Teaching Language and Literacy : Preschool Through the Elementary Grades

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

• ISBN13: 9780321049056
• ISBN10: 0321049055
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Allyn & Bacon

Summary

The unique focus of this text integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice. The central, underlying thesis of Teaching Language and Literacy is that children are at the center of all good language and literacy teaching. The text, with broad coverage of preschool through the elementary grades, advocates an appreciation of student diversity and an implementation of assessment strategies relating to specific learning/teaching events. The text describes how children construct their own knowledge about oral and written language by engaging in integrated, meaningful, and functional activities with other people in a variety of contexts. It then goes one step further, describing how teachers can design authentic classroom reasons for using oral and written language. In keeping with the text's theme, illustrations of how teachers can work effectively with diverse learners appear throughout the text. In addition, instructionally-linked assessment is another important topic central to the text.

Author Biography

Billie Enz is the Associate Director of the Division of Curriculum and Instruction and Director of Professional Development and Induction Programs in the College of Education at Arizona State University where she teaches early childhood language and literacy courses.

Table of Contents

Preface	xiii
Acknowledgments	xvii
PART ONE Foundations	1	(52)
Foundations of Language and Literacy	1	(20)
Before Reading This Chapter, Think about . . .	2	(1)
Focus Questions	2	(1)
Language and Literacy: Definitions and Interrelationships	3	(1)
The Way Children Learn	4	(3)
Respect for Diversity	7	(2)
Assessing Children's Literacy Learning	9	(1)
Teaching Language and Literacy to Children	10	(9)
Summary	19	(1)
Linking Knowledge to Practice	20	(1)
Oral Language Development	21	(32)
Before Reading This Chapter, Think about . . .	21	(1)
Focus Questions	22	(1)
Language Acquisition Theories	23	(5)
Behaviorist Perspective	23	(1)
Nativist Perspective	24	(1)
Social-Interactionist Perspective	24	(2)
A Biological Perspective	26	(2)
Linguistic Vocabulary Lesson	28	(4)
Phonology	28	(1)
Morphology	29	(1)
Syntax	29	(1)
Semantics	30	(1)
Pragmatics	30	(2)
Observing the Development of Children's Language	32	(8)
What Is Normal Language Development?	40	(1)
Factors Contributing to Variation in Rate of Language Acquisition	40	(5)
Gender Differences	41	(1)
Socioeconomic Level	42	(1)
Cultural Influences	42	(1)
Medical Concerns	43	(1)
Congenital Language Disorders	43	(2)
Summary	45	(7)
Linking Knowledge to Practice	52	(1)
PART TWO Early Language and Literacy Learning	53	(138)
Facilitating Early Language Learning	53	(39)
Before Reading This Chapter, Think about . . .	53	(1)
Focus Questions	54	(1)
Home Talk: A Natural Context for Learning and Using Language	55	(6)
Encouraging Personal Narratives	55	(2)
Reading Storybooks	57	(1)
Television as a Language Tool	58	(1)
Time	58	(1)
Choosing Programming for Children	58	(2)
Active Viewing	60	(1)
School Talk: A Structured Context for Learning and Using Language	61	(17)
Teacher Discourse	61	(1)
Reciprocal Discussions and Conversations	62	(3)
Contexts for Encouraging Language for Children	65	(1)
Group Activities	65	(2)
Learning Centers	67	(2)
