Early Childhood Language Arts

by Jalongo, Mary R.

• ISBN13: 9780205490462
• ISBN10: 0205490468
• Edition: 4th
• Format: Paperback
• Copyright: 2011-01-01
• Publisher: Allyn & Bacon

Summary

"Todayrs"s society is becoming increasingly diverse and future teachers must be prepared for the populations they will serve. However, it is not just the inclusion of these topics that hellip; [is a] strength of this text. The author approaches these topics with such a positive tone, particularly through the examples provided of specific children or families, that the reader could see working with these populations as a potential joy and positive aspect of teaching." Rebecca Edmiaston, University of Northern Iowa Now in its fourth edition, Early Childhood Language Arts offers a more comprehensive look at early childhood literacy education than any other text, integrating all aspects of language arts: listening, speaking, reading, and writing. In every chapter, renowned author Mary Jalongo presents research-based teaching strategies, emphasizes collaboration with families and professionals in other fields to support literacy growth, and underscores the importance of working effectively with diverse groups of language learners. Marginal notes throughout address four different aspects of language arts instruction: bilingual education, brain and language, infant and toddler research, and group investigation. In response to the call for evidence-based reading instruction, the fourth edition equips early childhood educators with a repertoire of evidence-based approaches to instruction with research-based literacy strategies in every chapter. A total of thirty-nine strategies are discussed in terms of three adaptations: for English language learners, for children who are struggling with literacy, and for children with special needs, including gifted students. Three new chapters provide greater depth and breadth of coverage on early literacy with print: Chapter 6 on expository and narrative texts, Chapter 7 on emergent reading, and Chapter 8 on early and independent reading.

