Teaching Language And Literacy

by Christie, James F.; Vukelich, Carol; Enz, Billie Jean

Edition: 3rd

ISBN13: 9780205501755

ISBN10: 0205501753

Format: Paperback

Pub. Date: 2007-01-01

Publisher(s): Allyn & Bacon

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Summary

"This text does an exemplary job of presenting current early literacy research and methods in a manner that can be understood and respected. Also, its emphasis upon workshop-based instruction is very appealing to me as a long-time advocate for this approach to literacy." Scott A. L. Beck,GeorgiaSouthern University The third edition of Teaching Language and Literacy: Preschool Through the Elementary Gradesintegrates a constructivist/emergent literacy perspective with science-based instructional practices. This unique focus on theories and techniques that have proven to be successful helps pre-service and in-service teachers translate principles into classroom practice. Perfect for any course with a focus on language, the book covers the development and teaching of both oral and written language in preschool through elementary grades. Its emphasis on diversity includes special features that describe how teachers can adjust instruction to meet the needs of second-language and bilingual learners. In addition, the third edition focuses on scientifically-based reading research (SBRR) throughout, blending these findings with other perspectives in a "value added" approach to language and literacy teaching and learning. New features include: Emphasis on a blended approach to language and literacy instruction, including both authentic learning linked to activities and developmentally-appropriate teaching. Activities such as "Linking Knowledge to Practice" help students connect theory to practices they observe in preschool and kindergarten classrooms. In-depth coverage of new federal and state literacy initiatives, standardized literacy assessments, and latest practices in ongoing literacy assessment.

Preface

Acknowledgments

xvi

CHAPTER ONE Foundations of Language and Literacy

(33)

BEFORE READING THIS CHAPTER, THINK ABOUT...

(1)

FOCUS QUESTIONS

(1)

NATIONAL LITERACY POLICIES AND INITIATIVES

(8)

The Standards Movement

(1)

No Child Left Behind Act

(6)

Reading First

(2)

Good Start, Grow Smart

(3)

Early Reading First

(1)

USING SCIENTIFICALLY BASED READING RESEARCH TO MAKE CURRICULAR AND INSTRUCTIONAL DECISIONS

(2)

The National Reading Panel

(1)

A CONTINUUM OF INSTRUCTIONAL APPROACHES

(7)

Emergent Literacy Approach

(1)

Scientifically Based Reading Research Approach

(2)

Blended Instruction: A "Value-Added" Approach

(4)

A BLENDED LITERACY INSTRUCTIONAL PROGRAM

(10)

Effective Teachers Provide Children with a Print-Rich Classroom Environment

(1)

Effective Teachers Demonstrate, Model, and Scaffold Instruction

(1)

Effective Teachers Explicitly Teach Children Skills That Research Supports as Key Elements of Reading, Writing, and Speaking

(1)

Effective Teachers Read to Children Daily and Encourage Them to Read Books on Their Own

(1)

Effective Teachers Provide Opportunities for Children to Collaborate and Help Each Other Learn about Language and Literacy

(2)

Effective Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences

(1)

Effective Teachers Support Children's Experimentations with Print

(1)

Effective Teachers Use Multiple Forms of Assessment to Find Out What Children Know and Can Do

(1)

Effective Teachers Respect and Make Accommodations for Children's Developmental, Cultural, and Linguistic Diversity

(2)

Effective Teachers Recognize the Importance of Reflecting on Their Instructional Decisions

(1)

SUMMARY

(2)

LINKING KNOWLEDGE TO PRACTICE

(1)

CHAPTER TWO Oral Language Development

(37)

BEFORE READING THIS CHAPTER, THINK ABOUT...

(1)

FOCUS QUESTIONS

(1)

LANGUAGE ACQUISITION THEORIES

(7)

Behaviorist Perspective

(1)

Nativist Perspective

(1)

Social-Interactionist Perspective

(1)

A Biological Perspective

(3)

LINGUISTIC VOCABULARY LESSON

(5)

Phonology

(1)

Morphology

(1)

Syntax

(1)

Semantics

(1)

Pragmatics

(2)

OBSERVING THE DEVELOPMENT OF CHILDREN'S LANGUAGE

(9)

Birth to One Month

(1)

Two to Three Months

(1)

Four to Six Months

(1)

Six to Nine Months

(1)

Nine to Twelve Months

(1)

Twelve to Eighteen Months

(1)

Eighteen to Twenty-four Months

(1)

Twenty-four to Thirty-six Months

(1)

Three to Four Years

(1)

Four to Five Years

(1)

Six to Eight Years

(2)

WHAT IS NORMAL LANGUAGE DEVELOPMENT?

