Rent 9780321049056 | Teaching Language and Literacy : Preschool Through the Elementary Grades | Christie, James F.; Enz, Billie Jean; Vukelich, Carol @knetbooks.com

Summary Table of Contents Author Biography

The unique focus of this text integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice. The central, underlying thesis of Teaching Language and Literacy is that children are at the center of all good language and literacy teaching. The text, with broad coverage of preschool through the elementary grades, advocates an appreciation of student diversity and an implementation of assessment strategies relating to specific learning/teaching events. The text describes how children construct their own knowledge about oral and written language by engaging in integrated, meaningful, and functional activities with other people in a variety of contexts. It then goes one step further, describing how teachers can design authentic classroom reasons for using oral and written language. In keeping with the text's theme, illustrations of how teachers can work effectively with diverse learners appear throughout the text. In addition, instructionally-linked assessment is another important topic central to the text.

Preface

xiii

Acknowledgments

xvii

PART ONE Foundations

(52)

Foundations of Language and Literacy

(20)

... MORE

Before Reading This Chapter, Think about . . .

(1)

Focus Questions

(1)

Language and Literacy: Definitions and Interrelationships

(1)

The Way Children Learn

(3)

Respect for Diversity

(2)

Assessing Children's Literacy Learning

(1)

Teaching Language and Literacy to Children

(9)

Summary

(1)

Linking Knowledge to Practice

(1)

Oral Language Development

(32)

Before Reading This Chapter, Think about . . .

(1)

Focus Questions

(1)

Language Acquisition Theories

(5)

Behaviorist Perspective

(1)

Nativist Perspective

(1)

Social-Interactionist Perspective

(2)

A Biological Perspective

(2)

Linguistic Vocabulary Lesson

(4)

Phonology

(1)

Morphology

(1)

Syntax

(1)

Semantics

(1)

Pragmatics

(2)

Observing the Development of Children's Language

(8)

What Is Normal Language Development?

(1)

Factors Contributing to Variation in Rate of Language Acquisition

(5)

Gender Differences

(1)

Socioeconomic Level

(1)

Cultural Influences

(1)

Medical Concerns

(1)

Congenital Language Disorders

(2)

Summary

(7)

Linking Knowledge to Practice

(1)

PART TWO Early Language and Literacy Learning

(138)

Facilitating Early Language Learning

(39)

Before Reading This Chapter, Think about . . .

(1)

Focus Questions

(1)

Home Talk: A Natural Context for Learning and Using Language

(6)

Encouraging Personal Narratives

(2)

Reading Storybooks

(1)

Television as a Language Tool

(1)

Time

(1)

Choosing Programming for Children

(2)

Active Viewing

(1)

School Talk: A Structured Context for Learning and Using Language

(17)

Teacher Discourse

(1)

Reciprocal Discussions and Conversations

(3)

Contexts for Encouraging Language for Children

(1)

Group Activities

(2)

Learning Centers

(2)

Dramatic Play

(2)

Play Settings

(1)

Time

(1)

Teacher Involvement

(1)

Language-Centered Activities for Children

(1)

Sharing

(1)

Storytelling

(1)

Language Play

(1)

Songs and Finger Plays

(2)

Contexts for Encouraging Language for Older Children

(8)

Cooperative Learning Groups

(5)

Dramatic Simulations

(1)

Movies, Videos, Books, and Music Reviews

(3)

Assessment: Finding Out What Children Know and Can Do

(3)

Summary

(2)

Linking Knowledge to Practice

(1)

The Beginnings of Reading and Writing

(33)

Before Reading This Chapter, Think about . . .

