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| Understanding and Applying Research on Literacy Development | |
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| Two Theories | |
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| Two Instructional Approaches | |
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| Two Processes: Which Comes First | |
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| Different Views of Children's Learning: Current Research | |
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| Kidwatching | |
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| Important Findings | |
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| Instructional Implications: Emergent Literacy | |
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| New Terms | |
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| Summary | |
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| Questions and Tasks for Independent or Collaborative Work | |
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| Classrooms for Literary Growth | |
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| Teachers as KidWatchers, Decision Makers, and Researchers | |
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| Literacy Workshops | |
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| Physical Concerns for a Workshop Approach | |
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| Interpersonal Components | |
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| Getting Started With A Literacy Workshop Approach | |
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| Planning Students Activities | |
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| Activities for the Literacy Workshop | |
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| Integrated Curriculum in Emergent Literacy Classrooms | |
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| Summary | |
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| Questions and Tasks for Independent or Collaborative Work | |
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| Assessment of Literacy | |
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| The Debate About Assessment | |
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| Classroom-Based Assessment | |
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| Finding Time for Assessment | |
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| Observating, Interviewing, and Conferencing, With Students | |
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| Running Records and Story Retellings | |
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| Creating Student Portfolios | |
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| The South Brunswick Literacy Portfolio | |
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| Grading in A Classroom-Based Assessment Approach | |
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| Summary | |
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| Questions and Tasks for Independent or Collaborative Work | |
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| Fostering the Home-School Connection | |
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| Building Home-School Links | |
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| Building the Home-School Connection | |
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| Initial Communication with Parents | |
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| Welcoming Parents and Caregivers | |
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| Offering Explanations | |
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| Finding the Right Level: Support, Involvement, and Participation | |
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| Communicating With the Home | |
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| Homework | |
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| Reading and Writing with Children | |
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| Reporting on Progress | |
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| Summary | |
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| Questions and Tasks for Independent and Collaborative Work | |
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| Culturally-Sensitive Instruction | |
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| The Demographic Imperative | |
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| Linguistic Factors | |
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| Cultural Factors | |
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| Social Factors | |
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| Responding to Diversity with Sensitivity and Celebration | |
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| First Core Component: Respect | |
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| Second Core Component: Awareness of Language | |
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| Summary | |
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| Questions and Tasks for Independent or Collaborative Work | |
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| Making Progress with Communication Skills | |
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| A Brief Discussion of Language Acquisition | |
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| Playing with Language | |
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| Thinking about Language | |
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| Learning About Concepts | |
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| Encouraging Language Growth | |
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| Learning English as a Second Language | |
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| Pragmatics | |
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| Contextualized and Decontextualized Language | |
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| Learning the Language of School | |
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| Instructional Activities for Listening and Speaking | |
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| Rhymes, Poems, Jingles and Finger Plays | |
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| Conversations and Discussions | |
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| Experiences with Books and Other Graphic Stimuli | |
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| Directed Listening-Thinking Activity | |
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| Movement Activities, Dramatics, and Improvisation | |
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| Instructional Implications: Grammar and Sentence Structure | |
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| Appropriate Strategies | |
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| Summary | |
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| Questions and Tasks for Independent or Collaborative Work | |
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| Awareness of Print | |
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| What Children Learn About Print Production | |
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| Principles of Print Production | |
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| Practice Leads to Fluency | |
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| Children's Concepts of Words | |
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| Invented Spelling | |
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| What Children Learn About Reading | |
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| Learning about Talking and Thinking about Literacy | |
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| Summary | |
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| Questions and Tasks for Independent or Collaborative Work | |
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| The Beginnings of Literacy (Preschool and Kindergarten) | |
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| Helping Children Refine their Emerging Literacy Skills | |
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| Share Literacy Experiences | |
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| Storybook Reading | |
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| Big Books | |
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| Language Experience Approach | |
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| Guidelines for Preschool and Kindergarten LEA | |
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| Writing in Preschool and Kindergarten Classes | |
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| Drawing and Writing | |
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| Keeping a Journal | |
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| Writing to Communicate | |
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| The Social Nature of Writing | |
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| And Since We're Thinking about Spelling | |
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| What Can Teachers Expect | |
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| Progression Beyond Labels and Captions | |
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| Palying with Ideas and Conventions | |
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| Summary | |
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| Questions and Tas | |