Teaching Language And Literacy

by Christie, James F.; Vukelich, Carol; Enz, Billie Jean

• ISBN13: 9780205501755
• ISBN10: 0205501753
• Edition: 3rd
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Allyn & Bacon

Summary

"This text does an exemplary job of presenting current early literacy research and methods in a manner that can be understood and respected. Also, its emphasis upon workshop-based instruction is very appealing to me as a long-time advocate for this approach to literacy." Scott A. L. Beck,GeorgiaSouthern University The third edition of Teaching Language and Literacy: Preschool Through the Elementary Gradesintegrates a constructivist/emergent literacy perspective with science-based instructional practices. This unique focus on theories and techniques that have proven to be successful helps pre-service and in-service teachers translate principles into classroom practice. Perfect for any course with a focus on language, the book covers the development and teaching of both oral and written language in preschool through elementary grades. Its emphasis on diversity includes special features that describe how teachers can adjust instruction to meet the needs of second-language and bilingual learners. In addition, the third edition focuses on scientifically-based reading research (SBRR) throughout, blending these findings with other perspectives in a "value added" approach to language and literacy teaching and learning. New features include: Emphasis on a blended approach to language and literacy instruction, including both authentic learning linked to activities and developmentally-appropriate teaching. Activities such as "Linking Knowledge to Practice" help students connect theory to practices they observe in preschool and kindergarten classrooms. In-depth coverage of new federal and state literacy initiatives, standardized literacy assessments, and latest practices in ongoing literacy assessment.

Table of Contents

Preface	xi
Acknowledgments	xvi
CHAPTER ONE Foundations of Language and Literacy	1	(33)
BEFORE READING THIS CHAPTER, THINK ABOUT...	2	(1)
FOCUS QUESTIONS	3	(1)
NATIONAL LITERACY POLICIES AND INITIATIVES	4	(8)
The Standards Movement	5	(1)
No Child Left Behind Act	6	(6)
Reading First	6	(2)
Good Start, Grow Smart	8	(3)
Early Reading First	11	(1)
USING SCIENTIFICALLY BASED READING RESEARCH TO MAKE CURRICULAR AND INSTRUCTIONAL DECISIONS	12	(2)
The National Reading Panel	13	(1)
A CONTINUUM OF INSTRUCTIONAL APPROACHES	14	(7)
Emergent Literacy Approach	14	(1)
Scientifically Based Reading Research Approach	15	(2)
Blended Instruction: A "Value-Added" Approach	17	(4)
A BLENDED LITERACY INSTRUCTIONAL PROGRAM	21	(10)
Effective Teachers Provide Children with a Print-Rich Classroom Environment	22	(1)
Effective Teachers Demonstrate, Model, and Scaffold Instruction	22	(1)
Effective Teachers Explicitly Teach Children Skills That Research Supports as Key Elements of Reading, Writing, and Speaking	23	(1)