(1)

FACTORS CONTRIBUTING TO VARIATION IN RATE OF LANGUAGE ACQUISITION

(12)

Gender Differences

(1)

Socioeconomic Level

(1)

Cultural Influences

(1)

Medical Concerns

(1)

Language Disorders

(12)

Disfluency

(1)

Pronunciation

(6)

SUMMARY

(2)

LINKING KNOWLEDGE TO PRACTICE

(1)

CHAPTER THREE Facilitating Early Language Learning

(42)

BEFORE READING THIS CHAPTER, THINK ABOUT...

(1)

FOCUS QUESTIONS

(1)

HOME TALK: A NATURAL CONTEXT FOR LEARNING AND USING LANGUAGE

(9)

Encouraging Personal Narratives

(2)

Reading Storybooks

(1)

Television as a Language Tool

(4)

Time

(1)

Choosing Programming for Children

(1)

Active Viewing

(1)

SCHOOL TALK: A STRUCTURED CONTEXT FOR LEARNING AND USING LANGUAGE

(22)

Teacher Discourse

(2)

Reciprocal Discussions and Conversations

(2)

Contexts for Encouraging Language for Children

(9)

Group Activities

(4)

Learning Centers

(1)

Dramatic Play

(2)

Play Settings

(2)

Time

(1)

Teacher Involvement

(1)

Language-Centered Activities for Children

(9)

Sharing

(1)

Storytelling

(1)

Language Play

(1)

Songs and Finger Plays

(6)

CONTEXTS FOR ENCOURAGING LANGUAGE FOR OLDER CHILDREN

103

(3)

Cooperative Learning Groups

103

(1)

Dramatic Simulations

104

(1)

Movie, Video, Book, and Music Reviews

104

(2)

ASSESSMENT: FINDING OUT WHAT CHILDREN KNOW AND CAN DO

106

(5)

SUMMARY

111

(1)

LINKING KNOWLEDGE TO PRACTICE

112

(1)

CHAPTER FOUR Building a Foundation for Literacy Learning

113

(53)

BEFORE READING THIS CHAPTER, THINK ABOUT...

114

(1)

FOCUS QUESTIONS

114

(1)

HOME LITERACY EXPERIENCES

114

(9)

Access to Print and Books

115

(1)

Adult Demonstrations of Literacy Behavior

116

(1)

Supportive Adults

116

(1)

Independent Engagements with Literacy

116

(6)

Storybook Reading

122

(1)

FUNCTIONAL LITERACY ACTIVITIES

123

(8)

Bringing Environmental Print into the Classroom

123

(4)

EP Alphabet Chart

125

(1)

EP Folders

125

(1)

EP Walks

125

(1)

Individual EP Booklets

125

(1)

Literacy-Enriched Dramatic Play

126

(1)

Functional Print Connected with Classroom Activities

127

(4)

Labels

127

(1)

Lists

127

(1)

Directions

128

(1)

Schedules

128

(1)

Calendars

129

(1)

Messages

130

(1)

Sign-In and Sign-Up Lists

131

(1)

Inventory Lists

131

(1)

SHARING LITERATURE WITH CHILDREN

131

(18)

Selecting Good Books for Children

133

(2)

Classroom Library Centers

135

(3)

Books

136

(1)

Physical Characteristics

137

(1)

Classroom Lending Library

138

(1)

Effective Story-Reading Strategies

139

(3)

Adult Behaviors While Reading

140

(1)

Child Behaviors During Reading

140

(1)

Cultural Variations in Story Reading

141

(1)

Classroom Read-Alouds

142

(3)

Shared Reading

145

(4)

LINKING LITERACY AND PLAY

149

(9)

Literacy-Enriched Dramatic Play Centers

150

(2)

Preparatory Experiences

152

(2)

Teacher Involvement in Play

154

(2)

Shared Enactments

156

(2)

Written Story to Dramatization

157

(1)

Dramatization to Written Story

158

(1)

LANGUAGE EXPERIENCE APPROACH OR SHARED WRITING

158

(5)

Group Experience or Shared Writing Stories

159

(2)

Interactive Writing

161

(1)

Individual Language Experience Stories

162

(1)

Classroom Newspaper

163

(1)

SUMMARY

163

(2)

LINKING KNOWLEDGE TO PRACTICE

165

(1)

CHAPTER FIVE Teaching Early Reading and Writing

166

(41)

BEFORE READING THIS CHAPTER, THINK ABOUT...

