Teaching Language and Literacy
Pearson (Verlag)
978-0-205-50175-5 (ISBN)
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Unlike any other book on the market, this book integrates a constructivist/emergent literacy perspective with “science-based” instructional practices that have proved successful in supporting children’s reading, writing, and speaking development.
This Third Edition begins with a brief overview of the recent key national policies and initiatives that have had a significant impact on the teaching of reading and writing at the preschool and elementary levels. 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.
At the preschool and kindergarten levels, the authors advocate a combination of meaningful engagements with print and age-appropriate instruction on core literacy skills. At the elementary grade level, the authors support a balanced approach to reading instruction that focuses on both decoding and comprehension. The writing workshop is the authors’ preferred mode of elementary-grade writing instruction. The book also has extensive coverage of working with children from diverse background, family literacy, and assessment strategies that can be used to inform instruction. The Third Edition has a strong emphasis on scientifically-based reading research (SBRR)throughout, blending SBRR with other perspectives to create a `value added’ approach to language and literacy teaching and learning.
Preface
Acknowledgments
1 Foundations of Language and Literacy
Before Reading This Chapter, Think about
Focus Questions
National Literacy Policies and Initiatives
The Standards Movement
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 (SBRR) Approach
Blended Instruction — A “Value Added” Approach
A Blended Literacy Instructional Program
Summary
Linking Knowledge to Practice
2 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
What Is Normal Language Development?
Factors Contributing to Variation in Rate of Language Acquisition
Gender Differences
Socioeconomic Level
Cultural Influences
Medical Concerns
Language Disorders
Summary
Linking Knowledge to Practice
3 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
4 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
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 play centers
Preparatory Experiences
Teacher Involvement in Play
Shared Enactments
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
5 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
Early Writing Instruction
The Context for Writing: The Writing Center
Gather the Needed Materials
Arrange the Materials
Computers and Word Processing
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
6Reading: 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
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
7 Embedded within a Blended Reading Program: Teaching Meaning and Skills
Before Reading This Chapter, Think about
Focus Questions
Lessons from Three Experienced First-Grade Teachers
Beginning the Day (8:10 — 8:40)
Thinking About Reading (8:40 — 9:10)
Applying What They Learned (9:10 — 9:40)
Differentiating Instruction 9:10-9:40 Ready to Write 10:10 — 11:00 Word Study Time 1:30 — 2:00 Reading with a Friend 2:00 — 2:30 (once a week) Lessons from an Experienced Sixth-Grade Teacher
Typical Monday — Tuesday Schedule
Typical Wednesday — Thurday Schedule
Typical Friday Schedule
Using Readng and Writing for Learning
Summary
Linking Knowledge to Practice
8 Teaching Writing the Workshop Way
Before Reading This Chapter, Think about
Focus Questions
The Essentials of Writing Workshop
Gather the Needed Materials
The Components of the Writing Workshop
Focus Lessons
Writing Time
Sharing
Focus Lessons
Procedural Lessons
Craft or Traits of Good Writing
Writing Process Lessons
Mechanical Skills Lessons
Status-of-the-Class Report
Writing Time
Teacher-Student Conferences
Peer Conferences
Using Technology to Respond to Writers
Software Programs
Wikis and Blogs
Digital Storytelling
Group Share Sessions
Assessment: Discovering What Students Know and Can Do
Using Writing Rubrics
Large-Scale Assessments
Summary
Linking Knowledge to Practice
9 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 Children Become Fluent Writers
Grammar
Capitalization and Punctuation
Handwriting
Manuscript or Cursive Style?
Vertical or Slanted Form?
Teaching Children How to Form Letters
Left-Handed Writers
Special Populations
Bilingual Second-Language Learners
Children with Special Needs
Summary
Linking Knowledge to Practice
10 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 Taping
Running Records
Products or Work Samples
Creating Portfolios: Working and Showcase
Selecting Artifacts for Inclusion
Sharing Portfolios with Others
On-Demand Assessment
Standardized Tests
Reconsidering Teaching Practices
Summary
Linking Knowledge to Practice
11 Parents as Partners in Language 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 Conference
Progress Review Conferences
Child—Parent—Teacher Conference
Student-Led Conference
Specific Problem Conference
Classroom Instructional Publications
Informal Weekly Notes
News Flashes
Monthly Newsletters
Family Focus
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
| Erscheint lt. Verlag | 3.1.2007 |
|---|---|
| Sprache | englisch |
| Maße | 178 x 235 mm |
| Gewicht | 912 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik | |
| ISBN-10 | 0-205-50175-3 / 0205501753 |
| ISBN-13 | 978-0-205-50175-5 / 9780205501755 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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