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| Understanding Children's Literacy Development | |
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| Key Concepts and Instructional Activities That You Will Read About in This Chapter | |
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| Language, Thinking, and Learning | |
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| Schemas and Learning | |
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| Schemas | |
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| Infants and Schemas | |
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| The Relation between Language and Learning | |
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| Social Basis for Learning | |
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| Zone of Proximal Development | |
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| Four Systems of Spoken Language | |
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| Pragmatics | |
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| Semantics | |
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| Syntax | |
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| Phonology | |
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| Four Systems of Written Language | |
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| Functions of Written Language | |
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| Meanings in Written Language | |
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| Unusual Words and Phrases | |
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| Contextualization | |
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| Written Language Forms | |
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| Words and Sentences | |
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| Text Formats | |
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| Meaning-Form Links | |
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| Children's Concepts about Written Language | |
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| Ted's Delight: A Case Study of Two Children's Reading and Writing | |
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| Ted's and Carrie's Concepts about Written Language | |
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| Developmental Changes in Children's Reading and Writing | |
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| Awareness and Exploration | |
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| Experimenting Reading and Writing | |
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| Conventional Reading and Writing | |
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| Assessment and Phases of Reading and Writing Development | |
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| Screening | |
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| Monitoring | |
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| Chapter Summary | |
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| Using the Information | |
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| Applying the Information | |
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| Going Beyond the Text | |
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| References | |
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| Birth to Three Years: The Foundations of Literacy Development | |
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| Key Concepts and Instructional Activities That You Will Read About in This Chapter | |
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| The Beginnings of Literacy | |
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| Kristen's Early Literacy Experiences | |
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| Literacy Experiences from Birth to One | |
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| Literacy Experiences from One to Two | |
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| Literacy Experiences from Two to Three | |
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| Concepts about Literacy Acquired from Early Book and Drawing Experiences | |
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| Home Influences on Literacy Learning: Learning in Social and Cultural Contexts | |
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| Parent-Child Interactive Bookreading | |
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| Elizabeth and Her Mother Share Where's Spot? | |
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| Jon-Marc and His Father Share The Story of Ferdinand | |
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| Participation in Interactive Bookreading | |
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| Concept of Story | |
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| Environmental Print | |
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| Spoken Language Development and Its relationship to Literacy Development | |
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| Spoken Language Development | |
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| English Language Learners | |
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| Assessing Literacy Beginners | |
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| Chapter Summary | |
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| Using the Information | |
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| Applying the Information | |
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| Going Beyond the Text | |
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| References | |
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| Three to Five Years: Novice Readers and Writers in the Phase of Awareness and Exploration | |
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| Key Concepts and Instructional Activities That You Will Read About in This Chapter | |
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| Who Are Novice Readers and Writers? | |
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| Written Language Communicates Messages: Novice Readers' and Writers' New Insights | |
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| An Example of Novice Writing and Reading | |
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| Meaning | |
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| Constructing the Meaning of Environmental Print | |
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| Constructing Meaning While Listening to Story and Information Book Read-Alouds | |
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| Children's Meaning-Making Strategies | |
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| Teachers' Roles in Helping Children Understand Interactive Read-Alouds | |
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| Constructing Meaning in Pretend Reading and Retelling | |
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| Writing Meaningful Messages | |
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| Written Language Forms | |
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| Concepts about Print | |
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| From Scribbles to Alphabet Letters | |
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| Alphabet Letters | |
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| Signatures | |
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| Texts | |
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| Meaning-Form Links | |
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| Contextual Dependency | |
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| Matching Print to Spoken Language: More Than Contextual Dependency | |
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| Phonological Awareness | |
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| Using Symbols: The Connections among Dramatic Play, Writing, and Computer Use | |
