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image
Contents
1. Welcome
1. Welcome
2. Copyright
3. Dedication
4. Contents
5. Special Features
6. Preface
7. Acknowledgements
2. 1: Becoming an Effective Teacher of Reading
1. Introduction: Becoming an Effective Teacher of Reading
2. Theme 1: Learning and Learning to Read
1. Principle 2: Effective Teachers Create a Community of
Learners
2. Principle 3: Effective Teachers Support Use of the
Cueing Systems
3. Theme 2: Effective Reading Instruction
1. Principle 5: Effective Teachers Scaffold Students’
Reading and Writing
2. Principle 6: Effective Teachers Organize for Literacy
Instruction
4. Theme 3: Adjusting Instruction to Meet Students’ Needs
1. Interventions
5. Theme 4: Linking Assessment to Instructional Planning
6. Chapter Review
7. Accountability Check
3. 2: Examining Students’ Literacy Development
1. Introduction: Examining Students’ Literacy Development
2. Promoting Students’ Oral Language Development
1. Assessing Students’ Oral Language
3. Building Students’ Interest in Written Language
1. Concepts About the Alphabet
2. Teaching Students About Written Language
4. How Students Develop as Readers and Writers
4. Portrait of an Emergent Reader and Writer
1. Introduction: Portrait of an Emergent Reader and Writer
2. Reading
3. Writing
4. Instructional Implications
5. Portrait of a Beginning Reader and Writer
1. Introduction: Portrait of a Beginning Reader and Writer
2. Reading
3. Writing
4. Instructional Implications
6. Portrait of a Fluent Reader and Writer
1. Introduction: Portrait of a Fluent Reader and Writer
2. Reading
3. Writing
4. Instructional Implications
1. Stage 3: Fluent Reading and Writing
5. Chapter Review
6. Accountability Check
7. 3: Assessing Students’ Literacy Development
1. Introduction: Assessing Students’ Literacy Development
2. Classroom Assessment
1. Step 3: Evaluating Students’ Learning
3. Diagnostic Tests
1. Diagnosing Students’ Strengths and Needs
4. Teaching English Learners
5. High-Stakes Testing
1. The Politics of High-Stakes Testing
6. Portfolio Assessment
7. Chapter Review
8. Accountability Check
8. 4: Cracking the Alphabetic Code
1. Introduction: Cracking the Alphabetic Code
2. The Alphabetic Principle
3. Developing Phonemic Awareness
1. Teaching Phonemic Awareness Strategies
2. Sound Addition and Substitution
4. Teaching English Learners
 5. Phonics
1. Phonics Rules
6. Teaching Phonics
1. Assessing Students’ Phonics Knowledge
7. Chapter Review
8. Accountability Check
9. 5: Learning to Spell
1. Introduction: Learning to Spell
2. Stages Of Spelling Development
1. Stage 4: Syllables and Affixes Spelling
3. Teaching English Learners
4. Teaching Spelling
1. Word Walls
2. Word Study Activities
3. Weekly Spelling Tests
5. Assessing Spelling
6. Chapter Review
7. Accountability Check
10. 6: Developing Fluent Readers and Writers
1. Introduction: Developing Fluent Readers and Writers
2. Reading Fluency
1. Automatic Reading
2. Syllabic Analysis
3. Reading Speed
3. Writing Fluency
1. Writer’s Voice
4. Assessing Reading and Writing Fluency
5. Teaching English Learners
6. Chapter Review
7. Accountability Check
11. 7: Building Students’ Vocabulary
1. Introduction: Building Students’ Vocabulary
2. Academic Vocabulary
3. Teaching English Learners
1. Word Consciousness
4. Word-Study Concepts
1. Multiple Meanings
 5. Teaching Students About Words
1. Word-Study Activities
2. Word-Learning Strategies
3. Assessing Students’ Word Knowledge
6. Chapter Review
7. Accountability Check
12. 8: Teaching Comprehension: Reader Factors
1. Introduction: Teaching Comprehension: Reader Factors
2. What is Comprehension?
1. Before Reading: Reader Factors to Consider
3. Comprehension Strategies That Readers Use While
Reading
1. Determining Importance
2. Setting a Purpose
4. Teaching Comprehension Strategies
1. Teaching for Comprehension During Reading
2. Activities that Promote Comprehension
5. Teaching English Learners
6. Chapter Review
7. Accountability Check
13. 9: Facilitating Students’ Comprehension: Text Factors
1. Introduction: Facilitating Students’ Comprehension: Text
Factors
2. Text Factors of Stories
1. Elements of Story Structure
2. Narrative Devices
3. Text Factors of Informational Books
1. Nonfiction Features
4. Text Factors of Poetry
5. Teaching about Text Factors
1. Reading and Writing Activities
2. Assessing Students’ Knowledge of Text Factors
6. Chapter Review
7. Accountability Check
14. 10: Scaffolding Students’ Reading Development
1. Introduction: Scaffolding Students’ Reading Development
2. The Reading Process
 1. Stage 2: Reading
2. Stage 3: Responding
3. Reading Strategies and Skills
4. Organizing for Instruction: Five Approaches
1. 2. Basal Reading Programs
2. 3. Literature Focus Units
3. 4. Literature Circles
4. 5. Reading Workshop
5. Chapter Review
6. Accountability Check
15. 11: Scaffolding Students’ Writing Development
1. Introduction: Scaffolding Students’ Writing Development
2. The Writing Process
1. Stage 3: Revising
2. Stage 5: Publishing
3. Teaching Writing
1. The Six Traits
4. Teaching English Learners
5. Assessing Students’ Writing
6. The Writing Process In Action
1. Writing Workshop
7. Chapter Review
8. Accountability Check
16. 12: Integrating Literacy into Thematic Units
1. Introduction: Integrating Literacy into Thematic Units
2. Connecting Reading and Writing
1. Writing as a Learning Tool
3. Demonstrating Learning
1. Oral Presentations
4. Thematic Units
5. Teaching English Learners
1. Topics for Thematic Units
6. Chapter Review
7. Accountability Check
17. Compendium of Instructional Procedures
1. Introduction: Compendium of Instructional Procedures
2. Book Talks
 3. Collaborative Books
4. Interactive Read-Alouds
5. Language Experience Approach
6. Learning Logs
7. RAFT
8. Reading Logs
9. Rubrics
10. Shared Reading
11. Think-Alouds
12. Word Sorts
18. Glossary
1. Glossary
19. References
1. References
20. Video and Interactive Resources
1. Video and Interactive Resources
21. Print Version
1. Print Version
Literacy in the Early Grades
A Successful Start for PreK–4 Readers and Writers

