Overview

Pre-service and in-service teachers get sound instructional strategies for teaching the language arts to young children from birth to kindergarten and enhancing their reading, writing, speaking and listening development in this unique book that places children at the center of all good language and literacy teaching. This book is about teaching the language arts-about facilitating young children's reading, writing, speaking, and listening development. In a very readable manner, the book places children at the center of all good language and literacy teaching, while focusing on four central themes that run throughout the book: 1. The authors provide rich descriptions of two perspectives in children's language and early literacy learning: emergent literacy and scientifically based reading research, and equip early childhood teachers with the know how to use the instructional strategies supported by the research in both perspectives. 2. The authors acknowledge and take into account the increasing diversity of our society and schools by providing numerous illustrations of how teachers can work effectively with diverse learners, providing special features at the end of chapters that explain how to adapt instruction for English Language Learners and children with special needs, and by providing information on the tools teachers can use to discover what each child knows and can do, in order to build on that child's prior knowledge. 3. The authors stress that assessment cannot be separated from good teaching and they describe strategies that teachers can use to understand children's language and literacy knowledge in the context of specific learning and teaching events, while also focusing on today's increasingly important ""accountability"" function of assessment and standardized testing instruments. 4. The authors acknowledge the importance of the family in young children's language and literacy development and include descriptions of how early childhood teachers can connect with families and engage caregivers in their children's school or center.

Full Product Details

Author:   Carol Vukelich ,  James Christie ,  Billie Jean Enz
Publisher:   Pearson Education Limited
Imprint:   Pearson Education Limited
Edition:   3rd edition
Dimensions:   Width: 21.70cm , Height: 0.70cm , Length: 27.50cm
Weight:   0.442kg
ISBN:  

9781292042022

ISBN 10:   1292042028
Pages:   208
Publication Date:   01 November 2013
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