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| Written Language Functions | |
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| English Language Learners as Novice Readers and Writers | |
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| Assessing Novice Readers and Writers | |
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| Assessing Alphabet Knowledge and Signature Writing | |
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| Assessing Concepts about Print | |
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| Assessing Phonological and Phonemic Awareness | |
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| Assessing Vocabulary and Oral Comprehension | |
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| Analyzing Assessment Data | |
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| Chapter Summary | |
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| Using the Information | |
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| Applying the Information | |
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| Going Beyond the Text | |
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| References | |
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| From Five to Seven Years: Experimenting Readers and Writers | |
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| Key Concepts and Instructional Activities That You Will Read About in This Chapter | |
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| Who Are Experimenters? | |
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| The New Understandings and Awareness of Experimenting Readers and Writers | |
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| Examples of Experimenters | |
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| Experimenting with Meaning | |
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| Experimenting with Forms | |
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| Concept of Word | |
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| Texts | |
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| Experimenting with Meaning-Form Links | |
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| Sounding Literate | |
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| Developmental Changes in Pretend Reading | |
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| Sounding Literate in Writing | |
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| Being Precise | |
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| Using Sound-Letter Relationships | |
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| A System Based on Phonemic Awareness | |
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| Ways of Relating Sounds and Letters | |
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| Stages of Spelling Development | |
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| Sound-Letter Relationships in Reading | |
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| English Language Learners and Invented Spelling | |
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| Experimenting with Functions of Written Language | |
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| Assessing Experimenting Readers and Writers in Kindergarten and First Grade | |
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| Assessing Phonemic Awareness and sound-letter knowledge | |
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| Assessing Concepts about print | |
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| AssessingAlphabetic Principle | |
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| Developing an Assessment Plan | |
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| Keeping Records | |
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| Chapter Summary | |
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| Using the Information | |
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| Applying the Information | |
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| Going Beyond the Text | |
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| References | |
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| From Six to Eight Years: Conventional Readers and Writers in Early, Transitional, and Self-Generative Phases | |
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| Key Concepts and Instructional Activities That You Will Read About in This Chapter | |
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| Who Are Conventional Readers and Writers? | |
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| Three Phases of Conventional Literacy Development | |
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| Examples of Early and Transitional Readers and Writers | |
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| Meaning Construction | |
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| Meaning Making in Reading: Using Strategies | |
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| Meaning Making in Writing | |
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| Written Language Forms | |
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| Morphological Awareness and Grammar | |
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| Composing Stories and Expositions | |
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| Narrative Elements | |
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| Developmental Trends in Children's Story Writing | |
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| Expository Texts | |
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| Developmental Trends in Children's Expositions | |
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| Meaning-Form Links | |
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| Decoding | |
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| Spelling | |
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| Later Letter-Name or Later Alphabetic Spelling | |
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| Within-a-Word Spelling | |
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| Syllable Juncture Spelling | |
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| Functions | |
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| English Language Learners | |
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| Speech Emergence | |
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| Intermediate Fluency | |
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| Phonemic awareness, phonics, vocabulary, comprehension, and fluency | |
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| Assessing Children's Ability to Read Texts of Increasing Difficulty | |
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| Using Running Records to Determine Reading Levels | |
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| Using Questions to Analyze Comprehension and Vocabulary | |
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| Miscue Analysis | |
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| Using Running Records to Analyze Fluency and Strategy Use | |
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| Analyzing Children's Decoding Strategies | |
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| Analyzing Spelling | |
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| Chapter Summary | |
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| Using the Information | |
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| Applying the Information | |
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| Going Beyond the Text | |
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| References | |
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| Literacy-Rich Classrooms | |
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| Key Concepts and Instructional Activities That You Will Read About in This Chapter | |
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| Components of Language- and Literacy-Rich Classrooms | |