Fifth Edition

Gail E. Tompkins

Late of California State University, Fresno

Emily Rodgers

The Ohio State University

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Library of Congress Cataloging-in-Publication Data

Names: Tompkins, Gail E; Rodger, Emily, author.

Title: Literacy in the early grades: a successful start for preK-4
readers and writers / Gail E. Tompkins.
Description: Fifth edition. | Upper Saddle River, New Jersey :
Pearson Education, Inc., 2019. | Includes bibliographical references
and index.
Identifiers: LCCN 2018041392| ISBN 9780134990569 | ISBN
0134990560
Subjects: LCSH: Language arts (Preschool) | Language arts
(Elementary) | Language arts (Early childhood) | Children—
Language. | Child development.
Classification: LCC LB1576 .T6575 2019 | DDC 372.6/049—dc23 LC
record available at https://lccn.loc .gov/2018041392

ISBN-13: 978-013-499056-9
ISBN-10: 013-499056-0
 Pearson Education dedicates this book
to Gail E. Tompkins, one of our most gifted writers.
Her talent was valued not only by Pearson but also by
many literacy and language arts professors who recognized her
ability
to make research practical and teaching accessible for their
students.
Gail understood the literacy needs of children
and also the essential role teachers play in meeting those needs.
She masterfully wrote and deeply cared about both.

For my nephew Travis and his wife Andrea;

and for all the other early career teachers who, like them,
are making a difference in the
lives of their students.

Emily Rodgers
Dear Reader,

I was delighted to be invited to co-author this new edition of Literacy

in the Early Grades: A Successful Start for PreK-4 Readers and
Writers with Gail Tompkins. Gail’s textbooks for preservice teachers
are so well-respected for their depth and detail; as a college
professor myself, I leapt at the chance to work alongside her. Sadly, I
didn’t get a chance to meet Gail; she passed away just as our work
together on this text was getting underway. However, after a year
immersed in co-authoring this text I feel I know Gail very well. We
couldn’t collaborate in person or on the phone or via Skype as I was
imagining we would, but every time I opened a chapter file to work
on, I felt I was in close dialogue with her. Gail’s voice is that
personal, that caring, about preparing expert literacy teachers of
young children.

Like Gail, I was a teacher for several years before undertaking a

doctoral degree and eventually going on to earn a position as a
professor in a college of education. I started out teaching in a third-
grade classroom; it was a beautiful group of young students who
taught me so much about the range and variation of strengths,
needs, and interests that exist in one class. I can still name all 28
students! (You never forget your first class!)
Though I loved teaching third grade, I became increasingly
interested in what the reading specialist was doing with my students
when they left my classroom for additional instruction. I realized I
really wanted to be the specialist who worked with students who
needed something more than classroom instruction. That interest led
me to pursue a special education degree in reading, and then I spent
several years working with 6th–8th graders who were struggling with
classroom instruction.

In my new position as a remedial reading teacher, I learned a lot

about assessment, diagnosis, and planning instruction. I also
learned something else that led me to a third career change: while
studying the records of my 6th–8th grade struggling readers, I
realized that nearly every single one of the cumulative records
contained teacher comments going as far back as kindergarten
identifying reading and writing difficulties. I realized that it was
possible to see the trajectory of reading progress going off course at
a very early age, and I also realized the importance of early literacy
instruction. I also learned that if young students are on a successful
track early on, they almost certainly will stay on that track throughout
the grades. However, young students who are struggling early on will
almost certainly continue to struggle unless they have expert
instruction from their teachers to help them catch up.

These realizations about the importance of becoming literate and of

closing gaps as soon as they appear spurred me on to study early
literacy at a doctoral level. I was fortunate to study at The Ohio State
University and to become involved in Reading Recovery at OSU as a
trainer of teacher leaders for 15 years. In my role as a faculty
member at Ohio State, I have continued to work closely with
teachers and young children; I wouldn’t have it any other way.

