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Literacy for the 21st Century: A Balanced Approach (3e)

By Gail E. Tompkins, Carol Smith, Rod Campbell, David Green
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The purpose of this product is to support PST develop knowledge, understanding and skill in teaching literacy to children from the Foundation Year to Year 6.

To assist in achieving these goals, the product outlines from the beginning that successful teaching involves knowing the students, the content and associated curriculum requirements, and understanding how to apply this knowledge in explicit and skilled ways to meet individual students’ literacy learning needs.

The product emphasises that effective teachers continually engage in reflective practice to gauge if and how each student’s learning goals are achieved. It challenges the PST to consider ways of knowing, learning and teaching, providing opportunities to consider ways of using digital platforms to develop children’s reading, writing, speaking, listening and viewing skills.

Developed for preservice teachers, practising teachers and those interested in English literacy teaching and learning, this product includes a range of vignettes drawn from classroom and university practice across Australia, examples that stand to authenticate the learning.

Additionally, this product

  • Has respected and updated/current content, mapped to industry standards delivered in a range of customisable formats and affordable price points.
  • Can be delivered via Revel, offering an interactive learning experience available on all devices
  • Is part of a connected collection in the Education portfolio offering a suite of resources across an Education degree in a consistent format and style.
  • Respected authors in the field
  • Used across all levels of Bachelor and Masters Education courses
Product details
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Pearson Australia
Table of contents
  • PART 1 Literacy for the 21st century
  • 1 Becoming an effective teacher of language, literature and literacy
  • 2 Teaching the reading and writing processes
  • 3 Assessing students’ literacy development
  • PART 2 Components of literacy development
  • 4 Working with the youngest readers and writers
  • 5 Cracking the alphabet code
  • 6 Teaching English grammar: the language code for reading and writing
  • 7 Developing fluent readers and writers
  • 8 Expanding academic vocabulary
  • 9 Promoting comprehension: reader factors and text factors
  • PART 3 Organising for literacy instruction
  • 10 Organising for instruction
  • 11 Differentiating for success
  • 12 Reading and writing in the content areas
  • PART 4 Compendium of teaching strategies
  • Professional references
  • Children’s book references
  • Glossary
  • Author and title index
  • Subject index

Download the detailed table of contents.

Features & benefits
  • Content mapped to Australian Curriculum > F-10 curriculum > Learning areas - available as a content mapping grid, which is a downloadable (digital-only) resource.
  • Learning outcomes
  • Chapter-opening vignette (all chapters except Chapter 1)
  • Highlighted teaching strategies
  • Chapter review (including summary and questions)
  • Professional references
  • Children’s book references
  • Intermittent Boxed features:
    • Teaching and learning strategies: subject
    • Supporting EAL/D students: subject
    • Teaching students with learning difficulties: subject
    • Go Digital! Contexts and guidelines: subject
    • Assessment tools: subject
    • Minilesson: subject
  • A compendium of teaching strategies (Chapter 13)
  • Glossary
  • Author and title index
  • Subject index
  • Reorganised some sections to align with developments in the Australian Teaching Standards and the Australian Curriculum: English
  • A focused overview of the Four Resources Model as a classroom instructional model for teaching children how to develop the roles of:
    • code breaker
    • text participant
    • text user
    • text analyst
  • An updated impression of teaching strategies and their pivotal role in teaching practice
  • A renewal of a range of Australian resources, including children’s literature, interactive websites, information texts and content-area topics
  • Greater emphasis on the use of digital platforms in classrooms and the community
  • Incorporation of current language and literacy research and practice into discussions on classroom practice
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