most commonly used language arts is listening and talking.
Oral language is often over looked because teachers assume that students already know how to listen and talk.
There are four types of listening discriminative, aesthetic, efferent, and critical. Talk is a valuable instructional
tool. Students use talking when they are reading or discussing stories. They also learn how to ask thoughtful
questions. They learn how to refine their presentational skills when they are giving oral reports and they learn
how to argue persuasively in debates.
Answer Questions Below:
1. The four types of listening are discriminative, aesthetic, efferent, and critical. Students will use
discriminative listening to recognize and manipulate sounds. Students use aesthetic listening when they
are enjoying stories, plays, and movies. Students use efferent listening when they are trying to remember
information that they are learning and critical listening to evaluate messages.

2. Students are receiving both visual and verbal clues from a speaker. Visual clues will include gesturing,
writing, or underlining important information on the whiteboard and changing facial expressions. Verbal
clues will include pausing, raising or lowering the voice, slowing down speech to stress key points and
repeating important information. Once students become aware of these clues they can use them to
increase their understanding of a message.

3. Interactive read alouds are better because it requires the students to become involved in the story as they
are listening. Reading aloud has been an informal activity used by teachers. Teachers choose a book and
students will gather around on the carpet or sit at their desks and listen passively as their teacher reads to
them. Then at the conclusion of the story the teacher will engage students with a follow up activity.
Research suggests that students are better listeners when they are involved during reading and not solely
at the end.

4. One benefit of talk in small groups is that it promotes a higher level of thinking. Small group
conversations about literature can support the students’ use of interpreting and other comprehension
strategies. Students will learn how to refine their strategies for talking with classmates as they participate
in small group conversations. The learn how to lead a conversation, take turns, keep the conversation
moving forward, support comments, respond to questions that classmates ask, deal with conflicts, and
bring the conversation to a close.

5. Teachers use grand conversations to help students deepen their comprehension about literature books
they have been reading. Grand conversations differ from conversations about nonfiction books because
students take responsibility as they voice their opinions and support their views with examples from the
text. They can talk about what puzzles them, what thy find interesting, their personal connection to the
story, connections they see between this book and others they may have read.
6. Three questions are:
 How many animals were racing?
 What are some of the differences between the Tortoise and the Hare?
 Is it important to always be first?

7. Teachers have students participate in hot seat activities when they want to deepen their students’
comprehension. Students will assume the persona of a character from a story or biography that they have
read and they will sit in the hot seat and will be interviewed by their classmates. They answer questions
that they are asked from the viewpoint of the character.

8. Teachers should teach their students to take notes because students are more active listeners while taking
notes. It will help them to remember big ideas.
 EDU 512 Tompkins Questions for Chapter 5

Name: Elayne White Date: 4/10/18

Big Idea of the Chapter content – synthesis paragraph:
This chapter reminds us that reading and writing are both essential constructs of meaning. Reading and writing
instruction is organized for use in the classroom through the reading and writing process. There are five stages
to reading: prereading, reading, responding, exploring, and applying. There are also five stages to writing:
prewriting, drafting, revising, editing, and publishing. Students will be given more opportunities to use and
learn about the reading and writing process through literature units, literature circles and reading and writing
workshops.
Answer Questions Below:
1. The purpose of the pre-reading stage is to help; activate background knowledge, set reading goals, and
plan for reading. The next stage is the reading stage. The teacher will provide students with various
types of books to read such as shared reading, guided reading, independent reading, Buddy reading, or
read -a-louds. Stage 3 responding gives students the opportunity to negotiate and deepen their
comprehension of what they have read. Stage 4 exploring gives students the chance to explore and
uncover more hidden meaning within the text. Stage 5 applying gives students the chance to value their
reading experience.

2. Ms. Kakutani reads the book Amber Brown goes to fourth grade to her third-grade class. She has the
class participate in a shared reading activity where she reads a portion of the book and students also read
a portion of the book. She had the class participate in a grand conversation where they are responding to
the text and exploring and thinking more deeply about what they are reading. Lastly, students apply
what they have read as they write in their journals and the teacher also emphasizes important vocabulary
words found in the story. She posts a word wall in the classroom for students to refer back to.

