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Lea M. McGee is the Marie Clay Chair of Reading Recovery and Early Literacy at The Ohio University.
Donald J. Richgels is a professor at Northern Illinois UniversityChapter 1: Understanding Children’s Literacy Development
Key Concepts and Instructional Activities That You Will Read About in This Chapter
Language, Thinking, and Learning
Schemas and Learning
Schemas
Infants and Schemas
The Relation between Language and Learning
Social Basis for Learning
Zone of Proximal Development
Four Systems of Spoken Language
Pragmatics
Semantics
Syntax
Phonology
Four Systems of Written Language
Functions of Written Language
Meanings in Written Language
Unusual Words and Phrases
Contextualization
Written Language Forms
Words and Sentences
Text Formats
Meaning-Form Links
Children’s Concepts about Written Language
Ted’s Delight: A Case Study of Two Children’s Reading and Writing
Ted’s and Carrie’s Concepts about Written Language
Developmental Changes in Children’s Reading and Writing
Awareness and Exploration
Experimenting Reading and Writing
Conventional Reading and Writing
Assessment and Phases of Reading and Writing Development
Screening
Monitoring
Chapter Summary
Using the Information
Applying the Information
Going Beyond the Text
References
Chapter 2: Birth to Three Years: The Foundations of Literacy Development
Key Concepts and Instructional Activities That You Will Read About in This Chapter
The Beginnings of Literacy
Kristen’s Early Literacy Experiences
Literacy Experiences from Birth to One
Literacy Experiences from One to Two
Literacy Experiences from Two to Three
Concepts about Literacy Acquired from Early Book and Drawing Experiences
Home Influences on Literacy Learning: Learning in Social and Cultural Contexts
Parent-Child Interactive Bookreading
Elizabeth and Her Mother Share Where’s Spot?
Jon-Marc and His Father Share The Story of Ferdinand
Participation in Interactive Bookreading
Concept of Story
Environmental Print
Spoken Language Development and Its relationship to Literacy Development
Spoken Language Development
English Language Learners
Assessing Literacy Beginners
Chapter Summary
Using the Information
Applying the Information
Going Beyond the Text
References
Chapter 3: Three to Five Years: Novice Readers and Writers in the Phase of Awareness and Exploration
Key Concepts and Instructional Activities That You Will Read About in This Chapter
Who Are Novice Readers and Writers?
Written Language Communicates Messages: Novice Readers’ and Writers’ New Insights
An Example of Novice Writing and Reading
Meaning
Constructing the Meaning of Environmental Print
Constructing Meaning While Listening to Story and Information Book Read-Alouds
Children’s Meaning-Making Strategies
Teachers’ Roles in Helping Children Understand Interactive Read-Alouds
Constructing Meaning in Pretend Reading and Retelling
Writing Meaningful Messages
Written Language Forms
Concepts about Print
From Scribbles to Alphabet Letters
Alphabet Letters
Signatures
Texts
Meaning-Form Links
Contextual Dependency
Matching Print to Spoken Language: More Than Contextual Dependency
Phonological Awareness
Using Symbols: The Connections among Dramatic Play, Writing, and Computer Use
Written Language Functions
English Language Learners as Novice Readers and Writers
Assessing Novice Readers and Writers
Assessing Alphabet Knowledge and Signature Writing
Assessing Concepts about Print
Assessing Phonological and Phonemic Awareness
Assessing Vocabulary and Oral Comprehension
Analyzing Assessment Data
Chapter Summary
Using the Information
Applying the Information
Going Beyond the Text
References
Chapter 4: From Five to Seven Years: Experimenting Readers and Writers
Key Concepts and Instructional Activities That You Will Read About in This Chapter
Who Are Experimenters?
The New Understandings and Awareness of Experimenting Readers and Writers
Examples of Experimenters
Experimenting with Meaning
Experimenting with Forms
Concept of Word
Texts
Experimenting with Meaning-Form Links
Sounding Literate
Developmental Changes in Pretend Reading
Sounding Literate in Writing
Being Precise
Using Sound-Letter Relationships
A System Based on Phonemic Awareness
Ways of Relating Sounds and Letters
Stages of Spelling Development
Sound-Letter Relationships in Reading
English Language Learners and Invented Spelling
Experimenting with Functions of Written Language
Assessing Experimenting Readers and Writers in Kindergarten and First Grade
Assessing Phonemic Awareness and sound-letter knowledge
Assessing Concepts about print
AssessingAlphabetic Principle
Developing an Assessment Plan
Keeping Records
Chapter Summary
Using the Information
Applying the Information
Going Beyond the Text
References
Chapter 5: From Six to Eight Years: Conventional Readers and Writers in Early, Transitional, and Self-Generative Phases
Key Concepts and Instructional Activities That You Will Read About in This Chapter
Who Are Conventional Readers and Writers?
