Rent 9780205386376 | Literacy's Beginnings : Supporting Young Readers and Writers | McGee, Lea M.; Richgels, Donald J. @knetbooks.com

Summary Table of Contents Author Biography

The Fourth Edition of Literacy's Beginnings offers an integrated approach to reading and writing instruction keyed to the five typical developmental stages through which most children pass (the IRA/NAEYC phases of literacy). McGee and Richgels have set the standard in this new edition by clearly and simply explaining the issues addressed in Reading First and Early Reading First legislation that affect the reading instruction of young children. Aligned with the findings of the National Reading Panel, this edition focuses on child-centered instru... MOREction in phonemic awareness, phonics, decoding, comprehension, and interpretation. Without question, this text will be the most talked about resource for prospective teachers of children from birth to age eight.

More Timely Than Ever...; McGee and Richgels have set the standard in this new edition by clearly and simply explaining the issues addressed in Reading First and Early Reading First legislation that affect the reading instruction of young children. Aligned with the findings of the National Reading Panel, this edition's emphasis focuses on child-centered instruction in phonemic awareness, phonics, decoding, comprehension, and interpretation. Without a question, this text will be the most talked about resource for prospective teachers of children from birth to age eight. New To This Edition bull; bull;Thoroughly describes ways to organize an environment to stimulate the growth of language, both written and oral, making this text an invaluable resource for prospective teachers. bull;Emphasizes child-centered instruction in phonemic awareness, phonics, decoding, comprehension, and interpretation, giving special attention to instruction in phonological and phonemic awareness embedded in a literature-based program. bull;Highlights the unique opportunities for literacy development aided by computers. bull;Continues to provide examples of scoring rubrics and children's work samples. Provides application activities for the working classroom in ";Beyond the Text"; sections at the end of each chapter. bull;Presents young children's reading and writing from birth to age eight through numerous vignettes. bull;Examines children's learning in social settings, including home, preschool, and school. Reviewers Can't Put This Book Down! ";This book is ideal because of its ability to merge our programmatic philosophy and the students' experiences with more traditional or currently conventional thinking in the world of education, teaching, learning, etc...;"; Barbara Burrington University of Vermont ";...;I think this is a great book. It has proved to be very beneficial to my students."; Gail T. Eichman Cleveland State University ";In my opinion, this book contains the most thorough explanation of children's literacy development that I have read"; Frances Mallow University of Houston Meet the Authors Lea M. McGee is a Professor of Literacy at the University of Alabama where she teaches graduate and undergraduate courses in beginning reading, foundations of literacy, and children's literature. She previously taught at Boston College and Louisiana State University. She has published widely in Reading Research Quarterly, The Reading Teacher, and Language Arts. She is co-author of another book with Donald J. Richgels titled Designing Early Literacy Programs for At Risk Children in Preschool and Kindergarten. Donald J. Richgels is a Professor in the Department of Literacy Education at Northern Illinois University, where he teaches undergraduate and graduate courses in language arts, reading, and language development. He is the author of Going to Kindergarten: A Year with an Outstanding Teacher. His work has appeared in Language and Speech, Reading Research Quarterly, Journal of Reading Behavior, The Reading Teacher, Journal of Educational Research, and Early Childhood Research Quarterly. His current research interests are preschool and kindergarten classroom practice and the relationship between spoken language acquisition and literacy development.

Preface

xix

PART ONE Learners

1 Understanding Children's Literacy Development

(32)

Key Concepts

... MORE

Language Development

(6)

Schemas and Learning

(3)

The Relation between Language and Learning

(3)

Children's Concepts about Written Language

(4)

Ted's Delight: Two Children's Reading and Writing

(1)

Ted's and Carrie's Concepts about Written Language

(2)

Learning in Social and Cultural Contexts

(1)

Concepts about Written Language: Functions, Meanings, Forms, and Meaning-Form Links

(1)

Written and Spoken Language Functions

(1)

Written and Spoken Language Meanings

(3)

Semantics in Spoken Language

(1)

Meaning in Written Language

(1)

Written Language Forms

(4)

Syntax in Spoken Language

(1)

Forms in Written Language

(3)

Meaning-Form Links

(6)

Phonological System in Spoken Language

(2)

Meaning-Form Links in Written Language

(3)

Developmental Changes in Children's Reading and Writing

(4)

Awareness and Exploration

(1)

Experimental Reading and Writing

(1)

Early, Transitional, and Independent Reading and Writing

(1)

Chapter Summary

(1)

Applying the Information

(1)

Going Beyond the Text

(1)

References

(2)

2 From Birth to Three Years: The Foundations of Literacy Development

(26)

