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| Preface | |
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| Acknowledgments | |
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| Foundations of Language and Literacy | |
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| Before Reading this Chapter, Think About ... | |
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| Focus Questions | |
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| National Literacy Policies and Initiatives | |
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| The Standards Movement | |
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| No Child Left Behind Act | |
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| Reading First | |
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| Good Start, Grow Smart | |
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| Early Reading First | |
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| Using Scientifically Based Reading Research to Make Curricular and Instructional Decisions | |
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| The National Reading Panel | |
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| A Continuum of Instructional Approaches | |
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| Emergent Literacy Approach | |
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| Scientifically Based Reading Research Approach | |
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| Blended Instruction: A "Value-Added" Approach | |
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| A Blended Literacy Instructional Program | |
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| Effective Teachers Provide Children with a Print-Rich Classroom Environment | |
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| Effective Teachers Demonstrate, Model, and Scaffold Instruction | |
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| Effective Teachers Explicitly Teach Children Skills That Research Supports as Key Elements of Reading, Writing, and Speaking | |
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| Effective Teachers Read to Children Daily and Encourage Them to Read Books on Their Own | |
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| Effective Teachers Provide Opportunities for Children to Collaborate and Help Each Other Learn about Language and Literacy | |
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| Effective Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences | |
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| Effective Teachers Support Children's Experimentations with Print | |
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| Effective Teachers Use Multiple Forms of Assessment to Find Out What Children Know and Can Do | |
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| Effective Teachers Respect and Make Accommodations for Children's Developmental, Cultural, and Linguistic Diversity | |
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| Effective Teachers Recognize the Importance of Reflecting on Their Instructional Decisions | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Oral Language Development | |
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| Before Reading this Chapter, Think About ... | |
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| Focus Questions | |
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| Language Acquisition Theories | |
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| Behaviorist Perspective | |
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| Nativist Perspective | |
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| Social-Interactionist Perspective | |
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| A Biological Perspective | |
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| Linguistic Vocabulary Lesson | |
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| Phonology | |
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| Morphology | |
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| Syntax | |
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| Semantics | |
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| Pragmatics | |
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| Observing the Development of Children's Language | |
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| Birth to One Month | |
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| Two to Three Months | |
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| Four to Six Months | |
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| Six to Nine Months | |
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| Nine to Twelve Months | |
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| Twelve to Eighteen Months | |
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| Eighteen to Twenty-four Months | |
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| Twenty-four to Thirty-six Months | |
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| Three to Four Years | |
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| Four to Five Years | |
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| Six to Eight Years | |
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| What is Normal Language Development? | |
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| Factors Contributing to Variation in Rate of Language Acquisition | |
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| Gender Differences | |
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| Socioeconomic Level | |
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| Cultural Influences | |
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| Medical Concerns | |
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| Language Disorders | |
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| Disfluency | |
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| Pronunciation | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Facilitating Early Language Learning | |
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| Before Reading this Chapter, Think About ... | |
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| Focus Questions | |
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| Home Talk: A Natural Context for Learning and Using Language | |
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| Encouraging Personal Narratives | |
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| Reading Storybooks | |
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| Television as a Language Tool | |
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| Time | |
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| Choosing Programming for Children | |
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| Active Viewing | |
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| School Talk: A Structured Context for Learning and Using Language | |
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| Teacher Discourse | |
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| Reciprocal Discussions and Conversations | |
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| Contexts for Encouraging Language for Children | |
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| Group Activities | |
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| Learning Centers | |
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| Dramatic Play | |
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| Play Settings | |
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| Time | |
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| Teacher Involvement | |
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| Language-Centered Activities for Children | |
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| Sharing | |
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| Storytelling | |
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| Language Play | |
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| Songs and Finger Plays | |
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| Contexts for Encouraging Language for Older Children | |
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| Cooperative Learning Groups | |
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| Dramatic Simulations | |
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| Movie, Video, Book, and Music Reviews | |
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| Assessment: Finding Out What Children Know and Can Do | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Building a Foundation for Literacy Learning | |
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| Before Reading This Chapter, Think About ... | |
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| Focus Questions | |
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| Home Literacy Experiences | |
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| Access to Print and Books | |
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| Adult Demonstrations of Literacy Behavior | |
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| Supportive Adults | |
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| Independent Engagements with Literacy | |
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| Storybook Reading | |
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| Functional Literacy Activities | |
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| Bringing Environmental Print into the Classroom | |
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| EP Alphabet Chart | |
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| EP Folders | |
