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Early Literacy in Preschool and Kindergarten : A Multicultural Perspective,9780132382953
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Early Literacy in Preschool and Kindergarten : A Multicultural Perspective

by ;
Edition:
2nd
ISBN13:

9780132382953

ISBN10:
0132382954
Format:
Paperback
Pub. Date:
1/1/2007
Publisher(s):
Prentice Hall

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Summary

Early Literacy in Preschool and Kindergarten: A Multicultural Perspectiveis an applied book focusing on how literacy develops in young children and the ways in which teachers can encourage the natural emergence of early reading and writing. It has a special emphasis on multicultural childrenrs"s literature, including detailed descriptions of over 200 multicultural childrenrs"s books. Packed with practical supports and strategies for teachers, such as early literacy checklists to help understand childrenrs"s capabilities and many suggestions for using classroom materials and centers to support literacy, this book is a valuable resource for early childhood professionals. Key changes to this book include: More explicit labeling of emergent literacy terms and development of language acquisition and literacy behaviors More about recognizing educational standards and evidence-based research More on how infants and toddlers acquire language More strategies to support English-language learners and children with special needs

Table of Contents

Part 1: Introduction
1(40)
Foundations of Early Literacy
3(18)
What Is Early Literacy?
4(1)
What Is Emergent Literacy?
4(4)
What Is Evidence-Based Reading Research?
8(2)
Brain Research
9(1)
What Are the Current Early Childhood Curriculum Standards?
10(2)
How Can Preschool Teachers Best Promote Early Literacy?
12(4)
Core Knowledge and Skills
12(1)
Activities
12(2)
Balance
14(1)
The Chapters to Follow
14(2)
Summary
16(1)
Learning Activities
17(1)
References
17(1)
Suggested Readings
18(3)
A Multicultural Perspective
21(20)
What Is a Multicultural Perspective?
22(1)
Why Use Cultural Characters from Picture Books?
23(5)
Lead-Ins to a Cultural Character Curriculum
25(3)
The Under-Use of Picture Books
28(1)
How Can Teachers Choose Appropriate Books?
28(8)
Acquiring Appropriate Picture Books
34(2)
Paradigm Shift
36(1)
Summary
36(1)
Learning Activities
37(1)
References
37(1)
Suggested Readings
37(2)
Children's Books
39(2)
Part 2: Emergent Speaking
41(108)
Language Development in Young Children
43(34)
How Language Emerges Naturally
44(3)
Brain Research
45(2)
Implications of Brain Research on Teaching
47(1)
Early Language Learning Environment
47(8)
Emotional Environment
47(5)
Social Environment
52(3)
Establishing the Preschool Language Learning Environment
55(17)
Dramatic Play Center
57(2)
Block Building Center
59(1)
Book Center
60(1)
Listening Center
61(1)
Writing Center
61(1)
Music Center
62(1)
Art Center
63(1)
Manipulative/Math Center
63(2)
Science/Discovery Center
65(1)
Computer Center
65(1)
Large-Motor Center
66(1)
Woodworking Center
67(1)
Cooking Center
67(1)
Sensory Table
68(1)
Learning Center Checklist
68(4)
Summary
72(1)
Learning Activities
72(1)
References
72(1)
Suggested Readings
73(1)
Children's Books
74(3)
Sounds of the Language: Rhyme, Rhythm, and Song
77(34)
Music as a Natural Language
78(2)
Music and the Brain
79(1)
Music and Emotions
79(1)
Chanting as a Prelude to Singing
80(9)
Chants from Cultural Character Picture Books
81(1)
Physical Movements to Chants
82(2)
Action Chants for Child Picture Book Characters
84(3)
Patterned Chants
87(2)
Sound-Making, Singing, and Song Storybooks
89(13)
Sound-Making
89(1)
Sound Words
89(3)
Playing Rhythm Instruments
92(3)
Playing Melody Instruments
95(1)
Playing Harmony Instruments
96(2)
Singing
98(3)
Song Storybooks
101(1)
Integrating Cultural Character Music Books into the Curriculum
102(4)
Summary
106(1)
Learning Activities
107(1)
References
107(1)
Suggested Readings
108(1)
Children's Books
109(2)
Sounds of the Language: Speaking and Listening
111(38)
Recognizing Preschool Stages of Language Production
112(11)
Assessing Children's Language Production
112(1)
Preproduction Stage
113(4)
Transition to Production
117(2)
Early Production
119(3)
Expansion of Production
122(1)
Providing Opportunities for Conversation
123(12)
The Basics of Communication
123(1)
Teacher--Child Conversations
124(1)
Child--Child Conversations
125(1)
Cultural Character Books to Promote Conversations in Dramatic Play
126(9)
Listening to Story Reading and Storytelling
135(7)
Learning to Listen Through Story Reading
135(5)
Learning to Listen Through Storytelling
140(2)
Summary
142(1)
Learning Activities
143(1)
References
143(1)
Suggested Readings
144(1)
Children's Books