Three Phases of Conventional Literacy Development
Examples of Early and Transitional Readers and Writers
Meaning Construction
Meaning Making in Reading: Using Strategies
Meaning Making in Writing
Written Language Forms
Morphological Awareness and Grammar
Composing Stories and Expositions
Narrative Elements
Developmental Trends in Children’s Story Writing
Expository Texts
Developmental Trends in Children’s Expositions
Meaning-Form Links
Decoding
Spelling
Later Letter-Name or Later Alphabetic Spelling
Within-a-Word Spelling
Syllable Juncture Spelling
Functions
English Language Learners
Speech Emergence
Intermediate Fluency
Phonemic awareness, phonics, vocabulary, comprehension, and fluency
Assessing Children’s Ability to Read Texts of Increasing Difficulty
Using Running Records to Determine Reading Levels
Using Questions to Analyze Comprehension and Vocabulary
Miscue Analysis
Using Running Records to Analyze Fluency and Strategy Use
Analyzing Children’s Decoding Strategies
Analyzing Spelling
Chapter Summary
Using the Information
Applying the Information
Going Beyond the Text
References
Chapter 6: Literacy-Rich Classrooms
Key Concepts and Instructional Activities That You Will Read About in This Chapter
Components of Language- and Literacy-Rich Classrooms
Planning for the Physical Arrangement of Classroom and Daily Schedule
Whole-Class Literacy Routines
Reading Aloud
Shared Reading
Modeled Writing, Shared Writing, and Interactive Writing
Letter-Word-Sound Workshop or Word Work
Small-Group Literacy Instruction
Independent Practice
Daily Schedule dictates room Arrangement
Centers or Workstations
Library Center
Writing Center
Computer Centers
Displays in Language- and Literacy-Rich Classrooms
Materials
Children’s Literature
Materials for Writing
Technology Materials
Culturally Sensitive and Integrated Curriculum
Culturally Sensitive Curriculum
Integrated Content Units
Measuring Classroom Environment Quality
Meeting the Needs of English Language Learners and Struggling Readers and Writers
Developmentally Appropriate Instruction and Explicit Instruction
Assessment-Based Comprehensive Literacy Instruction
Chapter Summary
Using the Information
Applying the Information
Going Beyond the Text
References
Chapter 7: Supporting Language and Literacy Learning in Preschools
Key Concepts and Instructional Activities That You Will Read About in This Chapter
The Preschool Context
The Critical Role of Preschool
Learning in the Preschool Classroom
Reading and Writing in Exemplary Preschool Classrooms
Mrs. McKannon's Classroom: Preschool Literacy in an Exemplary Language- and Print-Rich Environment
Children at Play
The Teacher at Work: Mrs. McKannon Teaches Literacy All Day
Ms. Rodgers' Classrooms: Teaching Concepts about Print, Alphabet Recognition, and Phonemic Awareness
Shared Writing with Write On
Guided Drawing
Small-Group Lessons in Alphabet Recognition and Phonemic Awareness
Supporting Vocabulary and Listening Comprehension
Using Interactive Read Alouds in Preschool to Build Vocabulary and Listening Comprehension
Storytelling and Drama
Taking Time to Talk
Supporting Concepts about Print and Alphabet Letter Learning
Shared Reading
Shared Writing
The Sign-in Procedure and Other Name Activities
Activities to Promote Alphabet Letter Learning
Supporting Children’s Development of Phonemic Awareness, Letter-Sound Knowledge, and Acquisition of the Alphabetic Principle
Attending to Syllable and Rhyme
Attending to Beginning Phonemes
Modifying Instruction to Meet the Needs of Diverse Learners
Targeted Classroom Interventions
Shared Reading with Planned Language Activities
Talking about Objects Related to a Book or Theme
Meeting the Needs of Preschool ELLs
A Comprehensive Model of Assessment and Instruction in Action
A Day in Ms. Clements' Classroom
Whole-Class Gathering
Center Time: Ms. Clements Teaches a Mini-lesson and Observes Children
Ms.Clements Reflects and Plans
Chapter Summary
Using and Applying the Information
Going Beyond the Text
References
Chapter 8: Supporting Literacy Learning in Kindergarten
Key Concepts and Instructional Activities That You Will Read About in This Chapter
The Kindergarten Context: What’s New Here?