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| Planning for the Physical Arrangement of Classroom and Daily Schedule | |
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| Whole-Class Literacy Routines | |
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| Reading Aloud | |
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| Shared Reading | |
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| Modeled Writing, Shared Writing, and Interactive Writing | |
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| Letter-Word-Sound Workshop or Word Work | |
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| Small-Group Literacy Instruction | |
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| Independent Practice | |
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| Daily Schedule dictates room Arrangement | |
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| Centers or Workstations | |
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| Library Center | |
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| Writing Center | |
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| Computer Centers | |
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| Displays in Language- and Literacy-Rich Classrooms | |
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| Materials | |
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| Children's Literature | |
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| Materials for Writing | |
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| Technology Materials | |
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| Culturally Sensitive and Integrated Curriculum | |
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| Culturally Sensitive Curriculum | |
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| Integrated Content Units | |
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| Measuring Classroom Environment Quality | |
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| Meeting the Needs of English Language Learners and Struggling Readers and Writers | |
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| Developmentally Appropriate Instruction and Explicit Instruction | |
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| Assessment-Based Comprehensive Literacy Instruction | |
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| Chapter Summary | |
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| Using the Information | |
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| Applying the Information | |
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| Going Beyond the Text | |
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| References | |
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| Supporting Language and Literacy Learning in Preschools | |
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| Key Concepts and Instructional Activities That You Will Read About in This Chapter | |
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| The Preschool Context | |
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| The Critical Role of Preschool | |
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| Learning in the Preschool Classroom | |
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| Reading and Writing in Exemplary Preschool Classrooms | |
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| Mrs. McKannon's Classroom: Preschool Literacy in an Exemplary Language- and Print-Rich Environment | |
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| Children at Play | |
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| The Teacher at Work: Mrs. McKannon Teaches Literacy All Day | |
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| Ms. Rodgers' Classrooms: Teaching Concepts about Print, Alphabet Recognition, and Phonemic Awareness | |
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| Shared Writing with Write On | |
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| Guided Drawing | |
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| Small-Group Lessons in Alphabet Recognition and Phonemic Awareness | |
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| Supporting Vocabulary and Listening Comprehension | |
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| Using Interactive Read Alouds in Preschool to Build Vocabulary and Listening Comprehension | |
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| Storytelling and Drama | |
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| Taking Time to Talk | |
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| Supporting Concepts about Print and Alphabet Letter Learning | |
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| Shared Reading | |
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| Shared Writing | |
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| The Sign-in Procedure and Other Name Activities | |
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| Activities to Promote Alphabet Letter Learning | |
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| Supporting Children's Development of Phonemic Awareness, Letter-Sound Knowledge, and Acquisition of the Alphabetic Principle | |
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| Attending to Syllable and Rhyme | |
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| Attending to Beginning Phonemes | |
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| Modifying Instruction to Meet the Needs of Diverse Learners | |
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| Targeted Classroom Interventions | |
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| Shared Reading with Planned Language Activities | |
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| Talking about Objects Related to a Book or Theme | |
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| Meeting the Needs of Preschool ELLs | |
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| A Comprehensive Model of Assessment and Instruction in Action | |
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| A Day in Ms. Clements' Classroom | |
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| Whole-Class Gathering | |
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| Center Time: Ms. Clements Teaches a Mini-lesson and Observes Children | |
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| Ms.Clements Reflects and Plans | |
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| Chapter Summary | |
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| Using and Applying the Information | |
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| Going Beyond the Text | |
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| References | |
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| Supporting Literacy Learning in Kindergarten | |
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| Key Concepts and Instructional Activities That You Will Read About in This Chapter | |
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| The Kindergarten Context: What's New Here? | |
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| Text Reading and Writing in Exemplary Classrooms | |
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| Using Interactive Read Alouds | |
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| Using Assessment to Plan Instruction | |
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| Teaching Small Groups | |
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| Shared Reading | |
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| The "What Can You Show Us?" Activity | |
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| Reading the Morning Message | |
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| Teaching Small Group: Word Work That Starts with Book Reading | |
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| Interactive Writing in Small Group | |