ContentsPreface chapter1 Foundations of Language and Literacy Before Reading This Chapter, Think About . . . Focus Questions Language and Literacy: Definitions and Interrelationships A Continuum of Instructional ApproachesEmergent Literacy Approach Scientifically Based Reading Research Approach Blended Instruction-A Value-Added Approach A Blended Literacy Instructional Program Effective Early Childhood Teachers Provide Children with a Print-Rich Classroom Environment Effective Teachers Demonstrate and Model Literacy Events Effective Teachers Explicitly Teach Children Skills that Research Supports as Key Elements of Reading, Writing, and Speaking Effective Early Childhood Teachers Provide Opportunities for Children to Work and Play Together in Literacy-Enriched Environments Effective Early Childhood Teachers Link Literacy and PlayEffective Early Childhood Teachers Encourage Children to Experiment with Emergent Forms of Reading and Writing Effective Early Childhood Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences Effective Early Childhood Teachers Make Use of Everyday Activities to Demonstrate the Many Purposes of Reading and Writing Effective Early Childhood Teachers Read to Children Daily and Encourage Them to Read Familiar Books on Their Own Effective Early Childhood Teachers Know the Nation's and their State's Birth to Kindergarten Standards and Provide Instruction Linked to These StandardsEffective Early Childhood Teachers Use Multiple Forms of Assessment to Find Out What Children Know and Can Do Effective Early Childhood Teachers Respect and Make Accommodations for Children's Developmental, Cultural, and Linguistic Diversity Effective Early Childhood Teachers Recognize the Importance of Reflecting on Their Instructional Decisions Effective Early Childhood Teachers Build Partnerships with FamiliesSummary n Linking Knowledge to Practice chapter4 Organizing Early Language and Literacy Instruction n Before Reading This Chapter, Think About . . . n Focus Questions Why Classroom Environments Are Important Designing a Print-rich Classroom EnvironmentThe Classroom Library Center BOOKS PHYSICAL CHARACTERISTICS The Writing Center GATHER THE NEEDED MATERIALS ARRANGE THE MATERIALS COMPUTERS AND WORD PROCESSING WRITING IN OTHER CENTERS Literacy-Enriched Play Centers Environmental Print and Functional Print ENVIRONMENTAL pRINTfUNCTIONAL pRINTOrganizing the Classroom's Daily Schedule: Using Time WiselyWhat Happens During Whole-Group Time?What Happens During Small-Group Activity Time?What Happens During Center or Activity Time?TransitionsStrategies for Teaching English Language Learners: Modifying the Classroom Environment by Myae HanStrategies for Teaching Children with Special Needs: Adjusting the Daily ScheduleSummary n Linking Knowledge to Practice chapter5 Facilitating Early Language Learning n Before Reading This Chapter, Think About . . . n Focus Questions Explicit Vocabulary Instruction Encouraging Personal Narratives Teacher Discourse Reciprocal Discussions and Conversations Contexts that Encourage Language Use GROUP ACTIVITIES LEARNING CENTERS DRAMATIC PLAY Language-Centered Activities for Children SHARING STORYTELLING LANGUAGE PLAY SONGS AND FINGER PLAYS Strategies for Teaching English Language Learners: Helping Children Develop Conversational and Academic Language Skills by Luisa AraujoStrategies for Teaching Children with Special Needs: Speech Delays by Karen Burstein and Tanis BryanFamily Focus - Sharing the Fun and Language LearningSummary n Linking Knowledge to Practice chapter6 Sharing Good Books with Young Children n Before Reading This Chapter, Think About . . . n Focus Questions The Selection of Books to Share with Young Children Sharing Literature with Children Effective Story-Reading Strategies ADULT BEHAVIORS WHILE READING CHILD BEHAVIORS DURING READING CULTURAL VARIATIONS IN STORY READING 85CLASSROOM READ-ALOUDS SHARED BIG-BOOK READING Extending Literature CREATIVE DRAMATICS PUPPETS FELT OR FLANNEL BOARDS AND CHARACTERS STORY DRAMA COOKINGART PROJECTS WRITING AUTHOR STUDY Strategies for Teaching English Language Learners: Storybook Time by Myae HanStrategies for Teaching Children with Special Needs: Reading Storybooks with Children with Disabilities by Laura M. Justic Family Focus: Sharing Instructional Materials and Offering GuidanceSummary n Linking Knowledge to Practice chapter7 Teaching Early Reading Skills n Before Reading This Chapter, Think About . . . n Focus Questions Scientifically Based Reading Research Phonological and Phonemic Awareness Instruction Phonological Awareness WORD AND SYLLABLE SEGMENTING RHYME ALLITERATION ONSET AND RIME SUBSTITUTION Phonemic Awareness PHONEME ISOLATION PHONEME BLENDING PHONEME SEGMENTING PHONEME MANIPULATION Alphabet Instruction Songs Letter Charts Alphabet Word Walls Games Phonics Instruction Print Awareness Instruction Teaching Concepts about Print Key Words Strategies for English Language Learners: Vocabulary and Phonological Awareness Strategies for Children with Special Needs by Karen Burstein and Tanis Bryan On Your Mark Get Set GoFamily Focus: Creating a Book Nook and Author's Corner by Allison MulladySummary n Linking Knowledge to Practice chapter8 Teaching Early Writing n Before Reading This Chapter, Think About . . . n Focus Questions Children's Development as Writers Early Forms of Children's WritingShared WritingThe Shared Writing ChartInteractive WritingIndividual Experience StoriesClassroom NewspaperThe 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 Family Focus: Connecting Home with Early Care and Kindergarten ProgramsSummary n Linking Knowledge to Practice chapter9 Assessment Young Children's Language and Early Literacy: Finding Out What They Know and Can Do n Before Reading This Chapter, Think About . . . n Focus Questions Determining What Children Know and Can Do What Is Important for Teachers to Know about Children's Literacy Development? Two Kinds of Assessment Ongoing Assessment Ongoing Assessment Tools Addressing Storage Problems On-Demand Assessment Using Assessment Data to Plan Early Literacy InstructionStrategies for Teaching English Language Learners: Assessing Young English Language Learners' Language and Literacy by Sohyun HanFamily Focus: Sharing Assessment Results with ParentsSummary n Linking Knowledge to Practice References Author Index Subject Index

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