Key Concepts

(1)

The Beginnings of Literacy

(7)

Kristen's Early Literacy Experiences

(4)

Concepts about Literacy Acquired from Early Book and Drawing Experiences

(3)

Home Influences on Literacy Learning

(7)

Parent-Child Interactive Bookreading

(3)

Participation in Interactive Bookreading

(1)

Concept of Story

(2)

Environmental Print

(1)

Spoken Language Development and Its Relationship to Literacy Development

(1)

Spoken Language Development

(3)

Nonimmediate and Decontextualized Spoken Language: Spoken Equivalents to Written Language

(1)

Family and Cultural Influence on Language and Literacy Development

(2)

Implications for Child Care and Nursery School

(3)

Developmentally Appropriate Practice

(1)

Make Literacy Experiences Pleasurable

(1)

Arrange the Environment

(1)

Plan for Language Development

(1)

Help Parents Provide Strong Support for Literacy Development at Home

(1)

Chapter Summary

(1)

Applying the Information

(1)

Going Beyond the Text

(1)

References

(3)

3 From Three to Five Years: Novice Readers and Writers in the Phase of Awareness and Exploration

(28)

Key Concepts

(1)

Who Are Novice Readers and Writers?

(3)

Written Language Communicates Messages: Novice Readers' and Writers' New Insights

(2)

Examples of Novices

(1)

Meaning

(7)

Constructing the Meaning of Environmental Print

(1)

Constructing Meaning While Listening to Story and Informational Book Read-Alouds

(3)

Children's Developing Concept about Story and Informational Text

(1)

Constructing Meaning in Pretend Reading and Retelling

(1)

Writing Meaningful Messages

(1)

Written Language Forms

(6)

Concepts about Print

(1)

From Scribbles to Alphabet Letters

(1)

Alphabet Letters

(2)

Signatures

(1)

Texts

(1)

Meaning-Form Links

(3)

Contextual Dependency

(1)

Matching Print to Spoken Language: More Than Contextual Dependency

(1)

Phonological Awareness

(1)

Using Symbols: The Connections among Dramatic Play, Writing, and Computer Use

(1)

Written Language Functions

(2)

A Word of Caution

(1)

Chapter Summary

(1)

Applying the Information

(2)

Going Beyond the Text

(1)

References

(3)

4 From Five to Seven Years: Experimenting Readers and Writers

(32)

Key Concepts

(1)

Who Are Experimenters?

(3)

Experimenters' New Awareness

(1)

Examples of Experimenters

(2)

Experimenting with Meaning

(1)

Experimenting with Forms

(8)

Concept of Word

(2)

Concept of Word Boundaries

(2)

Texts

(4)

Experimenting with Meaning-Form Links

(13)

Sounding Literate

(4)

Being Precise

103

(1)

Using Sound-Letter Relationships

104

(1)

A System Based on Phonemic Awareness

105

(1)

Ways of Relating Sounds and Letters

106

(2)

Stages of Spelling Development

108

(3)

Sound-Letter Relationships in Reading

111

(1)

Experimenting with Functions of Written Language

112

(1)

A Word of Caution

113

(1)

Chapter Summary

113

(1)

Applying the Information

114

(1)

Going Beyond the Text

115

(2)

References

117

(2)

5 From Six to Eight Years: Early, Transitional and Self-Generative Readers and Writers

119

(24)

Key Concepts

119

(1)

Who Are Conventional Readers and Writers?

120

(5)

Three Phases of Conventional Literacy Development

120

(1)

Examples of Early, Transitional, and Self-Generative Readers and Writers

121

(4)

Meaning Construction

125

(2)

Meaning Making in Reading: Using Strategies

125

(1)

Meaning Making in Reading: Constructing Interpretations of Literature

126

(1)

Meaning Making in Writing

127

(1)

Written Language Forms

127

(7)

Concept of Word

128

(1)

Text Form: Story Compositions

128

(4)

Text Form: Expositions

132

(2)

Meaning-Form Links

134

(3)

Decoding

134

(1)

Spelling

135

(2)

Functions

137

(1)

The Traditional End Points: Reading and Word Identification, Vocabulary, and Comprehension

137

(1)

Chapter Summary

138

(1)

Applying the Information

139

(2)

Going Beyond the Text

141

(1)

References

141

(2)

PART TWO Classrooms

6 Literacy-Rich Classrooms

143

(29)

Key Concepts

143

(1)

Developmentally Appropriate Practice

144

(1)

Characteristics of Literacy-Rich Classrooms

145

(1)

Learners

145

(1)

The Classroom

146

(1)