(1)

Focus Questions

(1)

Traditional Views of Literacy Development

(1)

Current Perspectives on Early Literacy

(12)

Early Readers

(1)

Concepts about Print

(1)

Purpose and Functions of Print

(1)

Graphic Awareness

(2)

Phonemic Awareness

100

(1)

Letter-Sound Relationships (Phonics)

101

(1)

Conventions of Print

101

(1)

Early Forms of Reading and Writing

101

(1)

Emergent Writing

102

(3)

Emergent Reading

105

(2)

Home Literacy Experiences

107

(5)

Access to Print and Books

108

(1)

Adult Demonstrations of Literacy Behavior

108

(1)

Supportive Adults

108

(1)

Home Literacy Experiences of Non-Mainstream Children

109

(1)

Independent Engagements with Literacy

110

(1)

Storybook Reading

111

(1)

Case Studies

112

(6)

Tiffany

112

(6)

Alicia

118

(1)

Summary

118

(6)

Linking Knowledge to Practice

124

(1)

Building a Foundation for Literacy Learning

125

(35)

Before Reading This Chapter, Think about . . .

126

(1)

Focus Questions

126

(1)

Functional Literacy Activities

127

(6)

Bringing Environmental Print into the Classroom

127

(2)

Functional Print Connected with Classroom Activities

129

(1)

Labels

129

(1)

Lists

129

(1)

Directions

130

(1)

Schedules

131

(1)

Calendars

131

(1)

Messages

132

(1)

Sign-In and Sign-Up Lists

132

(1)

Inventory Lists

133

(1)

Sharing Literature with Children

133

(11)

Selecting Good Books for Children

134

(1)

Classroom Library Centers

135

(1)

Books

135

(1)

Physical Characteristics

136

(1)

Effective Story-Reading Techniques

137

(1)

Adult Behaviors while Reading

137

(1)

Child Behaviors during Reading

138

(1)

Cultural Variations in Story Reading

139

(1)

Classroom Read-Alouds

140

(3)

Shared Reading

143

(1)

Linking Literacy and Play

144

(8)

Literacy-Enriched play centers

145

(1)

Preparatory Experiences

145

(3)

Teacher Involvement in Play

148

(2)

Shared Enactments

150

(2)

Language Experience Approach/Shared Writing

152

(5)

Group Experience or Shared Writing Stories

153

(2)

Individual Language Experience Stories

155

(1)

Classroom Newspaper

156

(1)

Summary

157

(1)

Linking Knowledge to Practice

158

(2)

Teaching Early Reading and Writing

160

(31)

Before Reading This Chapter, Think about . . .

161

(1)

Focus Questions

161

(1)

Writing Instruction

161

(10)

The Context for Writing: The Writing Center

162

(1)

Gather the Needed Materials

162

(1)

Arrange the Materials

163

(1)

Computers and Word Processing

163

(1)

The Writing Workshop

164

(1)

Focus Lessons

165

(1)

Writing Time

166

(1)

Group Share Time

166

(1)

Journals and Interactive Forms of Writing

167

(1)

Journals

167

(1)

Dialogue Writing

168

(1)

Pen Pals

169

(1)

Publishing Children's Writing

169

(1)

Handwriting

170

(1)

Reading Instruction

171

(12)

Phonological and Phonemic Awareness

171

(3)

Letter Recognition

174

(3)

Word Recognition

177

(1)

Key Words

177

(1)

Word Walls

178

(3)

Phonics

181

(2)

Assessment: Discovering What Children Know and Can Do

183

(5)

Summary

188

(1)

Linking Knowledge to Practice

189

(2)

PART THREE Language and Literacy Learning in the Elementary Grades

191

(149)

The Reading Workshop: A Balanced Approach to Reading Instruction

191

(31)

Before Reading This Chapter, Think about . . .

192

(1)

Focus Questions

193

(1)

Theories of the Reading Process

193

(2)

Research Synthesis: Guide to Effective Practice

195

(3)

National Reading Panel Report

198

(1)

Best Practice in Reading Instruction

198

(19)

The Reading Workshop

217

(3)

Summary

220

(1)

Linking Knowledge to Practice

221

(1)

Embedded within Reading Workshop: Teaching Meaning and Skills

222

(43)

Before Reading This Chapter, Think about . . .