Table of Contents

Preface	xiii
PART ONE Language Learning in Context
Appreciating Diversity in Children's Language	1	(26)
Fact File on Diversity	1	(2)
What Is the Cutural Context and Home Literacy Environment?	3	(3)
Collaboration with Families and Professionals	6	(2)
Contributions and Consequences	8	(1)
Standards to Guide Professional Practice: Diversity in the Language Arts	8	(1)
Meeting the Needs of Children with Language Differences	9	(4)
Overview of Children's Language Differences	13	(1)
Teacher Concerns and Basic Strategies	14	(4)
Classroom Activities to Support Diverse Language Learners	18	(4)
Conclusion	22	(1)
Research-Based Literacy Strategies	22	(5)
Story Retelling Using Technology	22	(4)
Using Interactive Books with Children with Low Book Interest	26	(1)
Dolch Sight Word List	26	(1)
Optimizing Every Child's Language Growth through Family Literacy	27	(22)
Fact File on Families	27	(2)
What Is Family and Community Engagement in Schools?	29	(1)
Collaboration with Families and Professionals	30	(1)
Contributions and Consequences	30	(1)
Standards to Guide Professional Practice: The National PTA Standards	31	(1)
Overview of Parents' and Families' Contributions to Early Literacy	32	(5)
Engaging Families as Observers of Children	34	(1)
Engaging Families as Environment Arrangers	35	(1)
Engaging Families as Interactors	35	(1)
Engaging Families as Motivators and Encouragers	36	(1)
Teacher Concerns and Basic Strategies	37	(4)
Classroom Activities to Support Family Literacy	41	(3)
Conclusion	44	(2)
Research-Based Literacy Strategies	46	(3)
Providing Access to Books through Pediatricians	46	(1)
Training Parents and Families as Reading Partners	46	(1)
Building Vocabulary by Reading Aloud	47	(2)
PART TWO Oral Language
Understanding Language Development in Early Childhood	49	(27)
Fact File on Language Development	49	(2)
What Is Language?	51	(1)
Collaboration with Families and Professionals	52	(1)
Contributions and Consequences	53	(1)
Standards to Guide Professional Practice: NAEYC Code of Ethical Conduct	54	(1)
How Do Children Learn to Communicate?	54	(3)
Components of Language	57	(4)
Pragmatics	58	(1)
Semantics	59	(1)
Syntax	59	(1)
Graphophonics	60	(1)
Overview of Language Development	61	(2)
Theories of Language Acquisition	63	(8)
Teacher Concerns and Basic Strategies	71	(1)
Classroom Activities to Support Language Development	72	(1)
Conclusion	73	(1)
Research-Based Literacy Strategies	73	(3)
Having Phonological Awareness and Learning to Recognize Rhymes	73	(1)
Using Environmental Print	74	(1)
Using Children's Names to Foster Language Development	75	(1)
Helping Young Children Become Better Listeners	76	(24)
Fact File on Listening	76	(2)
What Is Effective Listening?	78	(1)
Collaboration with Families and Professionals	79	(1)
Contributions and Consequences	80	(1)
Standards to Guide Professional Practice: When to Make Referrals for Hearing Assessment	80	(1)
Why Is Listening Important?	81	(2)
Developmental Overview of Children's Listening Abilities	83	(5)
Teacher Concerns and Basic Strategies	88	(3)
Classroom Activities to Support Listening	91	(3)
Conclusion	94	(1)
Research-Based Literacy Strategies	95	(5)
Audiobooks	95	(3)
Word Families: Onsets and Rimes	98	(1)
Directed Listening/Thinking Activity (DLTA) and Discussion Web	99	(1)
Supporting the Speaking Abilities of the Very Young	100	(28)
Fact File on Speaking	100	(2)
What Is a Positive Talk Environment?	102	(3)
Collaboration with Families and Professionals	105	(1)
Contributions and Consequences	106	(1)
Standards to Guide Professional Practice: Bilingual Education	106	(1)
How Do Young Children Use Speech?	106	(3)
Developmental Overview of Children's Speech	109	(8)
Communicative and Noncommunicative Speech	109	(4)
Understanding Children's Language Problems	113	(4)
Teacher Concerns and Basic Strategies	117	(2)
Classroom Activities to Develop Children's Speaking	119	(6)
Conclusion	125	(1)
Research-Based Literacy Strategies	125	(3)
K-W-L Plus	125	(1)
Speech-to-Text Software	126	(1)
Electronic Talking Books	127	(1)
Using Narrative and Expository Texts to Foster Growth in Literacy	128	(27)
Fact File on Narrative and Expository Texts	128	(1)
What Are Narrative and Expository Texts?	129	(7)
Collaboration with Families and Professionals	136	(1)
Contributions and Consequences	137	(1)
Standards to Guide Professional Practice: Mastering Narrative and Expository Texts	137	(1)
Overview of Children's Narrative and Expository Styles	138	(4)
Narrative Text	138	(3)
Expository Text	141	(1)
Teacher Concerns and Basic Strategies	142	(2)
Classroom Activities to Support Children's Mastery of Narrative and Expository Texts	144	(5)
Conclusion	149	(3)
Research-Based Literacy Strategies	152	(3)
Wordless Books	152	(1)
Reading Information Books Aloud	153	(1)
Captioned Video	153	(2)
PART THREE Literacy with Print
Fostering Growth in Emergent Literacy	155	(24)
Fact File on Emergent Literacy	155	(2)
What Is Emergent Literacy?	157	(2)
Collaboration with Families and Professionals	159	(1)
Contributions and Consequences	159	(1)
Standards to Guide Professional Practice: Language-Learning Disabilities in Young Children	160	(1)
Developmental Overview of Emergent Reading	161	(7)
Understanding What a Book Is	161	(2)
Understanding How a Book Works	163	(1)
Becoming a Listener and a Participant	163	(2)
Inventing Stories to Go with Illustrations	165	(3)