Literacy Materials

146

(5)

The Case for Quality Literature

146

(1)

Classroom Literature Collection

147

(4)

Physical Arrangement of Classrooms

151

(5)

The Case for Library, Writing, and Computer Centers

152

(1)

Library Center

152

(2)

Writing Center

154

(1)

Computer Center

154

(2)

Literacy Routines

156

(3)

The Case for Classroom Routines

156

(1)

Reading Aloud and Telling Stories

157

(1)

Independent Reading and Writing

158

(1)

Sharing Response-to-Literature Activities

158

(1)

Culturally Sensitive and Integrated Curriculum

159

(4)

The Case for Culturally Sensitive and Integrated Curriculum

159

(1)

Culturally Sensitive Curriculum

160

(1)

Literature Theme Units

161

(1)

Integrated Content Units

161

(2)

Assessment, Instruction, and Grouping

163

(2)

The Case for a Variety of Instruction

163

(1)

The Case for Multiple Grouping Patterns

164

(1)

Instructional Framework

165

(1)

Chapter Summary

165

(1)

Applying the Information

166

(2)

Going Beyond the Text

168

(1)

References

168

(4)

7 Supporting Literacy Learning in Preschools

172

(33)

Key Concepts

172

(1)

The Preschool Context

173

(4)

What Preschoolers Learn about Literacy at Home and in Preschool

173

(1)

The Preschool Classroom

174

(3)

Reading and Writing in Exemplary Preschool Classrooms

177

(8)

Literacy in an Exemplary Language- and Print-Rich Environment

177

(4)

Interactive Read-Alouds in Exemplary Preschools

181

(3)

What Are the Characteristics of an Exemplary Preschool Literacy Program?

184

(1)

Supporting Vocabulary and Concept Development

185

(8)

Laying the Foundation for Comprehension and Composition

185

(1)

Interactive Read-Alouds: More Than Reading Aloud

186

(1)

Concept-about-Story Activities

187

(2)

Storytelling and Drama

189

(1)

Dramatic-Play-with-Print Centers

190

(2)

Taking Time to Talk

192

(1)

The Teacher's Role in Play, Drama, and Conversations: Letting Children Take the Lead

192

(1)

Supporting Concepts about Print and Alphabet Letter Learning

193

(4)

Shared Reading

193

(1)

Shared Writing

194

(1)

Demonstrating Concepts about Print at the Writing Center

195

(1)

The Sign-in Procedure and Other Name Activities

195

(1)

Activities to Promote Alphabet Letter Learning

196

(1)

Supporting Children's Development of Phonemic Awareness

197

(3)

Reading Nursery Rhymes and Other Text with Language Play

197

(2)

Making Rhymes

199

(1)

Reading and Constructing Alphabet Books

200

(1)

Another Look: The Teacher's Roles

200

(1)

Chapter Summary

201

(1)

Applying the Information

202

(1)

Going Beyond the Text

202

(1)

References

202

(3)

8 Supporting Literacy Learning in earning In Kindergarten

205

(40)

Key Concepts

205

(1)

The Kindergarten Context: What's New Here?

206

(4)

What Kindergartners Learn about Literacy

206

(1)

The Teacher's Role

207

(1)

The Kindergarten Setting: Space and Materials

208

(2)

Talking and Writing Together in Mrs. Poremba's Classroom

210

(4)

Counting Days of School

210

(1)

Talking about One Hundred

210

(1)

Shared Writing of a Reminding Note

211

(2)

Lessons from This Shared Writing Episode

213

(1)

Helping Children Attend to Sounds in Words

214

(8)

The "What Can You Show Us?" Activity

215

(4)

"Rounding Up the Rhymes"

219

(3)

Kindergarten Experiences with Reading

222

(8)

Using Classroom Print

222

(2)

Shared Reading

224

(2)

Shared Reading with Big Books

226

(4)

Kindergarten Experiences with Writing

230

(7)

Journal Writing

230

(1)

The Extended Sign-in Procedure

231

(2)

Shared Writing

233

(4)

Kindergarten Experiences with Play

237

(4)

Dramatic-Play-with-Print Centers

237

(3)

Dramatizing Informational Books

240

(1)

Another Look: The Teacher's Roles

241

(1)

Chapter Summary

242

(1)

Applying the Information

243

(1)

Going Beyond the Text

243

(1)

References

243

(2)

9 Supporting Literacy Learning in First Grade

245

(41)

Key Concepts

245

(1)

What's New Here?

