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Charles Temple, Ph.D. teaches courses in literacy, storytelling, children’s literature, and peace studies at Hobart and William Smith Colleges, in Geneva, New York. He has co-authored many editions of All Children Read, Understanding Reading Problems, Children’s Books in Children’s Hands, and also Intervening for Literacy and The Developmental Literacy Inventory, as well as a handful of books for children. Temple volunteers in Eastern Europe, the Caucasus, East and West Africa, and South America as a teacher trainer and children’s book developer through the Reading and Writing for Critical Thinking Project and CODE Canada. He has a large and wonderful family and an aging Springer spaniel. He plays guitar and banjo. He sails, slowly, on Seneca Lake in Upstate New York, and other places, too, when he can.
Dr. Ruth Nathan, formerly an elementary and middle school teacher and university instructor and researcher, is currently working as a visiting scholar at the University of California, Berkeley, and as the developer of a second and third grade curriculum for a bay-area start-up. Directly prior to her current position at Berkeley, she served as a school-based, language and literacy consultant, as well as an educational consultant in the private sector. You’ll find publications by Ruth in such diverse journals as Child Development, Reading Research Quarterly, and Language Arts. She’s written several books and chapters on literacy and has developed curriculum for LeapFrog SchoolHouse and Great Source/Houghton Mifflin. She’s written several columns for GRAND Magazine, a magazine for grandparents, and is the co-author of the chapter on orthographic development in the most recent edition of the Reading Research Handbook. She lives in Alamo, California, with her husband, Larry. Three grandchildren live nearby.
Codruta Temple taught English and French in Romania before moving to the United States, where she earned a Ph.D. in English Education and Linguistics from Syracuse University. She now teaches ESL literacy and second language methods courses at State University of New York College at Cortland. She has co-authored the eighth edition of Understanding Reading Problems: Assessment and Instruction (Pearson), has contributed a chapter to the edited text Best Practices in Adolescent Literacy Instruction (Guilford), and has presented several papers on content area literacy at NCTE and AERA national conventions over the past six years. She lives in Geneva, New York, with her husband, son, and dog, and travels whenever she can to California, Texas, Illinois, the Netherlands, and Romania, to see her other six children, her grandson, her mother, and her grandmother.
Preface
Chapter One: A Child Discovers How to Write
YUTS A LADE YET FEHEG AD HE KOT FLEPR
YUTS A LADE and You
What’s Next?
SECTION ONE: The Beginnings of Writing
Chapter Two: The Beginnings of Handwriting
The History of the Alphabet
The Evolution of Handwriting
Chapter Three: Learning to Write at the Level of Letters
Introduction
The Precursors of Writing
Discovering the Basics of the Writing System
Children and Iconic Writing
Children and Syllabic Writing
The Appearance of Letters: Graphic Principles
Strategies for Early Writing
Encouraging Children to Make Print
Providing Models of Writing
Suggestions That Get Children Writing
Handwriting in the Curriculum
Assessing and Teaching Handwriting
Handwriting Assessments
Handwriting Instruction Programs
Conclusion
SECTION TWO: The Beginnings of Spelling
Chapter Four: What is there to learn about English spelling?
Introduction
The Disappointment of English
How We Make Speech Sounds
What are Phonemes, Really?
How We Make Speech Sounds
How Vowels Are Made
How Vowels Are Represented in IPA
How Consonants Are Made
The Development of English Spelling
Runes Were Alphabet Letters
The Coming of the Roman Alphabet
The Norman Invasion
Steam Radiators, Minims, U’s, O’s, and N’s
Long Vowels, Short Vowels, and the Great Vowel Shift
Latin and (and in) English
Printing and the (Almost) Standardization of English Spelling
Toward Modern Spelling
English and the World
Greek and Latin Continue to Influence English
English Spelling and English Language Learners
Conclusion
Chapter Five: A Close Look at Children’s Invented Spelling
Introduction
A Progression of Spelling Development
Prephonemic Spelling
Early Phonemic spelling
Letter-Name Spelling
Transitional Spelling
Chapter Six: Helping Children Make Progress in Spelling
Introduction
Assessing Children’s Spelling Development
Spelling Knowledge Inventory
The Gentry Spelling Grade-Level Test
Helping Children Make Progress in Spelling
For the Prephonemic Speller
For the Early Phonemic Speller
For the Letter-Name Speller
For the Transitional Speller
Teaching Spelling Words
Working with English Language Learners
Conclusion
SECTION THREE: The Beginnings of Composition
Chapter Seven
Introduction
Composition: Who Defined Our Choices?
How Did the Teaching of Writing Evolve?
Children Discover the Forms and Functions of Composition
Self, Audience, Topic, and Purpose: A Menu of Writing Forms
The Expressive Function
The Poetic Function
The Transactional Function
Conclusion
Chapter Eight: Writing in the Expressive Mode
Introduction
A Variety of Expressive Writing Forms
Assumptions About Expressive Writing: Symbol Systems and Thinking
Concerns About Expressive Writing in the Classroom
Classroom Strategies that Promote Expressive Writing
Working with English Language Learners
Conclusion (needs to be added)
Useful Teacher Resources
Chapter Nine: Writing in the Poetic Mode
Introduction
Children Write Stories: Development and Instruction
Stages and Interpretations
Caveats and Considerations
Nine Intermediate Forms: Developing Story Structures
Labels
Statements
No Structure
Descriptive Sequence
Action Sequence
Reactive Sequence
Goal-directed 1
Goal-directed 2
Goal-directed 3
Goal directed 4
Joey’s Works: A First Grader Learns to Write Stories
Sarah’s Works: Literature Influences Story Development
Helping Children Write Stories
Teaching the Structure of Stories
Outer Actions and Inner States: Souriau’s Dramatic Roles
Useful Ways of Assessing Story Writing
Poetry
Working with English Language Learners
Conclusion
Useful Teacher Resources
Chapter Ten: Writing in the Transactional Mode
Introduction
Transactional Writing: Explaining, Describing, and Arguing
The Importance of Transactional Texts in Children’s Lives
Developmental Trends in Writing Exposition
Teaching Strategies and Assessment
Encouraging Writing/Thinking in a Variety of Genres and Across Modes
Working with English Language Learners
Useful Ways of Assessing Transactional Writing
Conclusion
Useful Teacher Resources
Chapter Eleven: Writing: The Child, The Teacher, and the Class
Writing is a Social Activity
A Description of the Writing Process
The Stages of Writing
Atmosphere, Assignment and Response: The Teacher’s Role in the Writing Process
An Atmosphere for Writing
Choosing Topics for Writing
Appropriate Responses to Children’s Writing
The Pre-Kindergarten and Kindergarten Years
Setting Up a Literate Community
Drawing Out Oral Language
Connecting Writing to Speech
The Primary Years
An Overview of a Process-Writing Classroom
What to Do on the First Day
Beyond Day One: A Typical Day
Setting Up the Classroom
The Dynamics of Moving a Promising Draft Along
Conferencing Techniques
Publishing Possibilities
Evaluation
Conclusion
Useful Teacher ResourcesThe 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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