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Developing Literacy Reading and Writing To, With, and By Children Plus MyEducationLab with Pearson eText -- Access Card Package

by: Morrison, Timothy G.; Wilcox, Brad G

Developing Literacy Reading and Writing To, With, and By Children Plus MyEducationLab with Pearson eText -- Access Card Package

by: Morrison, Timothy G.; Wilcox, Brad G

ISBN 13:
9780132900935
ISBN 10:
0132900939
Edition: 1st
Format: Package
Copyright: 08/09/2012
Publisher: Pearson

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Developing Literacy Reading and Writing To, With, and By Children Plus MyEducationLab with Pearson eText -- Access Card Package > ISBN13: 9780132900935

Summary

Here is a comprehensive view of all of the elements that are essential to developing effective literacy and providing the necessary gradual release of responsibility for reading and writing from teachers to students. Developing Literacyby Morrison and Wilcox gives teachers the "big picture" and helps them consistently implement what they know about reading and writing. It shows the connections with the Common Core State Standards and the IRA Standards, includes unique "Try This for Teaching" and "Try This for Professional Development" boxes to help apply the concepts, and features samples of teacher and student work to further illuminate the concepts.

Author Biography

Timothy G. Morrison and Brad Wilcox are associate professors in the Department of Teacher Education at Brigham Young University, where they teach undergraduate and graduate courses in reading, language arts, and children’s literature. They both earned their BA and MEd degrees at Brigham Young University. Tim received his PhD at the University of Illinois at Urbana-Champaign, and Brad at the University of Wyoming.

Prior to joining the faculty at BYU, Tim served as a faculty member at Boise State University and California State University-Fresno. Early in their careers, Tim taught grades four, five, and six in Pocatello, Idaho and third grade in Springville, Utah, and Brad taught sixth grade in Provo, Utah. More recently, they have both done extensive consulting throughout the U.S., as well as in Central America, Australia, and Europe. They have directed BYU’s New Zealand Study Abroad Program, living in Auckland, where they taught and supervised teacher candidates in practicum settings.

Morrison and Wilcox’s research and professional writing focuses on literacy, teacher education, and children’s literature. They have served as editors for the professional publications of the Association of Literacy Educators and Researchers (ALER) and have published articles in many professional journals including Literacy Research and Instruction, Reading Psychology, The Journal of Adolescent and Adult Literacy, and The Reading Teacher.

Tim and his wife, Carol, are the parents of three grown sons and four grandchildren. Brad and his wife, Debi, have four children and three grandchildren.