Effective Teachers Read to Children Daily and Encourage Them to Read Books on Their Own	23	(1)
Effective Teachers Provide Opportunities for Children to Collaborate and Help Each Other Learn about Language and Literacy	24	(2)
Effective Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences	26	(1)
Effective Teachers Support Children's Experimentations with Print	26	(1)
Effective Teachers Use Multiple Forms of Assessment to Find Out What Children Know and Can Do	27	(1)
Effective Teachers Respect and Make Accommodations for Children's Developmental, Cultural, and Linguistic Diversity	28	(2)
Effective Teachers Recognize the Importance of Reflecting on Their Instructional Decisions	30	(1)
SUMMARY	31	(2)
LINKING KNOWLEDGE TO PRACTICE	33	(1)
CHAPTER TWO Oral Language Development	34	(37)
BEFORE READING THIS CHAPTER, THINK ABOUT...	34	(1)
FOCUS QUESTIONS	35	(1)
LANGUAGE ACQUISITION THEORIES	35	(7)
Behaviorist Perspective	36	(1)
Nativist Perspective	37	(1)
Social-Interactionist Perspective	38	(1)
A Biological Perspective	39	(3)
LINGUISTIC VOCABULARY LESSON	42	(5)
Phonology	42	(1)
Morphology	43	(1)
Syntax	44	(1)
Semantics	45	(1)
Pragmatics	45	(2)
OBSERVING THE DEVELOPMENT OF CHILDREN'S LANGUAGE	47	(9)
Birth to One Month	47	(1)
Two to Three Months	48	(1)
Four to Six Months	48	(1)
Six to Nine Months	49	(1)
Nine to Twelve Months	50	(1)
Twelve to Eighteen Months	51	(1)
Eighteen to Twenty-four Months	52	(1)
Twenty-four to Thirty-six Months	52	(1)
Three to Four Years	53	(1)
Four to Five Years	54	(1)
Six to Eight Years	54	(2)
WHAT IS NORMAL LANGUAGE DEVELOPMENT?	56	(1)
FACTORS CONTRIBUTING TO VARIATION IN RATE OF LANGUAGE ACQUISITION	56	(12)
Gender Differences	58	(1)
Socioeconomic Level	59	(1)
Cultural Influences	59	(1)
Medical Concerns	60	(1)
Language Disorders	60	(12)
Disfluency	62	(1)
Pronunciation	62	(6)
SUMMARY	68	(2)
LINKING KNOWLEDGE TO PRACTICE	70	(1)
CHAPTER THREE Facilitating Early Language Learning	71	(42)
BEFORE READING THIS CHAPTER, THINK ABOUT...	71	(1)
FOCUS QUESTIONS	72	(1)
HOME TALK: A NATURAL CONTEXT FOR LEARNING AND USING LANGUAGE	72	(9)
Encouraging Personal Narratives	74	(2)
Reading Storybooks	76	(1)
Television as a Language Tool	77	(4)
Time	79	(1)
Choosing Programming for Children	80	(1)
Active Viewing	80	(1)
SCHOOL TALK: A STRUCTURED CONTEXT FOR LEARNING AND USING LANGUAGE	81	(22)
Teacher Discourse	81	(2)
Reciprocal Discussions and Conversations	83	(2)
Contexts for Encouraging Language for Children	85	(9)
Group Activities	85	(4)
Learning Centers	89	(1)
Dramatic Play	89	(2)
Play Settings	91	(2)
Time	93	(1)
Teacher Involvement	93	(1)
Language-Centered Activities for Children	94	(9)
Sharing	94	(1)
Storytelling	95	(1)
Language Play	96	(1)
Songs and Finger Plays	97	(6)
CONTEXTS FOR ENCOURAGING LANGUAGE FOR OLDER CHILDREN	103	(3)
Cooperative Learning Groups	103	(1)
Dramatic Simulations	104	(1)
Movie, Video, Book, and Music Reviews	104	(2)
ASSESSMENT: FINDING OUT WHAT CHILDREN KNOW AND CAN DO	106	(5)
SUMMARY	111	(1)
LINKING KNOWLEDGE TO PRACTICE	112	(1)