As a teacher of young children, you have in your hands a remarkable

opportunity to help beginning readers and writers become literate
early on. Know that as a classroom teacher you are your students’
first tier of instruction and you are responsible for each and every
student in your classroom. Know too that you can make an incredible
difference in the lives of young individuals who will soon (perhaps
sooner than you can imagine) be college and career ready high
school students, due in no small part to your early efforts to set them
on a strong path to becoming literate.

This textbook, rich in theory and instruction, will help prepare you for
that awesome job. I invite you to dialogue with Gail and me, as you
read these chapters. Every word is written with you in mind.

Emily Rodgers
Columbus, Ohio
Contents
1. Introducing Ms. Janusz and Her Second Graders
2. 1 Becoming an Effective Teacher of Reading
1. Learning Outcomes
2. Theme 1: Learning and Learning to Read
1. Principle 1: Effective Teachers Are Knowledgeable
About Learning
2. Principle 2: Effective Teachers Create a Community of
Learners
3. Principle 3: Effective Teachers Support Use of the
Cueing Systems
3. Theme 2: Effective Reading Instruction
1. Principle 4: Effective Teachers Adopt a Balanced
Approach to Instruction
2. Principle 5: Effective Teachers Scaffold Students’
Reading and Writing
3. Principle 6: Effective Teachers Organize for Literacy
Instruction
4. Theme 3: Adjusting Instruction to Meet Students’ Needs
1. Principle 7: Effective Teachers Differentiate Instruction
5. Teaching English Learners
1. Be Effective Teachers of Reading
2. Interventions
6. Theme 4: Linking Assessment to Instructional Planning
1. Principle 8: Effective Teachers Link Instruction and
Assessment
7. Chapter Review
8. Accountability Check
9. References
3. 2 Examining Students’ Literacy Development
1. Learning Outcomes
2. Ms. McCloskey’s Students Become Readers and Writers
3. Promoting Students’ Oral Language Development
1. Oral Language Activities
 2. English Learners
3. The Link Between Oral Language and Literacy
4. Assessing Students’ Oral Language
4. Building Students’ Interest in Written Language
1. Concepts About Written Language
2. Concepts About Words
3. Concepts About the Alphabet
4. Manuscript Handwriting
5. Teaching Students About Written Language
6. Assessing Students’ Knowledge About Written
Language
5. How Students Develop as Readers and Writers
1. Stage 1: Emergent Reading and Writing
2. Stage 2: Beginning Reading and Writing
3. Stage 3: Fluent Reading and Writing
6. Chapter Review
7. Accountability Check
8. References
4. 3 Assessing Students’ Literacy Development
1. Learning Outcomes
2. Mrs. McNeal’s Second-Quarter Assessments
3. Classroom Assessment
1. Step 1: Planning for Assessment
2. Step 2: Assessing Students’ Progress Every Day
3. Step 3: Evaluating Students’ Learning
4. Step 4: Reflecting on Instruction
4. Diagnostic Tests
1. Determining Students’ Reading Levels
2. Diagnosing Students’ Strengths and Needs
5. Teaching English Learners
1. English Proficiency Screening
6. High-Stakes Testing
1. Problems With High-Stakes Testing
2. Preparing for Standardized Tests
3. The Politics of High-Stakes Testing
7. Portfolio Assessment
1. Collecting Work in Portfolios
 2. Involving Students in Self-Assessment
3. Showcasing Students’ Portfolios
8. Chapter Review
9. Accountability Check
10. References
5. 4 Cracking the Alphabetic Code
1. Learning Outcomes
2. First Grade Phonics Instruction
3. The Alphabetic Principle
1. Phonological Awareness
2. Phonics
3. Orthographic Awareness
4. Developing Phonemic Awareness
1. Why Is Phonemic Awareness Important?
2. Using Phonemic Awareness Strategies
3. Teaching Phonemic Awareness Strategies
5. Teaching English Learners
1. Phonemic Awareness
2. Assessing Students’ Phonemic Awareness
6. Phonics
1. Phonics Concepts
2. Phonics Rules
7. Teaching Phonics
1. Assessing Students’ Phonics Knowledge
2. What’s the Role of Phonics in a Balanced Literacy
Program?
8. Chapter Review
9. Accountability Check
10. References
6. 5 Learning to Spell
1. Learning Outcomes
2. Differentiating Spelling Instruction
3. Stages Of Spelling Development
1. Stage 1: Emergent Spelling
2. Stage 2: Letter Name-Alphabetic Spelling
3. Stage 3: Within-Word Pattern Spelling
4. Stage 4: Syllables and Affixes Spelling
 5. Stage 5: Derivational Relations Spelling
4. Teaching English Learners
1. Spelling
5. Teaching Spelling
1. Minilessons
2. Word Walls
3. Word Study Activities
4. Weekly Spelling Tests
5. What’s the Controversy About Spelling Instruction?
6. Assessing Spelling
1. Determining a Student’s Stage of Spelling
Development
2. The Instruction–Assessment Cycle
7. Chapter Review
8. Accountability Check
9. References
7. 6 Developing Fluent Readers and Writers
