Literacy's Beginnings : Supporting Young Readers and Writers

by McGee, Lea M.; Richgels, Donald J.

• ISBN13: 9780205299317
• ISBN10: 0205299318
• Edition: 3rd
• Format: Paperback
• Copyright: 1999-11-01
• Publisher: Prentice Hall

Summary

This book offers an integrated, developmental approach to differentiating reading and writing instruction for children, birth to age 8. "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). "Current and future teachers of children from birth to age 8"

Author Biography

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.

Table of Contents

Preface	xv
Understanding Children's Literacy Development	1	(30)
Key Concepts	2	(1)
Language Development	2	(5)
Schemas and Learning	2	(2)
The Relation between Language and Learning	4	(3)
Literacy Development	7	(2)
A Piagetian Approach	7	(1)
A Vygotskian Approach	7	(2)
Children's Concepts about Written Language	9	(4)
Ted's Delight: Two Children's Reading and Writing	9	(2)
Ted's and Carrie's Concepts about Written Language	11	(1)
Learning in Social and Cultural Contexts	12	(1)
Concepts about Written Language: Functions, Meanings, Forms, and Meaning-Form Links	13	(1)
Written and Spoken Language Functions	13	(2)
Written and Spoken Language Meanings	15	(1)
Semantics in Spoken Language	15	(1)
Meaning in Written Language	16	(1)
Written Language Forms	16	(5)
Syntax in Spoken Language	17	(1)
Forms in Written Language	17	(4)
Meaning-Form Links	21	(3)
Phonological System in Spoken Language	21	(1)
Meaning-Form Links, in Written Language	22	(2)
Developmental Changes in Children's Reading and Writing	24	(3)
Logographic Reading and Writing	24	(1)
Alphabetic Reading and Writing	25	(2)
Orthographic Reading and Writing	27	(1)
Chapter Summary	27	(1)
Applying the Information	28	(1)
Going Beyond the Text	29	(1)
References	29	(2)
From Birth to Three Years: Literacy Beginners	31	(24)
Key Concepts	32	(1)
What Literacy Beginners Show Us	32	(7)
``Let's Read, Daddy'': Experiences with Books and Other Familiar Print	32	(1)
Concepts about Literacy from Early Book Experiences	33	(2)
``Look at All These Raindrops'': Experiences with Crayons and Markers	35	(2)
Concepts about Literacy from Early Writing Experiences	37	(2)
Home Influences on Literacy Learning	39	(9)
Booksharing	40	(6)
Environmental Print	46	(1)
Oral Language Interactions	47	(1)
Differences in Home Literacy and Language Interactions	47	(1)
Implications for Child Care and Nursery School	48	(2)
Developmentally Appropriate Practice	48	(1)
Literacy Materials	49	(1)
Responding to Children's Literacy Activities	50	(1)
Chapter Summary	50	(1)
Applying the Information	50	(2)
Going Beyond the Text	52	(1)
References	52	(3)
From Three to Five Years: Novice Readers and Writers	55	(28)
Key Concepts	56	(1)
Who Are Novice Readers and Writers?	56	(3)
New Insights about Communicating with Written Language	56	(1)
Examples of Novices	57	(2)
Repertoire of Knowledges	59	(1)
Meaning	59	(6)
Constructing the Meaning of Environmental Print	59	(1)
Constructing Meaning While Listening to Story and Information Book Read Alouds	60	(3)
Writing Meaningful Messages	63	(2)
Written Language Forms	65	(6)
Alphabet Letters	65	(1)
Signatures	66	(2)
Texts	68	(3)
Meaning-Form Links	71	(4)
Contextual Dependency	71	(1)
Matching Print to Spoken Language: More Than Contextual Dependency	72	(1)
Drawing and Writing	72	(2)
Phonological Awareness	74	(1)
Written Language Functions	75	(2)
A Word of Caution	77	(1)
Chapter Summary	77	(1)
Applying the Information	78	(2)
Going Beyond the Text	80	(1)
References	80	(3)
From Five to Seven Years: Experimenting Readers and Writers	83	(27)
Key Concepts	84	(1)
Who Are Experimenters?	84	(3)
Experimenters' New Awareness	84	(2)
Examples of Experimenters	86	(1)
Experimenting with Meaning	87	(1)
Experimenting with Forms	87	(7)
Concept of Word	88	(1)
Concept of Word Boundaries	89	(1)
Texts	89	(5)
Experimenting with Meaning-Form Links	94	(10)
Sounding Literate	95	(3)
Being Precise	98	(1)
Using Sound--Letter Relationships	99	(5)
Experimenting with Functions of Written Language	104	(1)
