Teaching Language and Literacy Preschool Through the Elementary Grades

ISBN-10: 0205501753

ISBN-13: 9780205501755

Edition: 3rd 2007 (Revised)

Authors: James F. Christie, Carol Vukelich, Billie Jean Enz

List price: $105.00
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Description:

Respected authors Jim Christie, Billie Enz, and Carol Vukelich describe a continuum of approaches to reading instruction, ranging from emergent literacy to Science-Based Reading Research. Unique to this book is the authors' vision of a "blended' approach to teaching literacy that includes the best elements of diverging views and ends with a set of principles that guide the authors' view of the effective teaching of literacy in preschool and elementary classrooms. "Prepares teachers to select from a wide array of literacy approaches, to best address the unique needs of individual children. "Best coverage of teaching diverse learners and of developing oral and written language. "Current and future teachers in pre-school and early elementary grades.
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Book details

List price: $105.00
Edition: 3rd
Copyright year: 2007
Publisher: Allyn & Bacon, Incorporated
Publication date: 6/21/2006
Binding: Paperback
Pages: 496
Size: 7.00" wide x 9.00" long x 1.00" tall
Weight: 1.738
Language: English

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