3. The five types of reading are shared reading, guided reading, independent reading, buddy reading, and
reading aloud. shared reading is when teachers read aloud while students follow along. Guided reading
is when the teacher support students as they read texts at their reading level. Independent reading are
books students read independently. Buddy reading is when two students read together. Reading aloud to
student is when teacher read aloud to students and interact with them.

4. I believe there is a difference between revising and editing. Revising is the third step in the writing
process. At this point the students are making some big changes to their papers or assignment. The
significant changes will make up what is supposed to be the final draft. This is when editing comes in.
Editing is maybe fine tuning or tweaking little errors and not significant mistakes. At the editing point
you should be close to submitting a final draft.

5. In literature focus units teachers use the writing process to create projects during the applying stage of
the reading process. In literature circles the writing process is not used because the focus is on reading.
In the reading and writing workshop the writing process is used to help develop and refine compositions
during the writing workshop. In thematic units the writing process is use to develop and create projects.
6. Teachers will teach the six traits one by one using mini lessons where they will explain the
characteristics of each trait using a story or other books. Once the students have some knowledge of the
trait they will examine how other students applied the trait and they will revise their compositions and
apply what they have learned in their own writing.

7. Teachers can assist EL learners in organizing their ideas using a series of pictures or diagram during the
pre-writing phase. During the drafting stage teachers can scaffold for EL students by helping them turn
their ideas into sentences and phrases. When revising have students participate in a group with their
English speaking peers to revise their writings. Teachers can assist EL learners in the editing process
and can take this time to review and focus on one type of grammar/usage error.

8. Reading and writing are both considered constructive meaning making processes. Studies have shown
that the more reading a person does the better there writing becomes and the more writing a person does
the better they are at reading. Integrated instruction also helps to improve reading and writing.
 EDU 512 Tompkins Questions for Chapter 6

Name: Elayne White Date: 2/28/18

Big Idea of the Chapter content – synthesis paragraph:
Visual language is a new creative tool that teachers can use to enhance learning. It will probably become and
even more important digital tool and technology advances. Two visual language arts tools are viewing and
visually representing. Students can use these tools to design and construct their own graphic and dramatic
productions. They can use their knowledge of color, line, symbols, and humor to enhance their design.
Answer Questions Below:
1. Color plays a big role in visual language. Color evokes meaning. Color draws our attention, it calms us,
can communicate or evoke feelings, and it can relax or excite us.

2. The kinds of symbols that a K-8 student can recognize are pictograms, ideograms, and logograms.
Pictograms are a simplified self-explanatory pectoral representation used to present information such as
a picture of a bicycle or picnic tables. Ideograms are graphic symbols that represent an idea or concept
such as a plus sign (+) or subtraction (-). A logogram is a visual symbol that represents words such as
punctuation marks.

3. Teachers teach students to interpret political cartoons as part of American history or U.S. government.
They will begin by showing examples of the cartoons and comparing them with other graphica like
newspaper comics or comic books. They will teach students to recognize and interpret caricature,
symbols, and analogies found in the political cartoons.

4. Students will deepen their understanding of visual language whet they examine works of art. They will
learn to sharpen their powers of observation and learn to interpret visual images. Art association will
have an effect on reading achievement and cognitive development.

5. There is no right way to examine art masterpieces. Student will interpret art masterpieces much like they
do other texts. The teacher will provide background on the piece and give information about the artist.
Students will then apply their knowledge of visual language to examine the work of art and teachers will
ask questions to help guide their interpretations.

6. Five types of books with visual language are graphic novels, multigenre books, nonfiction books, picture
books, and wordless picture books.

7. Story boards are what teachers can use if they don’t have multiple copies of a book. They can make
cards on which they can put pages of the picture book to display to the class. Story boards describe the
procedure. Students can examine individual illustrations carefully.
8. Process drama is an imaginative and spontaneous dramatic activity that can help students explore stories
that they are reading or social studies topics, or current vents from a variety of viewpoints. It goes
beyond improvisation. Students will reenact the episode or event and they will also explore the topic
from the viewpoint of their character as they respond to the teacher’s questions and when they write
simulated journal entries or letters.
 EDU 512 Tompkins Questions for Chapter 7