Dramatic Play	69	(2)
Play Settings	71	(1)
Time	72	(1)
Teacher Involvement	72	(1)
Language-Centered Activities for Children	73	(1)
Sharing	73	(1)
Storytelling	74	(1)
Language Play	75	(1)
Songs and Finger Plays	76	(2)
Contexts for Encouraging Language for Older Children	78	(8)
Cooperative Learning Groups	78	(5)
Dramatic Simulations	83	(1)
Movies, Videos, Books, and Music Reviews	83	(3)
Assessment: Finding Out What Children Know and Can Do	86	(3)
Summary	89	(2)
Linking Knowledge to Practice	91	(1)
The Beginnings of Reading and Writing	92	(33)
Before Reading This Chapter, Think about . . .	93	(1)
Focus Questions	93	(1)
Traditional Views of Literacy Development	94	(1)
Current Perspectives on Early Literacy	95	(12)
Early Readers	97	(1)
Concepts about Print	97	(1)
Purpose and Functions of Print	98	(1)
Graphic Awareness	98	(2)
Phonemic Awareness	100	(1)
Letter-Sound Relationships (Phonics)	101	(1)
Conventions of Print	101	(1)
Early Forms of Reading and Writing	101	(1)
Emergent Writing	102	(3)
Emergent Reading	105	(2)
Home Literacy Experiences	107	(5)
Access to Print and Books	108	(1)
Adult Demonstrations of Literacy Behavior	108	(1)
Supportive Adults	108	(1)
Home Literacy Experiences of Non-Mainstream Children	109	(1)
Independent Engagements with Literacy	110	(1)
Storybook Reading	111	(1)
Case Studies	112	(6)
Tiffany	112	(6)
Alicia	118	(1)
Summary	118	(6)
Linking Knowledge to Practice	124	(1)
Building a Foundation for Literacy Learning	125	(35)
Before Reading This Chapter, Think about . . .	126	(1)
Focus Questions	126	(1)
Functional Literacy Activities	127	(6)
Bringing Environmental Print into the Classroom	127	(2)
Functional Print Connected with Classroom Activities	129	(1)
Labels	129	(1)
Lists	129	(1)
Directions	130	(1)
Schedules	131	(1)
Calendars	131	(1)
Messages	132	(1)
Sign-In and Sign-Up Lists	132	(1)
Inventory Lists	133	(1)
Sharing Literature with Children	133	(11)
Selecting Good Books for Children	134	(1)
Classroom Library Centers	135	(1)
Books	135	(1)
Physical Characteristics	136	(1)
Effective Story-Reading Techniques	137	(1)
Adult Behaviors while Reading	137	(1)
Child Behaviors during Reading	138	(1)
Cultural Variations in Story Reading	139	(1)
Classroom Read-Alouds	140	(3)
Shared Reading	143	(1)
Linking Literacy and Play	144	(8)
Literacy-Enriched play centers	145	(1)
Preparatory Experiences	145	(3)
Teacher Involvement in Play	148	(2)
Shared Enactments	150	(2)
Language Experience Approach/Shared Writing	152	(5)
Group Experience or Shared Writing Stories	153	(2)
Individual Language Experience Stories	155	(1)
Classroom Newspaper	156	(1)
Summary	157	(1)
Linking Knowledge to Practice	158	(2)
Teaching Early Reading and Writing	160	(31)
Before Reading This Chapter, Think about . . .	161	(1)
Focus Questions	161	(1)
Writing Instruction	161	(10)
The Context for Writing: The Writing Center	162	(1)
Gather the Needed Materials	162	(1)
Arrange the Materials	163	(1)
Computers and Word Processing	163	(1)
The Writing Workshop	164	(1)
Focus Lessons	165	(1)
Writing Time	166	(1)
Group Share Time	166	(1)
Journals and Interactive Forms of Writing	167	(1)
Journals	167	(1)
Dialogue Writing	168	(1)
Pen Pals	169	(1)
Publishing Children's Writing	169	(1)
Handwriting	170	(1)
Reading Instruction	171	(12)
Phonological and Phonemic Awareness	171	(3)
Letter Recognition	174	(3)
Word Recognition	177	(1)
Key Words	177	(1)
Word Walls	178	(3)
Phonics	181	(2)
Assessment: Discovering What Children Know and Can Do	183	(5)