Teacher Concerns and Basic Strategies	168	(2)
Classroom Activities to Support Emergent Reading	170	(3)
Conclusion	173	(1)
Research-Based Literacy Strategies	174	(2)
``Word Walls''	174	(1)
``Talking'' Reading Support Programs	174	(1)
The Shared Book Experience and Repeated Reading	175	(1)
Appendix 7.1	176	(3)
Supporting Early and Independent Reading with Anita Iaquinta	179	(34)
Fact File on Early and Independent Reading	179	(2)
What Is Early and Independent Reading?	181	(4)
What Children Need to Become Readers	184	(1)
Reading Difficulties	185	(1)
Collaboration with Families and Professionals	185	(1)
Contributions and Consequences	186	(1)
Standards to Guide Professional Practice: Language-Learning Disabilities	186	(1)
Developmental Overview of Early and Independent Reading	187	(4)
Focus on Print, Meaning, and Story Knowledge	187	(1)
Focus on Word Configuration and Sound/Symbol Correspondence	187	(2)
Coordinating Knowledge of Print and Story	189	(2)
Teacher Concerns and Basic Strategies	191	(3)
Classroom Activities to Support Early and Independent Reading	194	(7)
Conclusion	201	(1)
Research-Based Literacy Strategies	201	(4)
Free Voluntary Reading and ``Summer Slump''	201	(2)
Readers' Theater	203	(1)
Guided Reading	203	(2)
Appendix 8.1	205	(8)
Leading Young Children to Literature	213	(28)
Fact File on Children's Literature	213	(2)
What Is Literature for Young Children?	215	(1)
Collaboration with Families and Professionals	216	(1)
Contributions and Consequences	216	(2)
Standards to Guide Professional Practice: Evaluation Questions for Picture Books	218	(1)
Overview of Children's Literature	219	(10)
Reasons for Using Literature	219	(1)
Ways of Using Literature	220	(9)
Teacher Concerns and Basic Strategies	229	(1)
Classroom Activities to Support Responses to Literature	230	(5)
Conclusion	235	(1)
Research-Based Literacy Strategies	235	(6)
Reading with Companion Animals	235	(4)
Bilingual Children's Literature and Second-Language Acquisition	239	(1)
Literature Circles and Book Discussions	240	(1)
PART FOUR Written Language and Symbol Systems
Facilitating Expression through Drawing and Writing	241	(33)
Fact File on Drawing and Writing	241	(2)
Relationship between Drawing and Writing	243	(7)
Collaboration with Families and Professionals	250	(1)
Contributions and Consequences	250	(1)
Standards to Guide Professional Practice: The Process Approach to Writing	251	(1)
Developmental Overview of Children's Drawing and Writing	251	(5)
Prealphabetic Writing and Nonrepresentational Drawing	251	(1)
Alphabetic Writing and Representational Drawing	252	(4)
Teacher Concerns and Basic Strategies	256	(3)
Classroom Activities to Support Children's Drawing and Writing	259	(7)
Conclusion	266	(4)
Research-Based Literacy Strategies	270	(4)
``Talking'' Drawings	270	(1)
Multimedia Composing	271	(2)
Gender Influences on Children's Drawing and Writing	273	(1)
Understanding Media Influences and Applying Technology	274	(21)
Fact File on Media Influences and Technology	274	(2)
What Are the Mass Media?	276	(3)
What Is Media Literacy?	279	(4)
Collaboration with Families and Professionals	283	(1)
Contributions and Consequences	283	(1)
Standards to Guide Professional Practice: The NAEYC on Technology in Early Childhood Programs	284	(1)
Teacher Concerns and Basic Strategies	284	(4)
Classroom Activities to Support Media Awareness and Application of Technology	288	(3)
Conclusion	291	(1)
Research-Based Literacy Strategies	292	(3)
Educational Television and Literacy	292	(1)
Online Publishing of Children's Drawing and Writing	293	(1)
Internet-Based Communication and E-Pals	294	(1)
PART FIVE The Teacher of Language Arts
Designing and Managing a Language Arts Program	295	(31)
Fact File on Language Arts Programs	295	(2)
What Is a Balanced Curriculum?	297	(3)
Collaborating with Families and Professionals	300	(1)
Contributions and Consequences	301	(1)
Standards to Guide Professional Development: High-Quality Early Literacy Programs	302	(2)
Overview of How Early Childhood Educators Shape the Curriculum	304	(11)
Reflecting on a Philosophy	304	(2)
Arranging the Physical Environment	306	(4)
Grouping for Instruction	310	(1)
Managing Behavior	310	(1)
Designing Learning Experiences	310	(5)
Teacher Concerns and Basic Strategies	315	(3)
Classroom Activities to Support Diverse Language Learners	318	(4)
Conclusion	322	(1)
Research-Based Literacy Strategies	322	(4)
Design Features of Literacy Environments	322	(1)
Effective Learning Centers	323	(1)
Reading Recovery and Tutorial Programs	324	(2)
Documenting Children's Progress in the Language Arts	326	(23)
Fact File on Assessment	326	(2)
What Is Assessment?	328	(4)
Collaboration with Families and Professionals	332	(1)
Contributions and Consequences	332	(1)
Standards to Guide Professional Practice: Assessment Principles and Federal Legislation	332	(1)
Overview of Assessment	333	(8)
Traditional Testing	334	(6)
Evaluating Language Arts Programs	340	(1)
Teacher Concerns and Basic Strategies	341	(3)
Observation	341	(2)
Portfolios	343	(1)
Documentation	344	(1)
Conclusion	344	(2)
Research-Based Literacy Strategies	346	(3)
Assessing Reading Attitudes, Interests, and Motivation	346	(1)
Electronic Literacy Assessment, Feedback, and Management	347	(1)
Text-to-Speech Software	347	(2)
References	349	(21)
Children's Books and Media	370	(3)
Index	373