A Word of Caution	104	(1)
Chapter Summary	105	(1)
Applying the Information	106	(1)
Going Beyond the Text	107	(1)
References	107	(3)
From Six to Eight Years: Conventional Readers and Writers	110	(29)
Key Concepts	111	(1)
Who Are Conventional Readers and Writers?	111	(3)
Examples: Experimenters versus Conventional Readers and Writers	112	(2)
Meaning Construction	114	(3)
Meaning Making in Reading: Constructing Interpretations of Literature	114	(2)
Meaning Making in Writing	116	(1)
Written Language Forms	117	(11)
Concept of Word	118	(1)
Story Form	118	(4)
Expository Text	122	(6)
Meaning-Form Links	128	(5)
Spelling	128	(5)
Functions	133	(1)
The Traditional End Points: Reading and Word Identification, Vocabulary, and Comprehension	133	(1)
Chapter Summary	134	(2)
Applying the Information	136	(1)
Going Beyond the Text	136	(1)
References	136	(3)
Literacy-Rich Classrooms	139	(32)
Key Concepts	140	(1)
Developmentally Appropriate Practice	140	(2)
Characteristics of Literacy-Rich Classrooms	142	(1)
Learners	142	(1)
The Classroom	142	(1)
Literacy Materials	143	(5)
Materials	143	(1)
The Case for Quality Literature	144	(1)
Classroom Literature Collection	144	(4)
Physical Arrangement of Classrooms	148	(4)
The Case for Library, Writing, and Computer Centers	148	(1)
Library Center	148	(1)
Writing Center	149	(1)
Computer Center	149	(3)
Literacy Routines	152	(4)
The Case for Classroom Routines	152	(1)
Reading Aloud and Telling Stories	153	(2)
Independent Reading and Writing	155	(1)
Sharing Response-to-Literature Activities	155	(1)
Culturally Sensitive and Integrated Curriculum	156	(3)
The Case for Culturally Sensitive and Integrated Curriculum	156	(1)
Culturally Sensitive Curriculum	157	(1)
Literature Theme Units	158	(1)
Integrated Content Units	158	(1)
Assessment, Instruction, and Grouping	159	(4)
The Case for a Variety of Instruction	160	(1)
The Case for Multiple Grouping Patterns	161	(1)
Instructional Framework	161	(2)
Chapter Summary	163	(1)
Applying the Information	164	(2)
Going Beyond the Text	166	(1)
References	166	(5)
Supporting Literacy Learning in Preschools	171	(32)
Key Concepts	172	(1)
The Preschool Context	172	(3)
What Preschoolers Learn about Literacy	172	(1)
The Preschool Setting: Space and Materials	173	(2)
Reading and Writing in Mrs. Miller's Preschool Classroom	175	(3)
Children at Play	175	(2)
The Teacher at Work: Mrs. Miller's Role	177	(1)
Preparing for Phonemic Awareness	178	(5)
The ``I Can Hear'' Activity	179	(2)
Making Rhymes	181	(2)
Preparing for Literary Awareness, Story Concepts, and Concepts of Print	183	(3)
Literary Awareness	183	(1)
Story Concepts	184	(1)
Concepts of Print	184	(2)
Preschool Experiences with Book Reading	186	(4)
Shared Reading in Miss Leslie's Classroom	187	(2)
Miss Leslie's Roles in an Interactive Read Aloud	189	(1)
Preschool Experiences with Writing	190	(6)
The Preschool Writing Center	191	(1)
The Sign-In Procedure	192	(1)
Shared Writing	192	(1)
Story Writing	193	(2)
The Teacher's Role in Writing Activities: Using Written Language Talk	195	(1)
Preschool Experiences with Play	196	(3)
Dramatic-Play-with-Print Centers	196	(2)
Storytelling and Playing	198	(1)
The Teacher's Role in Play: Letting Children Take the Lead	199	(1)
Another Look: The Teacher's Roles	199	(1)
Chapter Summary	200	(1)
Applying the Information	200	(1)
Going Beyond the Text	201	(1)
References	201	(2)
Supporting Literacy Learning in Kindergarten	203	(36)
Key Concepts	204	(1)
The Kindergarten Context: What's New Here?	204	(4)
What Kindergartners Learn about Literacy	204	(1)
The Teacher's Role	205	(1)
The Kindergarten Setting: Space and Materials	206	(2)
Writing and Reading in Mrs. Poremba's Kindergarten	208	(3)
Kindergartners as Researchers	209	(1)
The Teacher as Guide: Mrs. Poremba Guides Reading and Discussion	209	(2)
Helping Children Attend to Sounds in Words	211	(8)
The ``What Can You Show Us?'' Activity	212	(4)
Returning to ``Rounding Up the Rhymes''	216	(3)
Kindergarten Experiences with Reading	219	(7)
Using Classroom Print	219	(1)