Summary	188	(1)
Linking Knowledge to Practice	189	(2)
PART THREE Language and Literacy Learning in the Elementary Grades	191	(149)
The Reading Workshop: A Balanced Approach to Reading Instruction	191	(31)
Before Reading This Chapter, Think about . . .	192	(1)
Focus Questions	193	(1)
Theories of the Reading Process	193	(2)
Research Synthesis: Guide to Effective Practice	195	(3)
National Reading Panel Report	198	(1)
Best Practice in Reading Instruction	198	(19)
The Reading Workshop	217	(3)
Summary	220	(1)
Linking Knowledge to Practice	221	(1)
Embedded within Reading Workshop: Teaching Meaning and Skills	222	(43)
Before Reading This Chapter, Think about . . .	223	(1)
Focus Questions	224	(1)
Lessons from an Experienced First-Grade Teacher	224	(18)
The Children Arrive (until 8:35 A.M.)	225	(1)
Connecting Home and School (8:35-8:45)	225	(1)
Class Calendar and Daily Schedule of Events (8:45-9:00)	226	(1)
Daily Read-Aloud Experiences (9:00-9:20)	226	(2)
Drop Everything and Read (9:20-9:50)	228	(2)
Special Classes (10:00-10:30)	230	(3)
Literature Studies (10:30-11:00)	233	(5)
Modeled Writing---Daily News (11:00-11:45)	238	(4)
Lessons from an Experienced Fourth-Grade Teacher	242	(9)
Choosing Literature	242	(1)
Time and Scheduling	242	(1)
Grouping	243	(1)
Teacher-Directed Activities	244	(1)
Read-Alouds	244	(1)
Mini-Lessons	244	(1)
Guiding Discussions	245	(1)
Literature Response Journal	246	(1)
Teaching Students How to Conduct Literature Discussion Groups	247	(4)
Assessing Student Progress	251	(1)
Case Studies	251	(11)
Tiffany's Development in Literature-Based Classrooms First-Sixth Grades	251	(5)
Special Feature: Alicia's Biliteracy Development in First and Second Grade	256	(6)
Summary	262	(1)
Linking Knowledge to Practice	263	(2)
Teaching Writing the Workshop Way	265	(42)
Before Reading This Chapter, Think about . . .	266	(1)
Focus Questions	266	(1)
The Essentials of Writing Workshop	267	(5)
Find Time for the Children to Write	267	(1)
Arrange the Classroom Environment for Talk	268	(1)
Gather the Needed Materials	268	(4)
Teachers Who Teach Writing	272	(1)
The Components of the Writing Workshop	272	(21)
Focus Lessons	276	(1)
Procedural Lessons	277	(1)
Craft or Qualities of Good Writing	278	(4)
Writing Process Lessons	282	(1)
Mechanical Skills Lessons	283	(1)
Status-of-the-Class Report	283	(2)
Writing Time	285	(1)
Teacher--Student Conferences	285	(5)
Peer Conferences	290	(1)
Group Share Sessions	291	(2)
Assessment: Discovering What Students Know and Can Do	293	(11)
Using Writing Rubrics	293	(7)
Large-Scale Assessments	300	(4)
Summary	304	(1)
Linking Knowledge to Practice	305	(2)
Embedded within Writing Workshop: Teaching Skills and Meeting Special Needs	307	(33)
Before Reading This Chapter, Think about . . .	308	(1)
Focus Questions	308	(1)
The Mechanical Skills of Writing	309	(17)
Spelling	309	(1)
How Children Learn to Spell	310	(3)
Helping Children Become Better Spellers	313	(2)
Direct Instruction	315	(2)
Grammar	317	(4)
Capitalization and Punctuation	321	(1)
Handwriting	322	(1)
Manuscript or Cursive Style?	322	(1)
Vertical or Slanted Form?	322	(2)
Teaching Children How to Form Letters	324	(1)
Left-Handed Writers	325	(1)
Special Populations	326	(12)
Bilingual Second-Language Learners	327	(1)
Children with Special Needs	327	(11)
Summary	338	(1)
Linking Knowledge to Practice	339	(1)
PART FOUR Organizing the Language Arts Curriculum	340	(103)
Using Literacy to Learn: Integrating the Curriculum	340	(36)