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| EP Walks | |
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| Individual EP Booklets | |
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| Literacy-Enriched Dramatic Play | |
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| Functional Print Connected with Classroom Activities | |
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| Labels | |
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| Lists | |
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| Directions | |
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| Schedules | |
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| Calendars | |
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| Messages | |
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| Sign-In and Sign-Up Lists | |
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| Inventory Lists | |
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| Sharing Literature with Children | |
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| Selecting Good Books for Children | |
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| Classroom Library Centers | |
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| Books | |
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| Physical Characteristics | |
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| Classroom Lending Library | |
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| Effective Story-Reading Strategies | |
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| Adult Behaviors While Reading | |
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| Child Behaviors During Reading | |
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| Cultural Variations in Story Reading | |
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| Classroom Read-Alouds | |
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| Shared Reading | |
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| Linking Literacy and Play | |
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| Literacy-Enriched Dramatic Play Centers | |
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| Preparatory Experiences | |
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| Teacher Involvement in Play | |
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| Shared Enactments | |
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| Written Story to Dramatization | |
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| Dramatization to Written Story | |
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| Language Experience Approach or Shared Writing | |
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| Group Experience or Shared Writing Stories | |
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| Interactive Writing | |
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| Individual Language Experience Stories | |
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| Classroom Newspaper | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Teaching Early Reading and Writing | |
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| Before Reading This Chapter, Think About ... | |
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| Focus Questions | |
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| Early Reading Instruction | |
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| Phonological and Phonemic Awareness | |
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| Alphabet Knowledge | |
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| Print Awareness | |
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| Word Recognition | |
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| Key Words | |
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| Word Walls | |
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| Phonics | |
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| Writing Instruction | |
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| The Context for Writing: The Writing Center | |
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| Gather the Needed Materials | |
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| Arrange the Materials | |
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| Computers and Word Processing | |
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| Teachers' Role | |
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| The Writing Workshop | |
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| Focus Lessons | |
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| Writing Time | |
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| Group Share Time | |
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| Journals and Interactive Forms of Writing | |
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| Journals | |
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| Dialogue Writing | |
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| Pen Pals | |
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| Publishing Children's Writing | |
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| Handwriting | |
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| Assessment: Discovering What Children Know and Can Do | |
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| Checklists | |
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| Performance Sampling | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Reading: Expanding the Foundation for Ongoing Literacy Learning | |
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| Before Reading This Chapter, Think About ... | |
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| Focus Questions | |
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| Understanding the Reading Process | |
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| Psychological Contributors to Reading | |
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| Word Identification | |
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| Graphophonic Cues | |
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| Morphemic Analysis Cues | |
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| Context Cues | |
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| Word Meaning | |
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| Connected Text | |
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| General Demands | |
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| Classroom Events | |
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| Determining a Schedule | |
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| Selecting and Using Materials | |
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| Considering Reading Options | |
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| Providing Instruction | |
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| Assessing | |
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| Attributes of A Successful Reading Teacher | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Embedded within a Balanced Reading Program: Teaching Meaning and Skills | |
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| Before Reading This Chapter, Think About ... | |
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| Focus Questions | |
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| Using Reading and Writing for Learning | |
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| Lessons from an Experienced Sixth-Grade Teacher | |
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| Typical Monday and Tuesday Schedule | |
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| 8:15-8:30 | |
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| 8:30-8:45 | |
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| 8:45-9:00 | |
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| 9:00-9:15 | |
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| 9:15-9:30 | |
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| 9:30-9:45 | |
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| 9:45-10:00 | |
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| 10:00-10:30 | |
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| Typical Wednesday and Thursday Schedule | |
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| 8:15-8:30 | |
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| 8:30-9:00 | |
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| 9:00-9:30 | |
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| 9:30-10:00 | |
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| 10:00-10:30 | |
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| Typical Friday Schedule | |
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| 8:15-8:30 | |
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| 8:30-9:00 | |
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| 9:00-10:30 | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Teaching Writing the Workshop Way | |
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| Setting the Mood/Creating the Setting | |
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| Before Reading This Chapter, Think About ... | |
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| Focus Questions | |
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| The Essentials of Writing Workshop | |
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| Children Need Time to Write | |
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| Children Need Regular Response to Their Writing from the Teacher, Their Peers, and Others | |
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| Children Need to Publish Their Writings | |