145(1)
Bilingual Picture Books in English and Spanish
146(1)
Bilingual Picture Books in Native American Languages
146(1)
Bilingual Books in Chinese--English and Vietnamese--English
146(3)
Part 3: Emergent Writing
149(90)
Developing Eye--Hand Coordination
151(26)
Small-Motor and Perceptual Motor Development
152(2)
Assessing Children's Eye--Hand Coordination
153(1)
Strengthening Eye--Hand Coordination Through Three-Dimensional Art Activities
154(12)
Cutting Paper with Scissors
154(5)
Stringing Beads
159(3)
Weaving
162(1)
Twisting Materials
163(2)
Molding Mud and Clay
165(1)
Strengthening Eye--Hand Coordination Through Cooking Activities
166(5)
Cooking with Rice
167(2)
Cooking with Corn
169(2)
Strengthening Eye--Hand Coordination Through Woodworking Activities
171(2)
Hammering
171(2)
Summary
173(1)
Learning Activities
173(1)
References
174(1)
Suggested Readings
174(1)
Children's Books
175(2)
Art as a Natural Language
177(28)
Developing Drawing/Writing Skills
178(7)
The Three Ms of Playful Exploration
178(1)
Natural Stages of Drawing Development
179(1)
Uncontrolled Scribbles
180(3)
Controlled Scribbles
183(2)
Developing Visual Representational Skills
185(8)
Observational Skills
186(7)
Communicating Ideas Through Drawing
193(7)
Books as Lead-Ins to Drawing Messages
194(3)
Drawing Objects from Children's Environment
197(3)
Summary
200(1)
Learning Activities
201(1)
References
201(1)
Suggested Readings
202(1)
Children's Books
202(3)
Becoming a Writer
205(34)
Scribbling Becomes Writing
206(7)
Observing Children's Writing Behavior
207(3)
Role of the Teacher in Promoting Emergent Writing
210(3)
Understanding Alphabet Letters
213(13)
To Teach or Not to Teach
213(1)
Children's Names
214(3)
Recognizing Letters
217(1)
Orientation of Letters
218(1)
Alphabet Books
219(1)
Computer Alphabet Programs
220(4)
Cultural Character Alphabets
224(2)
Writing to Communicate
226(2)
A Process of Discovery
226(1)
In Dramatic Play
226(2)
Writing in Kindergarten
228(6)
Invented Spelling (Phonemic Spelling)
229(1)
In the Writing Center
229(4)
Writing at Home
233(1)
Summary
234(1)
Learning Activities
235(1)
References
235(1)
Suggested Readings
236(1)
Children's Books
237(2)
Part 4: Emergent Reading
239(89)
How Reading Emerges
241(26)
Emerging into Reading
242(10)
Conventional Versus Emergent Reading
242(1)
Book Handling
242(2)
Book Babble
244(1)
Grandparents Reading to Individuals
245(1)
Picture Naming
246(1)
Emergent Reading Begins with Pictures
247(1)
Telling Stories with Flannel Boards
248(3)
Story Reenactments
251(1)
Retelling Stories from Familiar Books
252(10)
Practice Reading
252(1)
Predictable Books
253(2)
Using Predictable Books with Children
255(1)
Retelling Stories with Cultural Character Dolls
256(3)
Children's Retelling of Stories Using Large-Font Print
259(1)
Retelling Big Book Stories
260(1)
Teaching Skills Versus Engaging Children in Reading
261(1)
Summary
262(1)
Learning Activities
262(1)
References
263(1)
Suggested Readings
264(1)
Children's Books
264(3)
Home Book Experience
267(22)
Family Literacy
268(1)
Physical Book Environment
268(5)
Obtaining Books
270(1)
Books for Toddlers
271(1)
Books for Spanish Speakers
271(1)
A Print-Rich Environment
271(2)
Home Reading
273(6)
The Father's Role
275(1)
Cultural Considerations
276(1)
Cultural Differences in Story Reading
277(1)
Involving Families in Literacy Activities
278(1)
Programs to Support Home Reading
279(5)
Lending Libraries and Book Backpack Programs
279(2)
Family Journals
281(1)
Family Literacy Workshops
282(1)
Parents and Grandparents in the Classroom
283(1)
Summary
284(1)
Learning Activities
284(1)
References
285(1)
Suggested Readings
286(1)
Children's Books
287(2)
Becoming a Reader
289(39)
Transition from Preschool to Kindergarten
290(1)
Kindergarten Reading Expectations
290(6)
Connection Between Story and Book
291(1)
A Kindergarten Classroom
292(4)
Types of Kindergarten Reading Instruction
296(14)
Read-Alouds
296(2)
Shared Reading (Interactive Read-Alouds)
298(4)
Sustained Silent Reading
302(1)
Paired Reading
303(1)
Independent Reading
304(1)
Buddy Reading
305(1)
One-to-One Reading
305(1)
Supported Reading
306(1)
Guided Reading
306(1)
Literature Circles
307(1)
Reading Workshop
308(2)
Kindergarten Assessment
310(7)
Analyzing Children's Miscues
313(2)
Literature Circles Revisited
315(1)
Portfolios
316(1)
Cultural Characters in Kindergarten
317(4)
Summary
321(1)
Learning Activities
322(1)
References
322(1)
Suggested Readings
323(2)
Children's Books
325(3)
Appendix A Cultural Character Paperback Books from Scholastic 328(2)
Appendix B Topical Cultural Character Book Index 330(13)
Appendix C Addresses of Educational Supply Companies 343(2)
Index of Children's Books 345(4)
Index 349


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