CHAPTER FOUR Building a Foundation for Literacy Learning	113	(53)
BEFORE READING THIS CHAPTER, THINK ABOUT...	114	(1)
FOCUS QUESTIONS	114	(1)
HOME LITERACY EXPERIENCES	114	(9)
Access to Print and Books	115	(1)
Adult Demonstrations of Literacy Behavior	116	(1)
Supportive Adults	116	(1)
Independent Engagements with Literacy	116	(6)
Storybook Reading	122	(1)
FUNCTIONAL LITERACY ACTIVITIES	123	(8)
Bringing Environmental Print into the Classroom	123	(4)
EP Alphabet Chart	125	(1)
EP Folders	125	(1)
EP Walks	125	(1)
Individual EP Booklets	125	(1)
Literacy-Enriched Dramatic Play	126	(1)
Functional Print Connected with Classroom Activities	127	(4)
Labels	127	(1)
Lists	127	(1)
Directions	128	(1)
Schedules	128	(1)
Calendars	129	(1)
Messages	130	(1)
Sign-In and Sign-Up Lists	131	(1)
Inventory Lists	131	(1)
SHARING LITERATURE WITH CHILDREN	131	(18)
Selecting Good Books for Children	133	(2)
Classroom Library Centers	135	(3)
Books	136	(1)
Physical Characteristics	137	(1)
Classroom Lending Library	138	(1)
Effective Story-Reading Strategies	139	(3)
Adult Behaviors While Reading	140	(1)
Child Behaviors During Reading	140	(1)
Cultural Variations in Story Reading	141	(1)
Classroom Read-Alouds	142	(3)
Shared Reading	145	(4)
LINKING LITERACY AND PLAY	149	(9)
Literacy-Enriched Dramatic Play Centers	150	(2)
Preparatory Experiences	152	(2)
Teacher Involvement in Play	154	(2)
Shared Enactments	156	(2)
Written Story to Dramatization	157	(1)
Dramatization to Written Story	158	(1)
LANGUAGE EXPERIENCE APPROACH OR SHARED WRITING	158	(5)
Group Experience or Shared Writing Stories	159	(2)
Interactive Writing	161	(1)
Individual Language Experience Stories	162	(1)
Classroom Newspaper	163	(1)
SUMMARY	163	(2)
LINKING KNOWLEDGE TO PRACTICE	165	(1)
CHAPTER FIVE Teaching Early Reading and Writing	166	(41)
BEFORE READING THIS CHAPTER, THINK ABOUT...	167	(1)
FOCUS QUESTIONS	167	(1)
EARLY READING INSTRUCTION	168	(31)
Phonological and Phonemic Awareness	169	(4)
Alphabet Knowledge	173	(3)
Print Awareness	176	(1)
Word Recognition	177	(5)
Key Words	178	(2)
Word Walls	180	(2)
Phonics	182	(3)
Writing Instruction	185	(1)
The Context for Writing: The Writing Center	185	(4)
Gather the Needed Materials	186	(1)
Arrange the Materials	187	(1)
Computers and Word Processing	188	(1)
Teachers' Role	189	(1)
The Writing Workshop	189	(4)
Focus Lessons	190	(1)
Writing Time	190	(1)
Group Share Time	191	(2)
Journals and Interactive Forms of Writing	193	(3)
Journals	193	(1)
Dialogue Writing	193	(3)
Pen Pals	196	(1)
Publishing Children's Writing	196	(1)
Handwriting	197	(2)
ASSESSMENT: DISCOVERING WHAT CHILDREN KNOW AND CAN DO	199	(5)
Checklists	199	(1)
Performance Sampling	200	(4)
SUMMARY	204	(2)
LINKING KNOWLEDGE TO PRACTICE	206	(1)
CHAPTER SIX Reading: Expanding the Foundation for Ongoing Literacy Learning	207	(31)
READING THIS CHAPTER, THINK ABOUT...	208	(1)
FOCUS QUESTIONS	208	(1)
UNDERSTANDING THE READING PROCESS	208	(2)
PSYCHOLOGICAL CONTRIBUTORS TO READING	210	(14)