Name: Elayne White Date: 3/6/18

Big Idea of the Chapter content – synthesis paragraph:
English is considered a historical language. It has very diverse origins, which explains the many meanings and
spelling inconsistencies. As students’ language develop they will learn that some words have multiple meaning
as well as learn root words, affixes, homonyms, synonyms, antonyms and idioms. Students’ vocabulary grows
at a rate of 3,000 to 4,000 words per year. The most important ways that students learn vocabulary is through
reading and writing. Direct instruction for learning new vocabulary is important. The degree of difficulty in
learning new vocabulary is based on what students already know. Teachers can use many word-learning
strategies to help students as they develop their academic language.
Answer Questions Below:
1. Old English began as an intermingling of dialects that were spoken by Germanic tribes in Britain. Old
English is a highly developed inflectional system that indicates number, gender, and verb tense. The
Anglo-Saxons added affixes to existing and they invented descriptive compound words. Foreign words
are also found within English. These borrowed words came from the Romans and the Vikings. Christian
missionaries contributed about 597 religious words. The Vikings contribution to the English language
was significant. They provided pronouns, most of our sk- words, and some sc- words. The structure,
spelling, and pronunciation of Old English is very different from Modern English.

During the Middle English period there was a big change in English. A lot of old English words were
lost and 10,000 French words were added which reflected the Norman Impact on English life. There was
a significant reduction in word endings. Irregular verbs were lost. By 1000s –s was accepted as the
plural marker.

Modern English began with the introduction of the printing press in England. It was at this point that the
gap between pronunciation and spelling began to widen. With the boom in exploration during the 1600
and 1700s the result was borrowing words from more than 50 languages. Latin and Greek words were
added during the Renaissance which increased the language prestige. The Latin and Greek words
borrowed were scientific words. There were extensive sound changes that occurred during this period.
Modern English brought about changes in vowels and syntax.

2. Teachers need to have an understanding about the history of the English language because it will
contribute greatly to their understanding of words. English is a historical language and this accounts for
word meanings and some spelling inconsistencies.

3. A morpheme is a root word. It’s the basic part of a word to which affixes are added.

4. The three categories of a homonym are homophones, homographs, and homographic homophones.
Homophones, which are words that sound alike but are spelled differently such as sun and son.
Homographs are words that are spelled the same but are pronounced differently such as bow, read, live,
etc. Homographic Homophones are words that are spelled and pronounced alike such as bark, bite, box,
fair, etc.
5. Three tiers of words are words that have different levels of usefulness such as words that are frequently
used and words that are less common but still useful. Tier 1 words are basic everyday words that don’t
usually have to be taught in school. Tier 2 words are academic words that students need to learn in
school. Tier 3 words are specialized words related to thematic units and uncommon words that students
may not need to learn before high school.

6. Five word study activities that teachers can use to teach vocabulary are: 1.) Word posters where students
can choose a word from the word wall and write it on a small poster. Then they will draw a picture to
illustrate the word and write a sentence using it to describe their drawing. 2.) Word maps are diagrams
students can use to highlight a word and its meaning. They present information about the word such as
its etymology, word forms, related words, and meanings. 3.) Word sorts are when students will sort a
collection of words taken from the word wall into two or more categories and students will usually
choose the categories. 4.) Mentor texts is a tool teachers can use using books to teach vocabulary. 5.)
Word chains are when students choose a word from the word wall and identify three or four words that
are related to make a chain.

7. Teachers can differentiate vocabulary instruction with varying instructional techniques, activities,
grouping patterns, and pacing. Teachers can differentiate instruction using K-W-L charts, by making
word walls, or writing entries in reading logs. Students can discuss stories in conversation, review
PowerPoint presentations, and by listening to books read aloud.

8. Teachers can assess students’ vocabulary development first identifying the targeted academic
vocabulary they want to incorporate into their instruction. Then they can monitor how the students
incorporate the targeted words into activities. Teachers can check student journals or learning logs. They
can examine students’ word maps; listen as students use targeted words in discussion. Teachers can then
evaluate student learning and have students reflect on their use of new academic vocabulary.
 EDU 512 Tompkins Questions for Chapter 8

Name: Elayne White Date: 3/6/18

Big Idea of the Chapter content – synthesis paragraph:

Chapter 8 was about students being able to develop and comprehend the concept of a story. They will learn that stories
have a unique structural element. Stories can be categorized according to genre and each genre has their own
characteristics and narratives that makes that story memorable. These topics can be introduced using mini lessons and
mentor texts. Students will apply what they are learning in order to comprehend and compose stories.