223

(1)

Focus Questions

224

(1)

Lessons from an Experienced First-Grade Teacher

224

(18)

The Children Arrive (until 8:35 A.M.)

225

(1)

Connecting Home and School (8:35-8:45)

225

(1)

Class Calendar and Daily Schedule of Events (8:45-9:00)

226

(1)

Daily Read-Aloud Experiences (9:00-9:20)

226

(2)

Drop Everything and Read (9:20-9:50)

228

(2)

Special Classes (10:00-10:30)

230

(3)

Literature Studies (10:30-11:00)

233

(5)

Modeled Writing---Daily News (11:00-11:45)

238

(4)

Lessons from an Experienced Fourth-Grade Teacher

242

(9)

Choosing Literature

242

(1)

Time and Scheduling

242

(1)

Grouping

243

(1)

Teacher-Directed Activities

244

(1)

Read-Alouds

244

(1)

Mini-Lessons

244

(1)

Guiding Discussions

245

(1)

Literature Response Journal

246

(1)

Teaching Students How to Conduct Literature Discussion Groups

247

(4)

Assessing Student Progress

251

(1)

Case Studies

251

(11)

Tiffany's Development in Literature-Based Classrooms First-Sixth Grades

251

(5)

Special Feature: Alicia's Biliteracy Development in First and Second Grade

256

(6)

Summary

262

(1)

Linking Knowledge to Practice

263

(2)

Teaching Writing the Workshop Way

265

(42)

Before Reading This Chapter, Think about . . .

266

(1)

Focus Questions

266

(1)

The Essentials of Writing Workshop

267

(5)

Find Time for the Children to Write

267

(1)

Arrange the Classroom Environment for Talk

268

(1)

Gather the Needed Materials

268

(4)

Teachers Who Teach Writing

272

(1)

The Components of the Writing Workshop

272

(21)

Focus Lessons

276

(1)

Procedural Lessons

277

(1)

Craft or Qualities of Good Writing

278

(4)

Writing Process Lessons

282

(1)

Mechanical Skills Lessons

283

(1)

Status-of-the-Class Report

283

(2)

Writing Time

285

(1)

Teacher--Student Conferences

285

(5)

Peer Conferences

290

(1)

Group Share Sessions

291

(2)

Assessment: Discovering What Students Know and Can Do

293

(11)

Using Writing Rubrics

293

(7)

Large-Scale Assessments

300

(4)

Summary

304

(1)

Linking Knowledge to Practice

305

(2)

Embedded within Writing Workshop: Teaching Skills and Meeting Special Needs

307

(33)

Before Reading This Chapter, Think about . . .

308

(1)

Focus Questions

308

(1)

The Mechanical Skills of Writing

309

(17)

Spelling

309

(1)

How Children Learn to Spell

310

(3)

Helping Children Become Better Spellers

313

(2)

Direct Instruction

315

(2)

Grammar

317

(4)

Capitalization and Punctuation

321

(1)

Handwriting

322

(1)

Manuscript or Cursive Style?

322

(1)

Vertical or Slanted Form?

322

(2)

Teaching Children How to Form Letters

324

(1)

Left-Handed Writers

325

(1)

Special Populations

326

(12)

Bilingual Second-Language Learners

327

(1)

Children with Special Needs

327

(11)

Summary

338

(1)

Linking Knowledge to Practice

339

(1)

PART FOUR Organizing the Language Arts Curriculum

340

(103)

Using Literacy to Learn: Integrating the Curriculum

340

(36)

Before Reading This Chapter, Think about . . .