Before Reading This Chapter, Think about . . .	341	(1)
Focus Questions	341	(1)
Approaches to Curriculum Design	341	(4)
Subject-by-Subject	341	(1)
Correlated	342	(2)
Integrated	344	(1)
Erasing the Seams: Designing Integrated Curricula	345	(15)
Selecting a Topic	345	(1)
Determining What the Children Already Know and What They Need and Want to Learn about the Topic	346	(2)
Determining Ways to Answer Children's Questions: The Activities or Projects	348	(4)
Sharing Learning with Others	352	(1)
Informative Reporting	352	(4)
Note Taking	356	(1)
Integrating Literature into the Study	357	(1)
Learning Logs	357	(1)
Assessment and Evaluation	358	(1)
Involving Parents	358	(2)
Designing the Classroom's Physical Environment to Support the Integrated Curriculum	360	(5)
Carve the Large Classroom Space into Small Areas	361	(1)
Gather Appropriate Resources to Support the Children's Learning	361	(2)
Place Similar or Related Centers Near Each Other	363	(1)
Involve the Children in Designing the Classroom	363	(1)
Make Literacy Materials a Part of the Fabric of Each Center	364	(1)
Create an Aesthetically Pleasing, Inviting Environment	364	(1)
Organizing the Classroom's Daily Schedule: Create a Rhythm to the Day	365	(2)
What Happens during Whole-Group Time?	365	(2)
What Happens during Small-Group Activity Time?	367	(1)
An Integrated Unit Alive in a Classroom	367	(6)
Summary	373	(1)
Linking Knowledge to Practice	374	(2)
Assessment: Determining What Children Know and Can Do	376	(27)
Before Reading This Chapter, Think about . . .	376	(1)
Focus Questions	377	(1)
What Is Important for Teachers to Know about Children's Literacy Development?	378	(1)
Ongoing Assessment	378	(19)
Information-Gathering Tools	380	(1)
Anecdotal Records	381	(2)
Vignettes or Teacher Reflections	383	(1)
Checklists	383	(1)
Conferencing	384	(1)
Surveys	384	(1)
Video and Audio Taping	385	(1)
Running Records	386	(1)
Products or Work Samples	386	(4)
Creating Portfolios: Working and Showcase	390	(1)
Selecting Artifacts for Inclusion	391	(2)
Sharing Portfolios with Others	393	(4)
On-Demand Assessment	397	(3)
Standardized Tests	398	(1)
Reconsidering Teaching Practices	399	(1)
Summary	400	(1)
Linking Knowledge to Practice	401	(2)
Parents as Partners in Language Education	403	(40)
Before Reading This Chapter, Think about . . .	404	(1)
Focus Questions	404	(1)
What Roles Do Families Play?	404	(3)
Language Development	405	(1)
Reading and Writing Acquisition	405	(1)
Dilemmas Facing Modern Families	406	(1)
Helping Parents and Primary Caregivers Become Effective First Teachers	407	(23)
Personal Interactions	407	(1)
Home Visits	407	(1)
Parent Workshops	408	(3)
Phone Calls	411	(2)
Parent--Teacher Conferences	413	(2)
Progress Review Conference	415	(1)
Child--Parent--Teacher Conference	416	(2)
Student-Led Conference	418	(2)
Specific Problem Conference	420	(1)
Classroom Instructional Publications	421	(1)
Informal Weekly Notes	421	(1)
News Flashes	422	(1)
Monthly Newsletters	422	(8)
Teachers and Schools as Professional Resources	430	(6)
Sharing Instructional Materials and Offering Guidance	431	(1)
Classroom Lending Library	431	(1)
Writing Briefcase	431	(1)
Book Bags	432	(1)
Videotape	433	(1)
Schools as Community Resources	433	(1)
Teacher as Community Contact	433	(1)
VIP Program	434	(1)
Business Adoption Programs	435	(1)
Community Tutors	435	(1)
Buddy Reading Programs	435	(1)
Summary	436	(6)
Linking Knowledge to Practice	442	(1)
References	443	(28)
Author Index	471	(4)
Subject Index	475