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| Children Need to Choose Most of the Topics They Write About | |
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| Children Need to Hear Their Teachers Talk Through What They Are Doing as They Write | |
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| Children Need to Maintain Collections of Their Work to Create the Portrait of Their Writing History | |
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| Children Need Teachers Who Teach Writing, Not Just Make Writing Assignments | |
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| Setting the Stage for Writing | |
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| Gather the Needed Materials | |
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| Arrange the Materials | |
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| The Components of the Writing Workshop | |
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| Focus Lesson | |
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| Writing Time | |
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| Sharing | |
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| Focus Lessons | |
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| Procedural Lessons | |
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| Crafts or Traits of Good Writing Lessons | |
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| Writing Process Lessons | |
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| Mechanical Skills Lessons | |
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| Status-of-the-Class Report | |
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| Writing Time | |
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| Teacher-Student Conferences | |
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| Peer Conferences | |
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| Using Technology to Respond to Writers | |
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| Group Share Sessions | |
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| Assessment: Discovering What Students Know and Can do | |
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| Using Writing Rubrics | |
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| Large-Scale Assessments | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Embedded within Writing Workshop: Teaching Skills and Meeting Special Needs | |
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| Before Reading This Chapter, Think About ... | |
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| Focus Questions | |
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| The Mechanical Skills of Writing | |
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| Spelling | |
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| How Children Learn to Spell | |
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| Helping Children Become Better Spellers | |
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| Explicit Instruction Once Students Become Fluent Writers | |
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| Grammar | |
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| Capitalization and Punctuation | |
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| Handwriting | |
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| Manuscript or Cursive Style? | |
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| Vertical or Slanted Form? | |
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| Teaching Students How to Form Letters | |
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| Left-Handed Writers | |
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| Special Populations | |
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| Bilingual and Second-Language Learners | |
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| Children with Special Needs | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Assessment: Determining What Children Know and Can Do | |
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| Before Reading This Chapter, Think About ... | |
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| Focus Questions | |
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| What is Important for Teachers to Know About Children's Literacy Development? | |
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| Ongoing Assessment | |
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| Information-Gathering Tools | |
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| Anecdotal records | |
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| Vignettes or Teacher Reflections | |
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| Checklists | |
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| Conferencing or Interviewing | |
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| Video and Audio Recordings | |
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| Running Records | |
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| Products or Work Samples | |
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| Creating Portfolios: Working and Showcase | |
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| Selecting Artifacts for Inclusion | |
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| Sharing Information on Artifact Selection for Showcase Portfolios | |
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| Frequency of Artifact Selection for Showcase Portfolios | |
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| Sharing Portfolios with Others | |
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| Sharing with Peers | |
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| Sharing with Parents | |
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| Sharing with School Administrators | |
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| Doing Ongoing Assessment | |
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| On-Demand Assessment | |
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| Standardized Tests | |
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| Preparing Students for On-Demand Assessments | |
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| Reconsidering Teaching Practices | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| Parents As Partners in Literacy Education | |
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| Before Reading This Chapter, Think About ... | |
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| Focus Questions | |
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| What Roles do Families Play? | |
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| Reading and Writing Acquisition | |
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| Dilemmas Facing Modern Families | |
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| Helping Parents and Primary Caregivers Become Effective First Teachers | |
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| Personal Interactions | |
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| Home Visits | |
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| Parent Workshops | |
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| Phone Calls | |
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| Parent-Teacher Conferences | |
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| Progress Review Conference | |
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| Student-Parent-Teacher Conferences | |
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| Student-Led Conference | |
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| Specific Problem Conference | |
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| Sibby | |
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| Steven | |
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| Classroom Instructional Publications | |
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| Informal Weekly Notes | |
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| News Flashes | |
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| Monthly Newsletters | |
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| Dear Teacher Letters | |
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| Family Focus | |
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| Student-Authored Newsletters | |
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| Teachers and Schools as Professional Resources | |
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| Sharing Instructional Materials and Offering Guidance | |
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| Classroom Lending Library | |
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| Writing Briefcase | |
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| Book Bags | |
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| Videotape | |
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| Schools as Community Resources | |
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| Teacher as Community Contact | |
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| VIP Program | |
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| Business Adoption Programs | |
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| Community Tutors | |
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| Buddy Reading Programs | |
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| Summary | |
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| Linking Knowledge to Practice | |
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| References | |
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| Author Index | |
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| Subject Index | |