341

(1)

Focus Questions

341

(1)

Approaches to Curriculum Design

341

(4)

Subject-by-Subject

341

(1)

Correlated

342

(2)

Integrated

344

(1)

Erasing the Seams: Designing Integrated Curricula

345

(15)

Selecting a Topic

345

(1)

Determining What the Children Already Know and What They Need and Want to Learn about the Topic

346

(2)

Determining Ways to Answer Children's Questions: The Activities or Projects

348

(4)

Sharing Learning with Others

352

(1)

Informative Reporting

352

(4)

Note Taking

356

(1)

Integrating Literature into the Study

357

(1)

Learning Logs

357

(1)

Assessment and Evaluation

358

(1)

Involving Parents

358

(2)

Designing the Classroom's Physical Environment to Support the Integrated Curriculum

360

(5)

Carve the Large Classroom Space into Small Areas

361

(1)

Gather Appropriate Resources to Support the Children's Learning

361

(2)

Place Similar or Related Centers Near Each Other

363

(1)

Involve the Children in Designing the Classroom

363

(1)

Make Literacy Materials a Part of the Fabric of Each Center

364

(1)

Create an Aesthetically Pleasing, Inviting Environment

364

(1)

Organizing the Classroom's Daily Schedule: Create a Rhythm to the Day

365

(2)

What Happens during Whole-Group Time?

365

(2)

What Happens during Small-Group Activity Time?

367

(1)

An Integrated Unit Alive in a Classroom

367

(6)

Summary

373

(1)

Linking Knowledge to Practice

374

(2)

Assessment: Determining What Children Know and Can Do

376

(27)

Before Reading This Chapter, Think about . . .

376

(1)

Focus Questions

377

(1)

What Is Important for Teachers to Know about Children's Literacy Development?

378

(1)

Ongoing Assessment

378

(19)

Information-Gathering Tools

380

(1)

Anecdotal Records

381

(2)

Vignettes or Teacher Reflections

383

(1)

Checklists

383

(1)

Conferencing

384

(1)

Surveys

384

(1)

Video and Audio Taping

385

(1)

Running Records

386

(1)

Products or Work Samples

386

(4)

Creating Portfolios: Working and Showcase

390

(1)

Selecting Artifacts for Inclusion

391

(2)

Sharing Portfolios with Others

393

(4)

On-Demand Assessment

397

(3)

Standardized Tests

398

(1)

Reconsidering Teaching Practices

399

(1)

Summary

400

(1)

Linking Knowledge to Practice

401

(2)

Parents as Partners in Language Education

403

(40)

Before Reading This Chapter, Think about . . .

404

(1)

Focus Questions

404

(1)

What Roles Do Families Play?

404

(3)

Language Development

405

(1)

Reading and Writing Acquisition

405

(1)

Dilemmas Facing Modern Families

406

(1)

Helping Parents and Primary Caregivers Become Effective First Teachers

407

(23)

Personal Interactions

407

(1)

Home Visits

407

(1)

Parent Workshops

408

(3)

Phone Calls

411

(2)

Parent--Teacher Conferences

413

(2)

Progress Review Conference

415

(1)

Child--Parent--Teacher Conference

416

(2)

Student-Led Conference

418

(2)

Specific Problem Conference

420

(1)

Classroom Instructional Publications

421

(1)

Informal Weekly Notes

421

(1)

News Flashes

422

(1)

Monthly Newsletters

422

(8)

Teachers and Schools as Professional Resources

430

(6)

Sharing Instructional Materials and Offering Guidance

431

(1)

Classroom Lending Library

431

(1)

Writing Briefcase

431

(1)

Book Bags

432

(1)

Videotape

433

(1)

Schools as Community Resources

433

(1)

Teacher as Community Contact

433

(1)

VIP Program

434

(1)

Business Adoption Programs

435

(1)

Community Tutors

435

(1)

Buddy Reading Programs

435

(1)

Summary

436

(6)

Linking Knowledge to Practice

442

(1)

References

443

(28)

Author Index

471

(4)

Subject Index

475

Billie Enz is the Associate Director of the Division of Curriculum and Instruction and Director of Professional Development and Induction Programs in the College of Education at Arizona State University where she teaches early childhood language and literacy courses.

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