Inside Front and Back Covers

Matrix of Common Core and IRA Standards

Foreword

Preface

Purpose

Organization

Part I: Foundations of Literacy

Chapter 1. Understanding Literacy Contexts

Vignette

Historical Overview

Colonial Period

Early American History

Early 1900s

Late 1900s

2000s

Literacy Theories

Bottom-Up

Top-Down

Interactive

Summary

Self-check

Chapter 2. Understanding the Needs of All Learners

Vignette

Culture

Language Minorities

Second Language Acquisition

Pre-production

Early Production

Speech Emergence

Intermediate Fluency

Advanced Fluency

School Assistance

Special Services

Instructional Support

Poverty

Urban and Rural Education

Urban

Rural

Learning Disabilities

Summary

Self-check

Chapter 3. Teaching for Learning

Vignette

Impact of Teachers

Learning and Teaching

Key Behaviors of Effective Teaching

Variety

Clarity

Task Orientation

Engagement

Success Rate

Components of Literacy

Elements of Reading

Phonological Awareness

Phonics

Vocabulary

Fluency

Comprehension

Traits of Writing

Voice

Organization

Ideas

Conventions

Word Choice

Sentence Fluency

Presentation

Linking Reading and Writing

Literacy Processes

Reading Process

Pre-reading

Reading

Responding

Exploring

Applying

Writing Process

Pre-writing

Drafting

Seeking a Response

Revising

Editing

Publishing

Linking Reading and Writing

Instruction

Approaches

Core Literacy Programs

Reading and Writing Workshops

Literature Units

Self-regulated Strategy Development

Genre Writing

Essential Elements

Time to Learn

Time to Do

Time to Share

Motivation and Literacy

Perceived Requirements

Perceived Expectations

Sincere Desires

Progressing Through Levels

Summary

Self-check

Part II: Components of Literacy

Chapter 4 Emergent Literacy

Vignette

Oral Language Development

Phonology

Semantics

Syntax

Pragmatics

Schema Theory

Insufficient Text Clues

Limited Schema

Mismatched Schema

LiteracyDevelopment

Emergent

Beginning

Fluent

Awareness of Sounds and Letters

Recognition of Language Sounds

Phonemic Awareness

Phonological Awareness

Word Play

Written Language Development

Developmental Stages

Drawing and Scribbling

Letter Stringing

Letter Name/Alphabetic Writing

Transitional Writing

Conventional Writing

Developmental Journal Writing

Combining Spoken and Written Language

Picture Books

Language Experience Approach (LEA)

Summary

Self-check

Chapter 5. Beginning Reading and Writing

Vignette

Word Identification

Phonics

Useful Generalizations

Instruction

Explicit

Implicit

Word Families

Instruction

Word Games

Hink Pink

I’m Thinking of a Word

Making Words

Sight Words

High Frequency Words

Instruction

Putting It All Together

Conventions of Written Language

Concepts About Print

Spelling

Handwriting

Grammar

Interactive Writing

Summary

Self-check

Chapter 6. Fluency

Vignette

Components of Fluency

Skills and Strategies

Rate and Accuracy

Repeated Reading

Neurological Impress

Echo Reading

Expression

Readers’ Theater

Puppet Shows

Oral Reading

Group Reading

Assessment

Transition to Silent Reading

Written Language

Sentence Fluency

Timed Writing

Conferencing for Content

Voice

Class Books

Classroom Post Office

Summary

Self-check

Chapter 7. Vocabulary

Vignette

Vocabulary and Reading

Size

Word Collections

Guiding Principles

Experience

Environment

Exposure

Engagement

Types of Words

Instruction

Key Word Prediction

Five Step Approach

Semantic Mapping

Vocabulary and Writing

Word Choice

Precise Language

Synonym Stacking

Good and Better

Powerful Language

Use Your Senses

Throw Out Your First Thought

Poetry

Summary

Self-Check

Chapter 8. Creating Meaning

Vignette

Foundational Meaning-making Abilities

Creating Meaning Through Reading

Reading Comprehension Strategies

Organizational Strategies

Identifying Main Ideas

Summarizing

Recognizing Text Structure

Narrative

Informational

Argumentative

Recognizing Stance

Inferential Strategies

Predicting Outcomes

Drawing Conclusions

Making Connections

Connections Outside Text

Connections Within Text

Creating Mental Images

Asking and Answering Questions

Question-Answer Relationships (QAR)

Questioning the Author (QtR)

Metacognitive Strategies

Comprehension Monitoring

Fixing-up

Multiple Strategies

Creating Meaning Through Writing

Ideas

Life Maps

Shared Stories

Writers’ Notebooks

Organization

Audience

Create a New Title

Pen Pals

Forms of Writing

Stories

Memoirs

Class Newspapers

Summary

Self-check

Chapter 9. Integrating Literacy with Content Areas

Vignette

Reading in Content Areas

Expository Text Structure

Description

Sequence

Comparison

Cause and Effect

Problem and Solution

Expository Text Features

Print Features

Organizational Aids

Graphic Aids

Study Strategies

SQ3R

Mnemonic Devices

Letters

Physical Spaces

Peg Lists

KWL

Study Guides

Graphic Organizers

Anticipation Guides

Internet Inquiries

Games

Writing in Content Areas

Writing without Revision

Learning Logs

Think-Write-Share

Note Taking/Note Making

Writing with Revision

Shared Writing

Small Groups

Expository Text

Reports

Alphabet Books

Argument Writing

Persuasive Papers

Supplemental Materials

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