1. Learning Outcomes
2. Teaching High-Frequency Words
3. Reading Fluency
1. Automatic Reading
2. Reading Speed
3. Prosody
4. Writing Fluency
1. Automatic Writing
2. Writing Speed
3. Writer’s Voice
5. Assessing Reading And Writing Fluency
1. Assessing Reading Fluency
2. Assessing Writing Fluency
6. Teaching English Learners
1. Fluency
7. Chapter Review
8. Accountability Check
9. References
8. 7 Building Students’ Vocabulary
1. Learning Outcomes
 2. Mr. Wagner Teaches Vocabulary
3. Academic Vocabulary
1. Three Tiers of Words
4. Teaching English Learners
1. Vocabulary
2. The Development of Word Knowledge
3. Word Consciousness
4. Vocabulary Knowledge and Reading Achievement
5. Word-Study Concepts
1. Synonyms
2. Antonyms
3. Homonyms
4. Multiple Meanings
5. Figurative Meanings
6. Teaching Students About Words
1. Word Walls
2. Explicit Instruction
3. Word-Study Activities
4. Word-Learning Strategies
5. Incidental Word Learning
6. Assessing Students’ Word Knowledge
7. Chapter Review
8. Accountability Check
9. References
9. 8 Teaching Comprehension: Reader Factors
1. Learning Outcomes
2. Becoming Strategic Readers
3. What Is Comprehension?
1. Reader and Text Factors
2. Text Complexity
3. Before Reading: Reader Factors to Consider
4. Comprehension Strategies That Readers Use While
Reading
5. Teaching Comprehension Strategies
1. Using Explicit Instruction
2. Teaching for Comprehension During Reading
3. Activities That Promote Comprehension
 6. Teaching English Learners
1. Comprehension And Reader Factors
2. Assessing Students’ Knowledge of Reader Factors
7. Chapter Review
8. Accountability Check
9. References
10. 9 Facilitating Students’ Comprehension: Text Factors
1. Learning Outcomes
2. Learning About Frogs
3. Text Factors of Stories
1. Formats of Stories
2. Narrative Genres
3. Elements of Story Structure
4. Narrative Devices
5. Examining Text Factors in a Story
4. Text Factors of Informational Books
1. Nonfiction Genres
2. Expository Text Structures
3. Nonfiction Features
4. Examining Text Factors in an Informational Book
5. Text Factors of Poetry
1. Formats of Poetry Books
2. Poetic Forms
3. Poetic Devices
4. Examining Text Factors in a Book of Poetry
6. Teaching about Text Factors
1. Minilessons
2. Comprehension Strategies
3. Reading and Writing Activities
4. Assessing Students’ Knowledge of Text Factors
7. Chapter Review
8. Accountability Check
9. References
11. 10 Scaffolding Students’ Reading Development
1. Learning Outcomes
2. Using the Reading Process
3. The Reading Process
 1. Stage 1: Prereading
2. Stage 2: Reading
3. Stage 3: Responding
4. Stage 4: Exploring
5. Stage 5: Applying
4. Reading Strategies and Skills
1. Strategies
5. Organizing for Instruction: Five approaches
1. Guided Reading Lessons
2. Basal Reading Programs
3. Literature Focus Units
4. Literature Circles
5. Reading Workshop
6. Chapter Review
7. Accountability Check
8. References
12. 11 Scaffolding Students’ Writing Development
1. Learning Outcomes
2. Participating in Writing Workshop
3. The Writing Process
1. Stage 1: Prewriting
2. Stage 2: Drafting
3. Stage 3: Revising
4. Stage 4: Editing
5. Stage 5: Publishing
6. Adapting the Writing Process for Young Students
4. Teaching Writing
1. Writing Strategies and Skills
2. The Six Traits
3. Writing Genres
5. Teaching English Learners
1. Writing Development
6. Assessing Students’ Writing
7. The Writing Process In Action
1. Interactive Writing
2. Writing Centers
3. Writing Workshop
 8. Chapter Review
9. Accountability Check
10. References
13. 12 Integrating Literacy Into Thematic Units
1. Learning Outcomes
2. Creating Multigenre Projects
3. Connecting Reading and Writing
1. Reading to Learn
2. Writing as a Learning Tool
4. Demonstrating Learning
1. Writing Projects
2. Oral Presentations
3. Multigenre Projects
5. Thematic Units
1. How to Develop a Thematic Unit
6. Teaching English Learners
1. Integrating Literacy Into Thematic Units
2. Topics for Thematic Units
7. Chapter Review
8. Accountability Check
9. References
14. Compendium of Instructional Procedures
15. Glossary
16. References
17. Video and Interactive Resources
18. Print Version
Special Features
Teacher Accountability
My Teaching To-Do Checklist
1. Teaching Effectiveness
2. Assessment
3. Phonemic Awareness
4. Cracking the Alphabetic Code
5. Teaching Spelling
6. Reading and Writing Fluency
7. Teaching Vocabulary
8. Comprehension: Reader Factors
9. Comprehension: Text Factors
10. Strategy Instruction
11. Instructional Approaches
12. Writing Instruction
Common Core State Standards
1. Concepts About Written Language
2. Assessment
3. Phonological Awareness
4. Spelling
5. Reading Fluency
6. Vocabulary
7. Comprehension: Reader Factors
8. Comprehension: Text Factors
9. Reading
10. Writing
11. Content-Area Learning
Teach Kids to Be Strategic!