Answer Questions Below:

1. The beginning activity Mrs. Ochs uses is questioning. She asked the students question about friendship, which
leads to a class discussion. She then presents more information and reads several picture books about the war and
shows a video. She reads the first chapter of the book and has the students follow along in their own individual
copies. All of this is done to help get all of the students off to a good start and all students have background
knowledge about the events of that time. Sometimes students will read independently and some will read with
buddies while Mrs. Ochs works with a small group. A grand conversation activity is used to help students make
connections between the information they have learned and the story. Another activity she uses is maps. She also
uses Venn diagrams and open-mind portraits.

2. The plot is part of the structure in a story. The plot is the sequence of events that involves the characters in conflict
situations. The most basic aspect of a plot is the division of the story into three parts – the beginning, middle, and
end. Each story part serves a function. The beginning is when the author introduces the characters, describes the
setting, and presents a problem. The characters, setting, and events help to sustain the theme throughout the story.
The middle is when the author adds to events presented in the beginning preparing the readers for what comes next.
The end is when the author reconciles all that happened and the reader learns whether the characters were
successful.

3. The point of view can affect the story because stories are written from a specific viewpoint and this will determine
the readers’ ability to understand the story. There are four points of view. The first point of view is from the
perspective of one character using the first person I. The omniscient point of view is the author presenting himself
as godlike, knowing all. The limited omniscient point of view is used so readers can know the thoughts of one
character. The objective point of view is where the readers are eyewitnesses and they are confined to the immediate
scene.

4. The genre the Number the Stars falls into is realism: historical fiction because it is a realistic story that is set in the
past.

5. Authors use hyperbole to stretch the truth and add humor to their stories. This type of figurative language will help
readers to visualize the words they are reading. Authors use imagery as a source of descriptive language that will
appeal to readers’ senses and create pictures in readers’ minds.

6. Webquests are online inquiry projects related to books. In order to complete them students must assume roles and
search the Internet to find answers, solve problems, and produce technology-enhanced group projects.
7. To differentiate instruction teachers can use activities such as listening to stories at centers, listening to teacher’s
read aloud, retelling stories. For written language teachers can have students craft original stories, do written
retellings, or write entries in reading logs. For visual language students can design quilts. Dramatize stories, or
make sketch-to-sketch diagrams.

8. Five types of stories that students write are written retellings, story innovations, genre stories, personal narratives,
and original stories.
 EDU 512 Tompkins Questions for Chapter 9

Name: Elayne White Date: 3/6/18

Big Idea of the Chapter content – synthesis paragraph:
As students read non-fiction books they will learn about the five expository text patterns description, sequence,
comparison, cause and effect, and problem and solution. Authors use this to organize nonfiction. The better
understanding the students have about this genre their reading and writing will improve. Tools are given to
teachers to help them teach students to use the research process to find answers to questions that interest them
and they can share what they learned through oral, written, or visual projects.
Answer Questions Below:
1. Six ways that Mrs. Larue taught her students about nonfiction is by using six centers. The centers were
the science center where students were able to observe and draw goldfish, the book making center where
students were able to make their own fish counting books, the listening center where students got to
listen to recording of Dr. Seuss, the storytelling center where students use story boards and puppets to
retell the story, and the sequencing center where students arrange the life cycle photos of a fish.

2. Nonfiction books are also known as informational books and they are different from stories. They
provide factual information about a variety of topics. Fiction books are short stories and novels that
describes imaginary events and people.

3. Six types of nonfiction books are Alphabet books, autobiographies, biographies, concept books, question
and answer books, and reference books.

4. Non fiction books are organized in patterns called expository text structures. The five most common
organizational patterns are description, sequence, comparison, cause and effect, and problem and
solution.

5. Instead of completing the research project on their own the new process of finding research allows for
students to collaborate with one another to find answers and solve problems that matter to them.
Students need to find a topic, design research questions, gather information, organize the information,
analyze the results, create a project and share the project.

6. If third grade students were studying amphibians and they were going to present a multigenre project
they might want to include non-fiction books, textbooks, Internet articles, diagrams, photos, or charts.