Text Reading and Writing in Exemplary Classrooms
Using Interactive Read Alouds
Using Assessment to Plan Instruction
Teaching Small Groups
Shared Reading
The “What Can You Show Us?” Activity
Reading the Morning Message
Teaching Small Group: Word Work That Starts with Book Reading
Interactive Writing in Small Group
Teaching Children the Conventions
Alphabet Instruction Including Letter-Sound Knowledge
Phonemic Awareness Instruction Including Decoding
Concepts about Print Instruction including Learning Sight Words
Teaching Comprehension and Vocabulary
Independent Literacy Experiences
Real World Literacy Experiences
Work Stations
Differentiated Instruction to Meet the Needs of Diverse Students
Using Environmental Print
Morning Message Plus
Using Similarities between Spanish and English
Using Finger-Point Reading
Writing and Reading in Two Languages
Pulling Assessment Together: Using Portfolios
Analyzing Children’s Writing
Analysis of Form
Story Form
Analysis of the Alphabet Principle
Chapter Summary
Applying the Information
Going Beyond the Text
References
Chapter 9: Supporting Literacy Learning in First Grade
Key Concepts and Instructional Activities That You Will Read About in This Chapter
What’s New Here?
Reading and Writing Instruction in Exemplary First-Grade Classrooms
Guided Reading Instruction in Mrs. Tran’s First Grade
Literacy Centers
Talk-Through to Introduce Guided Reading Texts
Teaching for Strategies during Guided Reading
Word work and spelling instruction
Interactive Writing
Whole group word study
Writing in Mr. Schultheis’s First Grade
Informational Writing in Mrs. Duthie’s First Grade
Word Study: Decoding Print and Spelling Words
Early Decoding Strategies and Building Sight Words
Phonics
Phonics Generalizations
Systematic, Explicit Instruction in Phonics
Whole-Class Word Study
Building Automatic Sight Vocabularies
Teaching for Comprehension
Modifying Instruction to Meet the Needs of Diverse Learners
Modifying Commercial Reading Programs
Modifying Instruction for English Language Learners
Modifying Instruction for Struggling Readers
Assessing Student Progress in First Grade
Chapter Summary
Applying the Information
Going Beyond the Text
References
Chapter 10: Supporting Literacy Learning in Second through Fourth Grades
Key Concepts and Instructional Activities That You Will Read About in This Chapter
What’s New Here?
Literature study through Interactive Read-Alouds
Selecting a Text Set and a Literary Focus for Discussion
Selecting and Teaching Literary Reading Strategies
After Reading Response Activities
Guided Reading and Spelling
Determining Instructional Level and Selecting Children
Explicit Teaching of Orthographic Decoding and Vocabulary Using Shared Reading in Guided Reading Instruction
Explicit Teaching of Comprehension Strategies and Vocabulary Meanings in Guided Reading Instruction
Reading Information Books in Guided Reading
Using Guided Reading and Readers' Theatre to Foster Fluency
Explicit Teaching of Spelling
Advanced Word Study
Learning about Sound Chunks in Making Big Words
Learning about Morphemes, Base Words, and Affixes
Independent Reading Practice
Selecting and Arranging Books for Independent Reading
Fostering Motivation and Accountability
Monitoring Individual Student's Reading
Using Book Club as an Alternative to Independent Reading
Using Literature Circles or Strategy Groups instead of Guided Reading
Writing
Components of Writing Workshop: Explicitly Teaching the Writing Processes
Poetic Elements
Writing Informational Texts
Inquiry Units during Content Study
Integrating Reading and writing Nonfiction with Content exploration
Inquiry Units
Internet Workshop
Culminating Activities
Differentiating Instruction for Diverse Learners
Supporting Struggling Readers with Attention to Fluency
Explicit Attention to Vocabulary for Strugglers and English Language Learners
Explicit Attention to Narrative and Expository Text Forms For Strugglers and English Language Learners
Assessing Student Performance for Differentiated Instruction
Individualized Reading Inventory
Assessing Writing Using Rubrics
Chapter Summary
Applying the Information
Going Beyond the Text
References
Chapter 11: Meeting the Needs of English Language Learners
Key Concepts and Instructional Activities That You Will Read About in This Chapter
English Language Learners as a Special Case of At-Risk Learners
Second Language Acquisition
Second language acquisition
Stages of Language Development
Preproduction
Early Production
Speech Emergence and Intermediate Fluency
Exemplary Teachers of English Language Learners
Considerations for Teachers
Learning about the community and family
Considering differences in print and language
Selecting Books for English Language Learners and Adjusting Reading-Aloud Techniques
ELL Interactive Read-Aloud Procedure
Using Oral Language to Support Reading and Writing
Teaching Reading and Writing Using a Multiliteracy Approach
Teaching Decoding and Spelling to English Language Learners
Teaching Vocabulary to English Language Learners
Teaching Fluency and Comprehension to English Language Learners
Explicit Attention to the Sentence Structures of Written Text For English Language Learners
Teaching Grammar to English Language Learners
Assessment for English Language Learners
Chapter Summary
Applying the Information
Going Beyond the Text
References
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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