1. Beginning Reading Strategies
2. Test-Taking Strategies
3. Phonemic Awareness Strategies
4. Phonics Strategies
5. Spelling Strategies
6. Word-Identification Strategies
7. Word-Learning Strategies
8. Comprehension Strategies
9. Comprehension Strategies
10. Writing Strategies
Accountability Check
1. Becoming an Effective Teacher of Reading
2. Students’ Literacy Development
3. Literacy Assessment
4. Cracking the Alphabetic Code
5. Teaching Spelling
6. Reading and Writing Fluency
7. Vocabulary
8. Comprehension: Reader Factors
9. Comprehension: Text Factors
10. Scaffolding Students’ Reading Development
11. Scaffolding Students’ Writing Development
12. Integrating Literacy Into Thematic Units
Instructional Support
Minilesson
1. Blending Sounds Into Words
2. Decoding CVC Words With Final Consonant Blends
3. Spelling -at Family Words
4. Teaching High Frequency Words
5. Word Sort
6. Teaching Students to Ask Self-Questions
7. The Middle of a Story
Booklist
1. Multicultural Books
2. Books That Foster Critical Literacy
3. Books That Develop Oral Language
4. Alphabet Books
5. Fountas and Pinnell’s Levels
6. The Recalibrated Lexile Grade Bands
7. Wordplay Books
8. Books With Words Representing a Phonogram
9. Read-Aloud Books for Building Vocabulary
10. Books With Complex Texts
11. Books to Use in Teaching Comprehension Strategies
12. Elements of Story Structure
13. Expository Text Structures
14. Collections of Poetry
15. Predictable Books
16. The Six Traits
Go Digital!
1. Incorporate Technology Into Your Classroom
2. Creating Rubrics
3. Online Book-Search Systems
4. Spelling Games
5. Keyboarding
6. Online Comprehension Strategies
Literacy Portraits
1. A Community of Learners
2. Portrait of an Emergent Reader and Writer
3. Portrait of a Beginning Reader and Writer
4. Portrait of a Fluent Reader and Writer
5. Reading Assessment
6. Phonics Concepts
7. Reading Fluency
8. Vocabulary Knowledge
9. Comprehension Strategies
10. Reading and Writing Activities
11. Writing Conferences
Diverse Learners
Teaching English Learners
1. Be Effective Teachers of Reading
2. English Proficiency Screening
3. Phonemic Awareness
4. Spelling
5. Fluency
6. Vocabulary
7. Comprehension and Reader Factors
8. Writing Development
9. Integrating Literacy Into Thematic Units
If Students Struggle …
1. Phonemic Awareness
2. Phonics
3. Spelling
4. Reading Fluency
5. Writing Fluency
6. Vocabulary
7. Comprehension
8. Text Factors
9. Writing Progress
Developmentally Responsive
Practice
PreK Practices
1. Why involve prekindergartners with literacy?
2. How do teachers nurture students’ literacy development?
3. How do teachers assess young students?
4. How do teachers nurture 4-year-olds’ phonemic awareness?
5. How do I teach spelling to 4-year-olds?
6. Do you teach vocabulary to 4-year-olds?
7. How do 4-year-olds learn to comprehend?
8. Do preschoolers recognize different genres?
9. Which reading activities are best for young students?
10. Can 4-year-olds learn to write?
Developmental Continuum
1. Literacy Learning
2. Phonemic Awareness
3. Phonics
4. Spelling
5. Oral Reading Fluency
6. Writing Fluency
7. Vocabulary
8. Comprehension: Reader Factors
9. Comprehension: Text Factors
Assessment Resources
Assessment Tools
1. Oral Language
2. Concepts About Written Language
3. Determining Reading Levels
4. Diagnostic Assessments
5. Phonemic Awareness
6. Phonics
7. Spelling
8. Oral Reading Fluency
9. Vocabulary
10. Comprehension
11. Rubrics
Assessment Snapshot
1. CAP Test Scoring Sheet
2. Book Talk Checklist
3. A Second Grade Writing Rubric
4. Miscue Analysis
5. Spelling Analysis
6. Fluency Rubric
7. A Third Grade Editing Checklist
8. Kindergarten Writing Rubric
9. Status of the Class Chart
Preface
Our goal is for all young students to make a successful start in reading
and writing. We believe the key to making that happen is for teachers to
use a balanced approach that combines explicit instruction, guided
practice, and authentic application. Effective teachers know their students
and their individual learning needs, and they use this knowledge—and
their understanding of how students develop from emergent to beginning
to fluent readers and writers—to guide their teaching. This 5th edition of
Literacy in the Early Grades: A Successful Start for PreK–4 Readers and
Writers, provides the background knowledge, modeling, and application
tools that will ensure you are well prepared to meet grade-level standards
and lead young students to become fluent readers and writers.
New To This Edition
The value of a new edition of the text are the changes that are made to
both improve upon the delivery of content and address any concerns text
reviewers and users have had. As a result of that review and a careful
look at the previous edition, the following is new to this edition:

A NEW AUTHOR! New to this edition is author Dr. Emily Rodgers. Dr.
Rodgers is a professor at The Ohio State University and a well-respected
educator in the Reading and Literacy in Early and Middle Childhood Area
of Study where she mentors graduate students and teaches courses
related to early literacy. Her research examines the nature of effective
scaffolding in early literacy instruction; effective coaching of teachers; and
challenges of reforming, implementing, scaling, and sustaining effective
literacy intervention practices. Her research has been published in a
number of prestigious peer-reviewed journals including The Reading
Teacher, Reading Research Quarterly, Journal of Early Childhood
Literacy, and The Journal of Reading Recovery. She has also contributed
to the writing of numerous books on literacy. You will benefit from the
ideas and updated research she shares in the pages of this text.
Welcome, Dr. Rodgers!

Video Examples. Several embedded videos per chapter provide

illustrations of a literacy teaching principle or concept in action. These
video examples most often show students and teachers working in
classrooms. Sometimes they portray teachers describing their literacy
teaching experiences or identify literacy experts who share their
wisdom and guidance. Many new videos are included in every
chapter. Be sure to read the captions which will identify why you will
find the video informative and respond to the caption question to
satisfy your own learning.

REORGANIZED CHAPTER 1. Chapter 1, Becoming an Effective Teacher

of Reading, contains the latest standards for literacy, reading, and
language arts as recently updated by the national Board for Professional
Teaching Standards. The chapter also covers the principles that undergird
literacy teaching, but these principles are now organized under four
umbrella themes—Learning and Learning to Read, Effective Reading
Instruction, Differentiating Instruction to Meet Students’ Needs, and
Linking Assessment to Instruction which are mapped on to the very latest
set of standards from the National Board for Professional Teaching
Standards. These new themes required revising the Learning Outcomes
and make this chapter more manageable for teacher educators and as
accessible as it is critical for your growth as a teacher candidate.

CLARITY OF CONCEPTS ABOUT ASSESSMENT. Chapter 3,

Assessing Students’ Literacy Development, covers assessment of student
literacy development and now identifies the differences between
assessment and evaluation while better explaining the use and value of
running records. Rather than support the misperception that error analysis
is the same as running records, new discussions and featured examples
identify how to capture the errors young students may make in their
reading and measure them to determine students’ reading levels.
Application exercises, both in this chapter and throughout the text, provide
opportunities to monitor and assess student work including practice in
completing running records. You will find that assessment that informs
instruction is an idea threaded throughout this text.

CONCEPTS ABOUT PHONOLOGICAL AWARENESS. Chapter 4 in this

text, Cracking the Alphabetic Code, has been carefully revised to
introduce oral language concepts and phonological awareness before
developing an understanding of phonemic awareness and the strategies
you need to know to engage students in manipulating sounds. Building a
strong foundation for recognizing young students’ emergent language
skills and phonological awareness will better prepare you for developing
phonemic awareness and teaching phonics.

UPDATED RESEARCH. Wise with each edition is the updating of

research where research is new. Those of you who have used this title
before will recognize the new citations within chapters and in the chapter
end references.
A Focus On Classroom Practice
We have written this text for you. It shares our vision for reading and
writing instruction because we know you want to become a successful
teacher of reading and writing, capable of using instructional approaches
and procedures that unlock the door to reading and writing for young
students. Grounding the text in both scientific research and authentic
classroom practice, we cover the fundamental components of literacy
instruction, illustrate how to teach developmental strategies and skills, and
identify how to differentiate instruction to meet the needs of every student
in your classroom—students who come to school well prepared for
literacy learning and those who struggle with learning to read and write,
including students whose first language isn’t English. Throughout this text
is critical classroom pedagogy organized under five purposeful themes—
teacher accountability, instructional support, developmentally responsive
practice, diverse learners, and assessment resources. Text features
shared through these themes illustrate the significant roles and
responsibilities you’ll be expected to undertake in teaching reading and
writing to students from PreK through grade 4.
Teacher Accountability
As a teacher, you’ll be asked to account for student achievement in
reading and writing; your accountability will depend on how you address
the Common Core State Standards in your literacy lessons and your
successful use of instructional methods. Your knowledge can be
significantly advanced through the use of this text and the following
distinctive features:

NEW! MY TEACHING TO-DO CHECKLISTS. Teaching reading and

writing requires understanding a number of important components—the
processes of reading and writing, literacy assessment, and the strategies
and skills for teaching phonemic awareness and phonics, fluency,
vocabulary, comprehension, and writing. Along with the instructional
knowledge shared in each chapter, we provide Teaching To-Do Checklists
that will serve as guidelines in your classroom to verify that you’ve
covered key elements for each reading and writing component. You can
download these checklists from the eText. Be sure to take them into your
classrooms!
COMMON CORE STATE STANDARDS. Look for Common Core State
Standards boxes that highlight specific English Language Arts Standards
you’ll be responsible for teaching. These boxes point out how to use
grade-level standards to plan concrete and purposeful literacy lessons
that align with national and state literacy standards.
TEACH KIDS TO BE STRATEGIC! This feature will be invaluable to use
in the classroom. Specific guidelines list the strategies you need to teach
and then explain what to check for to ensure that students are applying
them. Utilizing these features will help you and your students meet grade-
level standards. Be sure to use them in your classroom!
Instructional Support
Balance is critical to teaching reading and writing: balancing the teaching
of reading and writing, balancing explicit instruction with practice, and
balancing the use of assessment to inform instruction. Knowing how to
balance the teaching of reading and writing strategies—when, why, and
how—is a significant part of teacher preparation. The following features
illustrate explicit instructional procedures, identifying when, why, and how
to use them. Many are supported by specific and authentic teaching
examples.

CHAPTER-OPENING VIGNETTES. As a signature feature of this text,

chapter-opening stories describe how effective teachers integrate the
teaching of reading and writing to maximize your understanding of
classroom practice.
Other documents randomly have
different content
The Project Gutenberg eBook of By Force of
Impulse: A Drama in Five Acts
 This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.