Word Identification	210	(6)
Graphophonic Cues	211	(1)
Morphemic Analysis Cues	211	(2)
Context Cues	213	(3)
Word Meaning	216	(5)
Connected Text	221	(3)
General Demands	221	(3)
CLASSROOM EVENTS	224	(9)
Determining a Schedule	228	(1)
Selecting and Using Materials	228	(2)
Considering Reading Options	230	(1)
Providing Instruction	231	(1)
Assessing	232	(1)
ATTRIBUTES OF A SUCCESSFUL READING TEACHER	233	(3)
SUMMARY	236	(1)
LINKING KNOWLEDGE TO PRACTICE	237	(1)
CHAPTER SEVEN Embedded within a Balanced Reading Program: Teaching Meaning and Skills	238	(30)
BEFORE READING THIS CHAPTER, THINK ABOUT...	240	(1)
FOCUS QUESTIONS	240	(1)
USING READING AND WRITING FOR LEARNING	240	(19)
LESSONS FROM AN EXPERIENCED SIXTH-GRADE TEACHER	259	(7)
Typical Monday and Tuesday Schedule	260	(5)
8:15-8:30	260	(1)
8:30-8:45	260	(1)
8:45-9:00	260	(1)
9:00-9:15	260	(3)
9:15-9:30	263	(1)
9:30-9:45	263	(1)
9:45-10:00	263	(1)
10:00-10:30	264	(1)
Typical Wednesday and Thursday Schedule	265	(1)
8:15-8:30	265	(1)
8:30-9:00	265	(1)
9:00-9:30	265	(1)
9:30-10:00	265	(1)
10:00-10:30	266	(1)
Typical Friday Schedule	266	(5)
8:15-8:30	266	(1)
8:30-9:00	266	(1)
9:00-10:30	266	(1)
SUMMARY	266	(1)
LINKING KNOWLEDGE TO PRACTICE	267	(1)
CHAPTER EIGHT Teaching Writing the Workshop Way	268	(55)
SETTING THE MOOD/CREATING THE SETTING	268	(1)
BEFORE READING THIS CHAPTER, THINK ABOUT...	269	(1)
FOCUS QUESTIONS	270	(1)
THE ESSENTIALS OF WRITING WORKSHOP	271	(5)
Children Need Time to Write	271	(1)
Children Need Regular Response to Their Writing from the Teacher, Their Peers, and Others	271	(1)
Children Need to Publish Their Writings	272	(1)
Children Need to Choose Most of the Topics They Write About	272	(3)
Children Need to Hear Their Teachers Talk Through What They Are Doing as They Write	275	(1)
Children Need to Maintain Collections of Their Work to Create the Portrait of Their Writing History	276	(1)
Children Need Teachers Who TEACH Writing, Not Just Make Writing Assignments	276	(1)
SETTING THE STAGE FOR WRITING	276	(4)
Gather the Needed Materials	276	(4)
Arrange the Materials	277	(3)
THE COMPONENTS OF THE WRITING WORKSHOP	280	(27)
Focus Lesson	280	(1)
Writing Time	280	(1)
Sharing	280	(1)
Focus Lessons	281	(14)
Procedural Lessons	284	(2)
Crafts or Traits of Good Writing Lessons	286	(3)
Writing Process Lessons	289	(1)
Mechanical Skills Lessons	290	(5)
Status-of-the-Class Report	295	(1)
Writing Time	295	(7)
Teacher–Student Conferences	296	(4)
Peer Conferences	300	(2)
Using Technology to Respond to Writers	302	(1)
Group Share Sessions	302	(5)
ASSESSMENT: DISCOVERING WHAT STUDENTS KNOW AND CAN DO	307	(9)
Using Writing Rubrics	308	(8)
LARGE-SCALE ASSESSMENTS	316	(4)
SUMMARY	320	(2)
LINKING KNOWLEDGE TO PRACTICE	322	(1)
CHAPTER NINE Embedded within Writing Workshop: Teaching Skills and Meeting Special Needs	323	(39)
BEFORE READING THIS CHAPTER, THINK ABOUT...	324	(1)
FOCUS QUESTIONS	324	(1)
THE MECHANICAL SKILLS OF WRITING	324	(24)
Spelling	326	(11)
How Children Learn to Spell	327	(2)