246

(2)

Reading and Writing in Five First-Grade Classrooms

248

(24)

Guided Reading Instruction in Mrs. Tran's First Grade

248

(11)

Reading in Mrs. Walker's First Grade

259

(8)

Writing in Mr. Schultheis's First Grade

267

(2)

Informational Writing in Mrs. Duthie's First Grade

269

(2)

Poetry Writing in Mrs. Zickuhr's First Grade

271

(1)

Exemplary First-Grade Literacy Instruction

272

(10)

Exemplary Teaching Means Lots of Instruction

272

(1)

How Explicit Phonics Instruction Is Delivered

273

(1)

Balanced Instruction

274

(1)

Exemplary Writing Instruction

274

(6)

Summary: Effective First-Grade Literacy Instruction

280

(2)

Chapter Summary

282

(1)

Applying the Information

283

(1)

Going Beyond the Text

283

(1)

References

283

(3)

10 Supporting Literacy Learning Beyond First Grade

286

(31)

Key Concepts

286

(1)

What's New Here?

287

(2)

Increasing Expectations for Traditional Skills, Child-Centered Classrooms, and New Competencies

287

(1)

A Balanced Reading and Writing Program

288

(1)

Components of a Balanced Reading and Writing Program

288

(1)

Shared Reading and Reading Aloud

289

(4)

Explicit Teaching of Decoding and Vocabulary in Shared Reading

289

(1)

Explicit Teaching of Comprehension during Reading Aloud

290

(3)

Writing and Reading Workshop, Book Clubs, and Guided Reading

293

(12)

Writing Workshop

293

(3)

Reading Workshop

296

(2)

Book Clubs

298

(2)

Guided Reading

300

(5)

Reading and Writing Poetry

305

(1)

Enjoying Poetry: Developing Fluency

305

(1)

Poetic Elements

306

(1)

Poetry and Technology

306

(1)

Reading and Writing Informational Text

306

(5)

Comprehension of Informational Books

307

(1)

Inquiry Units

307

(1)

Writing Informational Texts

308

(1)

Content-Specific Vocabulary

309

(1)

Internet Workshop and Inquiry Learning

310

(1)

Learning Conventions

311

(2)

Word Study

311

(1)

Spelling Programs

312

(1)

Chapter Summary

313

(1)

Applying the Information

314

(1)

Going Beyond the Text

314

(1)

References

314

(3)

11 Diverse Learners

317

(33)

Key Concepts

317

(1)

Learners at Risk

318

(5)

Characteristics That Put Children at Risk

318

(4)

At-Risk Revisited

322

(1)

Special-Needs Learners

323

(3)

Supporting Special-Needs Children's Literacy

323

(2)

Avoiding Reductionist Teaching

325

(1)

Learners from Diverse Cultural Backgrounds

326

(6)

Cultural Influences on Learning

326

(1)

Culturally Responsive Instruction

327

(2)

Culturally Sensitive Instruction: A Summary

329

(1)

Culturally Sensitive Instruction in Multicultural Settings

329

(3)

Children from Diverse Language Backgrounds

332

(12)

Learners Who Speak Nonmainstream Dialects of English

333

(4)

Learners Who Speak English as a Second Language

337

(6)

Issues Related to Teaching Children from Diverse Backgrounds

343

(1)

Chapter Summary

344

(1)

Applying the Information

345

(1)

Going Beyond the Text

346

(1)

References

346

(4)

12 Assessment

350

(36)

Key Concepts

350

(1)

A Day in Kindergarten

351

(5)

A Day in Ms. Orlando's Classroom

351

(3)

Ms. Orlando Reflects and Plans

354

(2)

Effective Classroom Assessment

356

(6)

Components of a Portfolio

356

(3)

Using Scoring Rubrics as Assessment Tools

359

(1)

Using Portfolios

359

(3)

Screening and Monitoring Literacy Development

362

(18)

Essential Components of Reading and Writing

362

(2)

Concepts-about-Print Tasks

364

(1)

Alphabet Recognition Tasks

365

(1)

Phonemic Awareness Tasks

365

(1)

Assessing Alphabetic and Orthographic Principle Use in Decoding and Spelling

366

(2)

Assessing Comprehension and Vocabulary

368

(5)

Assessing Children's Ability to Read Texts of Increasing Difficulty

373

(4)

Analyzing Children's Ability to Write Texts of Increasing Complexity

377

(3)

Chapter Summary

380

(1)

Applying the Information

381

(1)

Going Beyond the Text

381

(3)

References

384

(2)

APPENDIX: Children's Literature

386

(5)

Author Index

391

(7)

Subject Index

398

Donald J. Richgels is a Professor in the Department of Literacy Education at Northern Illinois University. Lea M. McGee is a Professor of Literacy at Ohio State University.

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