Shared Reading	220	(3)
Shared Reading with Big Books	223	(3)
Kindergarten Experiences with Writing	226	(6)
Journal Writing	226	(2)
The Extended Sign-In Procedure	228	(1)
Shared Writing	229	(3)
Kindergarten Experiences with Play	232	(3)
Dramatic-Play-with-Print Centers	232	(2)
Dramatizing Informational Books	234	(1)
Another Look: The Teacher's Roles	235	(1)
Chapter Summary	236	(1)
Applying the Information	237	(1)
Going Beyond the Text	237	(1)
References	237	(2)
Supporting Literacy Learning in First Grade	239	(36)
Key Concepts	240	(1)
What's New Here?	240	(4)
Learning to Read Conventionally	241	(2)
Balanced First Grade Reading and Writing Programs	243	(1)
Basal Approaches to First Grade Reading Instruction	244	(11)
Reading in Mrs. Walker's First Grade	247	(8)
Guided Reading Approach to First Grade Reading	255	(11)
Characteristics of Guided Reading	256	(1)
Guided Reading Instruction in Mrs. Tran's First Grade	256	(10)
Writing Instruction in First Grade	266	(6)
Journal Writing	266	(1)
Writing Workshop	267	(5)
Chapter Summary	272	(1)
Applying the Information	273	(1)
Going Beyond the Text	273	(1)
References	273	(2)
Supporting Literacy Learning Beyond First Grade	275	(33)
Key Concepts	276	(1)
What's New Here?	276	(2)
Increasing Expectations for Traditional Skills and Child-Centered Classrooms	276	(1)
New Competence	277	(1)
A Balanced Reading and Writing Program	277	(1)
Using Writing and Reading Workshop	278	(5)
Writing Workshop	278	(4)
Reading Workshop	282	(1)
Reading and Writing Narratives	283	(10)
Core Literature Approach	283	(2)
Expanding Comprehension and Interpretation	285	(8)
Reading and Writing Poetry	293	(2)
Enjoying Poetry	293	(2)
Poetic Elements	295	(1)
Reading and Writing Informational Text	295	(5)
Comprehension of Informational Books	295	(1)
Content Units	296	(2)
Writing Informational Texts	298	(1)
Content-Specific Vocabulary	299	(1)
Learning Conventions	300	(4)
Word Study	301	(1)
Spelling Programs	302	(2)
Chapter Summary	304	(1)
Applying the Information	304	(1)
Going Beyond the Text	304	(1)
References	305	(3)
Diverse Learners	308	(31)
Key Concepts	309	(1)
Learners at Risk	309	(4)
Using Observations to Modify Instruction	309	(4)
Literacy-Intervention Programs for At-Risk Learners At-Risk Revisited	313	(1)
Special-Needs Learners	313	(2)
Supporting Special-Needs Children's Literacy	313	(2)
Avoiding Reductionist Teaching	315	(1)
Learners from Diverse Cultural Backgrounds	315	(8)
Cultural Influences on Learning	316	(1)
Culturally Responsive Instruction	316	(3)
Culturally Sensitive Instruction: A Summary	319	(1)
Culturally Sensitive Instruction in Multicultural Settings	319	(4)
Children from Diverse Language Backgrounds	323	(10)
Learners Who Speak Nonmainstream Dialects of English	323	(5)
Learners Who Speak English as a Second Language	328	(4)
Issues Related to Teaching Children from Diverse Backgrounds	332	(1)
Chapter Summary	333	(1)
Applying the Information	334	(1)
Going Beyond the Text	335	(1)
References	335	(4)
Assessment	339	(34)
Key Concepts	340	(1)
A Day in Kindergarten	340	(5)
A Day in Ms. Orlando's Classroom	340	(4)
Ms. Orlando Reflects and Plans	344	(1)
Classroom Assessment	345	(4)
Portfolio Assessment Is Multidimensional	346	(1)
Portfolio Assessment Is Reflective	347	(1)
Portfolio Assessment Is Systematic	347	(2)
Portfolio Assessment Is Collaborative	349	(1)
Assessment Tools	349	(15)
Observations	349	(1)
Alphabet Recognition Task	350	(1)
Concepts-about-Print Task	350	(1)
Phonemic Awareness Assessment	351	(1)
Emergent Reading Checklist	351	(1)
Running Record	351	(5)
Retellings	356	(1)
Grand Conversations and Response Journals	357	(3)
Compositions	360	(4)
Using Portfolios	364	(3)
Using Portfolios to Make Instructional Decision	364	(1)
Using Portfolios to Support Children's Reflections	365	(1)
Using Portfolios to Inform Parents	365	(1)
Keeping Portfolios Manageable	366	(1)
Chapter Summary	367	(1)
Applying the Information	367	(3)
Going Beyond the Text	370	(1)
References	370	(3)
Appendix: Children's Literature	373	(6)
Author Index	379	(8)
Subject Index	387