Helping Children Become Better Spellers	329	(6)
Explicit Instruction Once Students Become Fluent Writers	335	(2)
Grammar	337	(4)
Capitalization and Punctuation	341	(1)
Handwriting	342	(6)
Manuscript or Cursive Style?	343	(1)
Vertical or Slanted Form?	343	(2)
Teaching Students How to Form Letters	345	(1)
Left-Handed Writers	346	(2)
SPECIAL POPULATIONS	348	(11)
Bilingual and Second-Language Learners	348	(6)
Children with Special Needs	354	(5)
SUMMARY	359	(2)
LINKING KNOWLEDGE TO PRACTICE	361	(1)
CHAPTER TEN Assessment: Determining What Children Know and Can Do	362	(36)
BEFORE READING THIS CHAPTER, THINK ABOUT...	362	(1)
FOCUS QUESTIONS	363	(1)
WHAT IS IMPORTANT FOR TEACHERS TO KNOW ABOUT CHILDREN'S LITERACY DEVELOPMENT?	363	(3)
ONGOING ASSESSMENT	366	(18)
Information-Gathering Tools	368	(9)
Anecdotal records	368	(2)
Vignettes or Teacher Reflections	370	(1)
Checklists	371	(1)
Conferencing or Interviewing	371	(1)
Video and Audio Recordings	372	(1)
Running Records	372	(1)
Products or Work Samples	373	(4)
Creating Portfolios: Working and Showcase	377	(9)
Selecting Artifacts for Inclusion	377	(1)
Sharing Information on Artifact Selection for Showcase Portfolios	378	(1)
Frequency of Artifact Selection for Showcase Portfolios	378	(1)
Sharing Portfolios with Others	378	(1)
Sharing with Peers	379	(2)
Sharing with Parents	381	(1)
Sharing with School Administrators	382	(2)
DOING ONGOING ASSESSMENT	384	(1)
ON-DEMAND ASSESSMENT	385	(1)
STANDARDIZED TESTS	386	(10)
Preparing Students for On-Demand Assessments	391	(8)
Reconsidering Teaching Practices	395	(1)
SUMMARY	396	(1)
LINKING KNOWLEDGE TO PRACTICE	397	(1)
CHAPTER ELEVEN Parents As Partners in Literacy Education	398	(42)
BEFORE READING THIS CHAPTER, THINK ABOUT...	398	(1)
FOCUS QUESTIONS	399	(1)
WHAT ROLES DO FAMILIES PLAY?	399	(7)
Reading and Writing Acquisition	400	(5)
Dilemmas Facing Modern Families	405	(1)
HELPING PARENTS AND PRIMARY CAREGIVERS BECOME EFFECTIVE FIRST TEACHERS	406	(24)
Personal Interactions	406	(16)
Home Visits	407	(1)
Parent Workshops	407	(5)
Phone Calls	412	(1)
Parent—Teacher Conferences	412	(1)
Progress Review Conference	412	(5)
Student—Parent—Teacher Conferences	417	(2)
Student-Led Conference	419	(1)
Specific Problem Conference	419	(1)
Sibby	419	(2)
Steven	421	(1)
Classroom Instructional Publications	422	(8)
Informal Weekly Notes	422	(1)
News Flashes	423	(2)
Monthly Newsletters	425	(1)
Dear Teacher Letters	425	(3)
Family Focus	428	(1)
Student-Authored Newsletters	429	(1)
TEACHERS AND SCHOOLS AS PROFESSIONAL RESOURCES	430	(7)
Sharing Instructional Materials and Offering Guidance	431	(3)
Classroom Lending Library	431	(1)
Writing Briefcase	432	(1)
Book Bags	432	(1)
Videotape	433	(1)
Schools as Community Resources	434	(1)
Teacher as Community Contact	434	(3)
VIP Program	434	(1)
Business Adoption Programs	434	(1)
Community Tutors	435	(1)
Buddy Reading Programs	436	(1)
SUMMARY	437	(1)
LINKING KNOWLEDGE TO PRACTICE	438	(2)
REFERENCES	440	(31)
AUTHOR INDEX	471	(5)
SUBJECT INDEX	476