167

(1)

FOCUS QUESTIONS

167

(1)

EARLY READING INSTRUCTION

168

(31)

Phonological and Phonemic Awareness

169

(4)

Alphabet Knowledge

173

(3)

Print Awareness

176

(1)

Word Recognition

177

(5)

Key Words

178

(2)

Word Walls

180

(2)

Phonics

182

(3)

Writing Instruction

185

(1)

The Context for Writing: The Writing Center

185

(4)

Gather the Needed Materials

186

(1)

Arrange the Materials

187

(1)

Computers and Word Processing

188

(1)

Teachers' Role

189

(1)

The Writing Workshop

189

(4)

Focus Lessons

190

(1)

Writing Time

190

(1)

Group Share Time

191

(2)

Journals and Interactive Forms of Writing

193

(3)

Journals

193

(1)

Dialogue Writing

193

(3)

Pen Pals

196

(1)

Publishing Children's Writing

196

(1)

Handwriting

197

(2)

ASSESSMENT: DISCOVERING WHAT CHILDREN KNOW AND CAN DO

199

(5)

Checklists

199

(1)

Performance Sampling

200

(4)

SUMMARY

204

(2)

LINKING KNOWLEDGE TO PRACTICE

206

(1)

CHAPTER SIX Reading: Expanding the Foundation for Ongoing Literacy Learning

207

(31)

READING THIS CHAPTER, THINK ABOUT...

208

(1)

FOCUS QUESTIONS

208

(1)

UNDERSTANDING THE READING PROCESS

208

(2)

PSYCHOLOGICAL CONTRIBUTORS TO READING

210

(14)

Word Identification

210

(6)

Graphophonic Cues

211

(1)

Morphemic Analysis Cues

211

(2)

Context Cues

213

(3)

Word Meaning

216

(5)

Connected Text

221

(3)

General Demands

221

(3)

CLASSROOM EVENTS

224

(9)

Determining a Schedule

228

(1)

Selecting and Using Materials

228

(2)

Considering Reading Options

230

(1)

Providing Instruction

231

(1)

Assessing

232

(1)

ATTRIBUTES OF A SUCCESSFUL READING TEACHER

233

(3)

SUMMARY

236

(1)

LINKING KNOWLEDGE TO PRACTICE

237

(1)

CHAPTER SEVEN Embedded within a Balanced Reading Program: Teaching Meaning and Skills

238

(30)

BEFORE READING THIS CHAPTER, THINK ABOUT...

240

(1)

FOCUS QUESTIONS

240

(1)

USING READING AND WRITING FOR LEARNING

240

(19)

LESSONS FROM AN EXPERIENCED SIXTH-GRADE TEACHER

259

(7)

Typical Monday and Tuesday Schedule

260

(5)

8:15-8:30

260

(1)

8:30-8:45

260

(1)

8:45-9:00

260

(1)

9:00-9:15

260

(3)

9:15-9:30

263

(1)

9:30-9:45

263

(1)

9:45-10:00

263

(1)

10:00-10:30

264

(1)

Typical Wednesday and Thursday Schedule

265

(1)

8:15-8:30

265

(1)

8:30-9:00

265

(1)

9:00-9:30

265

(1)

9:30-10:00

265

(1)

10:00-10:30

266

(1)

Typical Friday Schedule

266

(5)

8:15-8:30

266

(1)

8:30-9:00

266

(1)

9:00-10:30

266

(1)

SUMMARY

266

(1)

LINKING KNOWLEDGE TO PRACTICE

267

(1)

CHAPTER EIGHT Teaching Writing the Workshop Way

268

(55)

SETTING THE MOOD/CREATING THE SETTING

268

(1)

BEFORE READING THIS CHAPTER, THINK ABOUT...

269

(1)

FOCUS QUESTIONS

270

(1)

THE ESSENTIALS OF WRITING WORKSHOP

271

(5)

Children Need Time to Write

271

(1)

Children Need Regular Response to Their Writing from the Teacher, Their Peers, and Others

271

(1)

Children Need to Publish Their Writings

272

(1)

Children Need to Choose Most of the Topics They Write About

272

(3)

Children Need to Hear Their Teachers Talk Through What They Are Doing as They Write

275

(1)

Children Need to Maintain Collections of Their Work to Create the Portrait of Their Writing History

276

(1)

Children Need Teachers Who TEACH Writing, Not Just Make Writing Assignments

276

(1)

SETTING THE STAGE FOR WRITING

276

(4)

Gather the Needed Materials

276

(4)

Arrange the Materials

277

(3)

THE COMPONENTS OF THE WRITING WORKSHOP

280

(27)

Focus Lesson

280

(1)

Writing Time

280

(1)

Sharing

280

(1)

Focus Lessons

281

(14)

Procedural Lessons

284

(2)

Crafts or Traits of Good Writing Lessons

286

(3)

Writing Process Lessons

289

(1)

Mechanical Skills Lessons

290

(5)

Status-of-the-Class Report

295

(1)

Writing Time

295

(7)

Teacher–Student Conferences

296

(4)

Peer Conferences

300

(2)

Using Technology to Respond to Writers

302

(1)

Group Share Sessions

302

(5)

ASSESSMENT: DISCOVERING WHAT STUDENTS KNOW AND CAN DO

307

(9)

Using Writing Rubrics

308

(8)

LARGE-SCALE ASSESSMENTS

316

(4)

SUMMARY

320

(2)

LINKING KNOWLEDGE TO PRACTICE

322

(1)

CHAPTER NINE Embedded within Writing Workshop: Teaching Skills and Meeting Special Needs

323

(39)

BEFORE READING THIS CHAPTER, THINK ABOUT...