Title: By Force of Impulse: A Drama in Five Acts

Author: Harry V. Vogt

Release date: July 10, 2013 [eBook #43185]

Most recently updated: October 23, 2024

Language: English

Credits: Produced by Dianna Adair, Paul Clark and the Online

Distributed Proofreading Team at http://www.pgdp.net
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*** START OF THE PROJECT GUTENBERG EBOOK BY FORCE OF

IMPULSE: A DRAMA IN FIVE ACTS ***
Transcriber's Note:
Every effort has been made to replicate this text as faithfully as possible.

BY FORCE OF IMPULSE.
A DRAMA IN FIVE ACTS.

BY
HARRY V. VOGT.

Price, 15 Cents.

NEW YORK:
HAROLD ROORBACH, Publisher,
9 Murray Street.
 CAST OF CHARACTERS.
MORRIS MAITLAND, A Stern Puritan, with unbending will, whose
word is law.
REGINALD MAITLAND,—His Son; one of Nature’s noblemen.
HENRY LOWVILLE, True as Steel; a little soured against the
female sex, and a hater of “fashionable society.”
RALPH MURDELL,—A polished, smooth tongued scoundrel.
COLONEL MORRELL, A True Soldier, with a keen sense of duty.
GEO. WASHINGTON DOLLERCLUTCH, An Eccentric Lawyer of
the “Old School,” who possesses a large, sympathetic heart.
SAMMY DEWDROP, The Son of a Millionaire; fresh from college,
full of romantic nonsense.
ADOLPHUS SOFTHEAD, His Chum, whose mental faculties have
not kept pace with his physical.
CORIOLANUS WELLINGTON, Who never smiles, and who thinks
he was born to fill a higher station in life than that of menial.
ADRIENNE LOWVILLE, A Proud, Impulsive Beauty, who loves not
wisely but too well.
HILDA WALLACE, Her Maid, whose birth is obscure. An innocent
victim of misplaced love.
ANASTASIA MAITLAND, A Gushing Maiden of Forty-five
Summers; very susceptible.
Guests, Soldiers, Etc., Etc.
 SYNOPSIS.
ACT I. LOVE VERSUS IMPULSE.
ACT II. THE SEPARATION.
ACT III. DUTY VERSUS IMPULSE.
ACT IV. THE RECONCILIATION AND SEQUEL.
ACT V. DIVINE IMPULSE.
 COSTUMES.
MORRIS MAITLAND.—Act II.—Plain dark suit, white cravat, long
haired gray wig, quarter bald, close shaven face; change coat for
long wrapper in 3d Scene. Acts IV. and V.—Plain gray business suit,
light slouch hat.
REGINALD MAITLAND.—Act I.—Black dress suit, black slouch hat.
Act II.—Dark traveling suit. Acts III., IV. and V.—Uniform of a
Private, U. S. A. Cloak to throw over uniform in 4th Act.
HENRY LOWVILLE.—Act I.—Rich hunting suit, gun, game bag,
etc. Act II.—Uniform of a Recruiting Officer, U. S. A. Acts III. and V.
—Uniform of a Captain, U. S. A.
RALPH MURDELL.—Act I.—Black dress suit, silk hat. Act II.—
Genteel sack suit, derby hat. Acts III., IV. and V.—Uniform of a
Major, U. S. A.
COLONEL MORRELL.—Uniform of a Colonel, U. S. A.
GEO. WASHINGTON DOLLERCLUTCH.—Acts I. and II.—Dark
pants, dark cutaway coat, white vest, high collar and cravat, white
silk hat, nose glasses, black crop wig, bald, close shaven face. Acts
III., IV. and V.—Uniform of a Private, U. S. A. A cloak to throw over
uniform in 4th Act.
SAMMY DEWDROP.—Act I.—Dark foppish suit, showy jewelry,
stand-up collar and flashy necktie, cane, glasses, silk hat with
narrow brim, red crop wig, close shaven face. Act II.—White linen
suit, small brimmed straw hat with white band.
ADOLPHUS SOFTHEAD.—Act I.—Dark frock suit, small derby hat,
very large stud in shirt front, heavy watch chain, large bouquet in
button-hole, blonde crop wig, close shaven face. Act II.—Light sack
suit, straw hat with blue band. Acts III. and V.—Uniform of a Private,
U. S. A. Change coat and cap in 3d Act for a Rebel’s.
CORIOLANUS WELLINGTON.—Act I.—Very seedy suit, à la
shabby genteel, long haired black wig. Change in last scene to tight-
fitting black suit, ruffled collar and cravat, white shoe guards, black
square-crowned hat. Act II.—Same as second change in 1st Act, but
change necktie during Act to a ridiculously large red necktie. Acts
III. and V.—Uniform of a Private, U. S. A.
ADRIENNE LOWVILLE.—Act I.—Rich evening dress. Act II.—
Handsome traveling dress. Acts IV. and V.—Plain white morning
dress.
HILDA WALLACE.—Act I.—Very plain black cloth dress, no jewelry
or ornaments, derby hat; change in last scene to white apron and
frilled cap. Act II.—Same as 1st, and change as before in last scene.
Act IV.—Same as before, with slight changes. Act V.—Plain silk dress.
ANASTASIA MAITLAND.—Acts I. and II.—Old-fashioned black silk
dress, large bonnet, large parasol and fan, wig with curls. Change
bonnet in 2d Act for a frilled cap. Acts IV. and V.—Same as before
with some changes.
 PROPERTIES.
Act I.—Scene 1.—Writing materials, books, etc., on table. Lawyer’s
bag, papers, memorandums, etc., for Dollerclutch. Newspaper with
written paragraph, also sealed letter, writing materials, etc., on desk.
Baby dress and money for Hilda Wallace. Lunch for Coriolanus to
bring on. Scene 2.—Sign on tree. Segar-case and match-box for
Reginald. Scene 3.—Small valise with smelling-bottle in it for
Coriolanus. Matches for Sammy Dewdrop. Memorandum tablet and
pencil for Dollerclutch. Card-case for Ralph.
Act II.—Scene 1.—Bell on table. Knitting for Anastasia. Bundle and
wraps for Hilda. Scene 2.—Roll of draft, pencil and pistol for Henry.
Scene 3.—Memorandum tablet, pencil and baby dress for
Dollerclutch. Letter for Anastasia. Pistol and roll of draft for Henry.
Basket with broken glass off L. 2 E.
Act III.—Card photograph for Reginald. Rebel hat and coat and
whiskers and pieces of rope in L. 3 E. for Adolphus. Switch in L. 3 E.
for Coriolanus. Pistol and baby dress for Dollerclutch. Large wallet
containing two special papers, etc.; also, six letters for Ralph to
bring on. Cloak in tent L. 4 E. for Dollerclutch, and one in tent L. 5 E.
for Reginald.
Act IV.—Scene 1.—Pen, ink and paper on table. Knitting and letter
for Anastasia. Scene 2.—Cloak and two special papers and baby dress
for Dollerclutch. Scene 3.—Candles on table. Letter for Adrienne. Ring
for Dollerclutch.
Act V.—Map on table for officers. Bundle containing letter and
envelope, with blackened paper and bullet in it, for Coriolanus to
bring on. Seal ring and Ralph Murdell’s left shoulder strap for
Dollerclutch. Revolver at prompt R. 2 E. Two handkerchiefs for
Adolphus. One handkerchief for Ralph.
 SCENERY.
ACT I.
Scene 1.—Dollerclutch’s Office in 4th Grooves.