7. Informational texts fit into the patterns of practice while using a reading and writing workshop. Students
can read nonfiction books during reading workshops and during the writing workshop they can write
personal narratives, reports or informational books. In a Literature focus unit teachers can feature
nonfiction books throughout the lesson unit and they can teach mini lessons on the non-fiction genre.
8. Students will need to use paraphrasing and summarizing when they read and write informational texts.
When students paraphrase they are restating the message of a text they have already read in their own
words. When students are summarizing they reduce the text down to key points.
 EDU 512 Tompkins Questions for Chapter 10

Name: Elayne White Date: 3/6/18

Big Idea of the Chapter content – synthesis paragraph:
Poetry is an essential part of the language arts program. While exploring poetry students participate in
wordplay, read and respond to poems, and they eventually write their own poems. Most K-8 students enjoy
participating in oral, written, and visual language activities that involve poetry. They will begin to successfully
write poems using poetic formulas using particular words, count syllables, or and create word pictures. Students
are encouraged to experiment with comparison, repetition, and other poetic devices.
Answer Questions Below:
1. By having students play and experiment with words they can begin to create images of these words and
evoke feelings. These experiences provide a necessary background of experiences for reading and
writing poetry. Children will gain confidence in choosing the right words to express an idea. They will
also get practice emphasizing the sounds of words and expressing familiar ideas with fresh comparisons.

2. The three types of poetry published for children are comprehensive anthologies, picture book versions of
single poems, and specialized collections.

3. Formula poems provided a skeleton for students’ poems. This is a simple formula that makes it easier
for every student to become a successful poet.

4. Formula poems are recommended over rhymed verse because many types of poetry do not use rhyme.
Rhyme is a sticking point for many would be poets. Students should be allowed to use rhyme but it
should not be imposed as the criterion for being an acceptable poet. Rhyme should be used when it
naturally fits into their writing.

5. A simile is an explicit comparison of one thing to another – a statement that one thing is like something
else using the words like or as. A metaphor is compares two things by implying that one this is
something else without using like or as.

6. An onomatopoeia is a sound word that poets use to make there writing more sensory and more vivid.
Examples of sound words are crash, slurp, varoom, and meow.

7. Five ways that Mrs. Harris taught the students about poetry was by using class meetings, independent
reading, sharing, mini lesson, and writing. Mrs. Harris would use the class meeting to talk about the new
poetry book. During independent reading students would choose a book to read. Students will share
there thought about the poem they read. Mrs. Harris uses mini lessons to teach about how to use poetic
devices. Students will write rough drafts of poems and choose their best to take through the writing
process.
8. Teachers assess student learning using the instruction assessment cycle, which begins when they plan
for instruction and continuing as they monitor progress and evaluate students’ learning. During the
planning phase teachers will identify poetry reading and writing activities that they will use, poets
they’ll introduce, and the poetic devices they will teach in the mini lessons. They will observe students
as they participate in the activities. Lastly, they will evaluate the students’ work. Teachers will assess the
quality of students’ work.
 EDU 512 Tompkins Questions for Chapter 11

Name: Elayne White Date: 3/6/18

Big Idea of the Chapter content – synthesis paragraph:
Chapter 11 was about commonly used language tools grammar, spelling, and handwriting. Grammar is the
structure of language and the principle of word and sentence formation. Spelling helps to build on the student’s
knowledge of phonics and word concepts. Spelling instruction provides an opportunity for daily reading and
writing. Handwriting is often ignored and students need to learn manuscript and cursive handwriting forms.
Students need to learn how to write so that their writing can be read.
Answer Questions Below: (no need to restate the question)
1. Teachers can teach students about grammar through books that the students are already reading and
through their own writing. By focusing on the grammar it fits into the exploring stage of the reading
process and the editing stage of the writing process.

2. Some of the most common usage errors are the use of double negatives, the use of objective pronouns,
past tense forms, irregular verbs, and double subjects.

3. Reading is an important part of grammar instruction because students learn about the structure of the
English language through reading. They will learn more sophisticated academic language and a more
formal register. They will also learn a more sophisticate way of phrasing ideas and arranging words into
sentences.

4. The alphabetic principle is a suggested one to one correspondence between phonemes and graphemes.
Students learn to spell the phonetic element s of English as they learn about phonemes and graphemes.
They will continue to refine their spelling knowledge through a combination of instruction and reading
and writing experiences.