324

(1)

FOCUS QUESTIONS

324

(1)

THE MECHANICAL SKILLS OF WRITING

324

(24)

Spelling

326

(11)

How Children Learn to Spell

327

(2)

Helping Children Become Better Spellers

329

(6)

Explicit Instruction Once Students Become Fluent Writers

335

(2)

Grammar

337

(4)

Capitalization and Punctuation

341

(1)

Handwriting

342

(6)

Manuscript or Cursive Style?

343

(1)

Vertical or Slanted Form?

343

(2)

Teaching Students How to Form Letters

345

(1)

Left-Handed Writers

346

(2)

SPECIAL POPULATIONS

348

(11)

Bilingual and Second-Language Learners

348

(6)

Children with Special Needs

354

(5)

SUMMARY

359

(2)

LINKING KNOWLEDGE TO PRACTICE

361

(1)

CHAPTER TEN Assessment: Determining What Children Know and Can Do

362

(36)

BEFORE READING THIS CHAPTER, THINK ABOUT...

362

(1)

FOCUS QUESTIONS

363

(1)

WHAT IS IMPORTANT FOR TEACHERS TO KNOW ABOUT CHILDREN'S LITERACY DEVELOPMENT?

363

(3)

ONGOING ASSESSMENT

366

(18)

Information-Gathering Tools

368

(9)

Anecdotal records

368

(2)

Vignettes or Teacher Reflections

370

(1)

Checklists

371

(1)

Conferencing or Interviewing

371

(1)

Video and Audio Recordings

372

(1)

Running Records

372

(1)

Products or Work Samples

373

(4)

Creating Portfolios: Working and Showcase

377

(9)

Selecting Artifacts for Inclusion

377

(1)

Sharing Information on Artifact Selection for Showcase Portfolios

378

(1)

Frequency of Artifact Selection for Showcase Portfolios

378

(1)

Sharing Portfolios with Others

378

(1)

Sharing with Peers

379

(2)

Sharing with Parents

381

(1)

Sharing with School Administrators

382

(2)

DOING ONGOING ASSESSMENT

384

(1)

ON-DEMAND ASSESSMENT

385

(1)

STANDARDIZED TESTS

386

(10)

Preparing Students for On-Demand Assessments

391

(8)

Reconsidering Teaching Practices

395

(1)

SUMMARY

396

(1)

LINKING KNOWLEDGE TO PRACTICE

397

(1)

CHAPTER ELEVEN Parents As Partners in Literacy Education

398

(42)

BEFORE READING THIS CHAPTER, THINK ABOUT...

398

(1)

FOCUS QUESTIONS

399

(1)

WHAT ROLES DO FAMILIES PLAY?

399

(7)

Reading and Writing Acquisition

400

(5)

Dilemmas Facing Modern Families

405

(1)

HELPING PARENTS AND PRIMARY CAREGIVERS BECOME EFFECTIVE FIRST TEACHERS

406

(24)

Personal Interactions

406

(16)

Home Visits

407

(1)

Parent Workshops

407

(5)

Phone Calls

412

(1)

Parent—Teacher Conferences

412

(1)

Progress Review Conference

412

(5)

Student—Parent—Teacher Conferences

417

(2)

Student-Led Conference

419

(1)

Specific Problem Conference

419

(1)

Sibby

419

(2)

Steven

421

(1)

Classroom Instructional Publications

422

(8)

Informal Weekly Notes

422

(1)

News Flashes

423

(2)

Monthly Newsletters

425

(1)

Dear Teacher Letters

425

(3)

Family Focus

428

(1)

Student-Authored Newsletters

429

(1)

TEACHERS AND SCHOOLS AS PROFESSIONAL RESOURCES

430

(7)

Sharing Instructional Materials and Offering Guidance

431

(3)

Classroom Lending Library

431

(1)

Writing Briefcase

432

(1)

Book Bags

432

(1)

Videotape

433

(1)

Schools as Community Resources

434

(1)

Teacher as Community Contact

434

(3)

VIP Program

434

(1)

Business Adoption Programs

434

(1)

Community Tutors

435

(1)

Buddy Reading Programs

436

(1)

SUMMARY

437

(1)

LINKING KNOWLEDGE TO PRACTICE

438

(2)

REFERENCES

440

(31)

AUTHOR INDEX

471

(5)

SUBJECT INDEX

476

Teaching Language And Literacy

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