C. door in flat. Door, R. 4 E. Fireplace, L. 3 E. Window, L. F. and L. 4

E. Book-case against R. F. Hat-rack, R. 3 E. Desk and chair, L. C.
Table and chairs, R. C.
Scene 2.—A Wood-pass in 2d Grooves. Sign on tree, R. F.—“Beware!
Do not disturb the Deer. Wm. Lowville.”
Scene 3.—(Entire Stage.)—Grounds adjoining Wm. Lowville’s
Mansion. Illuminated by colored lamps. Flat in 5th Grooves
representing a terrace. The wings represent trees.

Fountain, statuary, flower urns, iron chairs, trees, etc. Rustic

benches, R. 3 E. and L. 2 E.
 Act II.
Scene 1.—Sitting Room in the Maitland Cottage in 4 G. Plainly but
substantially furnished. Scene backed by wood-scene in 5 G. Time,
evening. Moonlight effect back of 4 G.

Large open window, C. of F. Glass doors, R. and L. F. Doors, L. 2 E.

and R. 3 E. Fireplace, L. 3 E. Table and chairs, L. C. High-back chair,
R. C. Old-fashioned clock, R. 4 E.
Scene 2.—Street Scene in 1 G.
Scene 3.—(Entire Stage.)—Outside of Maitland Cottage. Backed by
wood-scene in 5 G. Plain cottage, with ivy and roses, on left. Time,
morning.

Picket fence, with gate in C., in the background. Rustic bench

against tree, R. C.

ACT III.
Camp Scene.—(Entire Stage.)—Scene representing a rocky ravine.
High set rock, L. 5 E. Cannon and cannon balls, L. 5 E. Tent, C., near
flat. Tent, R. 5 E. and L. 4 E. Camp stools, R. C. 4 E., R. 4 E., R. 2 E.,
R. C. 2 E., L. 2 E. Camp-fire, R. C. 4 E. Stack of guns, R. 3 E.

ACT IV.
Scene 1.—(Same as 1st Scene, 2d Act, with addition of child’s crib, L.
4 E.) Time, morning. Sunlight effect back of 4 G.
Scene 2.—Wood-pass in 1 G. Time, night.
Scene 3.—(Same as 1st Scene.) Time, night. Moonlight effect back of
4 G.

ACT V.
Camp Scene.—(Same as Act 3d, with addition of table and three camp
stools R. 2 E.)
 STAGE DIRECTIONS.
The player is supposed to be facing the audience. C., centre. R.,
right. L., left. R.C., right of centre. L.C., left of centre. D., door. R.D.,
right door. L.D., left door. C.D., centre door. F.D., door in flat. R.F.D.,
door in right flat. L.F.D., door in left flat. 1 E., first entrance. 2 E.,
second entrance. U.E., upper entrance. 1 G., first groove. 2 G.,
second groove.
R. R.C. C. L.C. L.
 NOTE.
The character of Coriolanus Wellington, to carry out successfully the
idea of the author, should be played with an extreme degree of
solemnity, so as to appear ludicrous. His action should be of the lofty
and dignified order, but greatly overdrawn, and he should be
decidedly mechanical in his movements and gestures.
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