5. The three principles of English orthography The alphabetic principle which explains that letters
represent sounds, the pattern principle which explains that letters are combined in predictable ways to
spell sounds, and the meaning principle which explains that related words gave similar spellings even
when they are pronounced differently.

6. This student’s current level of spelling is letter name alphabetic spelling. The student has a rudimentary
understanding of the alphabetic principle – that a link exists between the letters and sounds. The
spellings are abbreviated and represent only the most prominent features in words. He more than likely
slowly pronounces words that he wants to write listening for familiar letter names and sounds.

7. In order to help the student with spelling development I would continue to go over the ABC song and
letter names with the student. I would show him how to form letters in names and other common words.
 I would post high frequency words on the wall and teach lessons on consonants, consonant digraphs, and
short vowels.

8. D’Nealian handwriting is an alternative manuscript and cursive handwriting program developed by

Donald Neal Thurber. It uses the same basic letterforms that students will need for cursive writing as
well as the slant and rhythm required for cursive. It was designed to increase legibility and fluency and
to ease the transition from manuscript to cursive handwriting.
 EDU 512 Tompkins Questions for Chapter 12

Name: Elayne White Date: 3/27/18

Big Idea of the Chapter content – synthesis paragraph:
Chapter 12 reminds us that as teachers we have a great responsibility of designing language arts instruction that
reflects the theory and research about language and how students learn. There are a number of tools that
teachers can use and develop based on the needs of their students. Teachers can use literature focus units that
incorporate the use of grade appropriate books, they can use literature circles, reading and writing workshops,
and mini lessons. The overall goal is to have teachers adapt and combine different patterns of practice that they
can use to meet the needs of their students and the curriculum.
Answer Questions Below:
1. The purpose of a literature focus unit is to help students move through the five stages of the reading
process. They will do this as they read and respond to stories, learn reading and writing strategies, and
engage in language arts activities.

2. Teachers include writing activities in literature focus units so they can use the writing as comprehension
tools. Students’ writings will provide the teacher with insight into student comprehension. Teachers can
also use writing activities as assessment tools.

3. The teacher’s role in literature circles is to decide how they will structure the circles and they will also
decide what roles the students will assume. The teacher will clearly outline the responsibilities and
duties of each role to students. The students will assume various roles in the group. Students will select
their roles during their first meeting. Students will then assume the roles and facilitate the group’s
understanding of the book that they are reading. Some of the roles are passage master, word wizard,
connector, summarizer, artist, and investigator.

4. Teachers will choose five to seven books and they will make six copies of each book. Teachers will
introduce the books and students will then sign up for the books that they want to read. Students preview
the books and they wont always get the book that they sign up for.

5. Four strengths of the workshop approach:

 They focus on reading and writing
 They provide students with additional resources to be successful at reading and writing
 They provide students with routines
 Students will get exposure to various types of literature
Four weaknesses of the workshop approach:
 Setting up the workshops can be time consuming
 Gathering all the materials for the workshop can be difficult
 There may not be enough time to do workshops within the week
6. Teachers can assess learning in a reading and writing workshop by using a chart to monitor student
progress daily. Teachers can record on the class chart what books the students are reading and what
activity they are currently working on to determine if they need to meet with the student and see if they
need additional attention. Rubrics can also be used to assess the quality of students work.

7. Three oral activities:

 Students reread the words on the word wall
 Students reread poems about the solar system
 Students give oral presentation about the solar system
Three written activities:
 Students write the words from the word wall on the whiteboard
 Students will write and illustrate books about the solar system at the research center
 Students will make a pattern book in which they will need to write in the missing words to
the story.
Three visual activities:
 Students will view the word wall and review words about the solar system
 Students will listen and view read aloud stories
 Students will go to computer centers to look for NASA website photos

8. Content area books are often times challenging for students to read. Content area textbooks are different
than stories. Teachers will need to show students how to approach these books and how to use
expository text reading strategies so that comprehension will be easier. Teachers can use activities to
help students understand before reading and after. Teachers can use preview activities in which students
will go through the main headings in the chapter and briefly skim or read them to get a general idea
about the topics being covered. Teachers can also use anticipation guides.