Helping Young Children Learn Language and Literacy: Birth Through Kindergarten (2-downloads)

Helping Young Children Learn Language and Literacy: Birth Through Kindergarten, 3/e, written by three renowned and well respected educator/authors, provides teachers with sound instructional strategies for teaching the language arts to young children and enhancing their reading, writing, speaking, and listening development. The unique focus of the book integrates emergent literacy and scientifically based reading research instruction, diversity, and instruction-based assessment in a highly readable manner, while incorporating ready-to-use ideas and strategies.

Table of Contents:
Contents Preface                  chapter1   Foundations of Language and Literacy Before Reading This Chapter, Think About . . .              Focus Questions Language and Literacy: Definitions and Interrelationships  A Continuum of Instructional Approaches Emergent Literacy Approach        Scientifically Based Reading Research Approach    Blended Instruction–A “Value-Added” Approach        A Blended Literacy Instructional Program   Effective Early Childhood Teachers Provide Children with a Print-Rich Classroom Environment    Effective Teachers Demonstrate and Model Literacy Events     Effective Teachers Explicitly Teach Children Skills that Research Supports as Key Elements of Reading, Writing, and Speaking              Effective Early Childhood Teachers Provide Opportunities for Children to Work and Play Together in Literacy-Enriched Environments            Effective Early Childhood Teachers Link Literacy and Play Effective Early Childhood Teachers Encourage Children to Experiment with Emergent Forms of Reading and Writing        Effective Early Childhood Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences         Effective Early Childhood Teachers Make Use of Everyday Activities to Demonstrate the Many Purposes of Reading and Writing                                                                    Effective Early Childhood Teachers Read to Children Daily and Encourage Them to Read Familiar Books on Their Own   Effective Early Childhood Teachers Know the Nation’s and their State’s Birth to Kindergarten Standards and Provide Instruction Linked to These Standards Effective Early Childhood Teachers Use Multiple Forms of Assessment to Find Out What Children Know and Can Do        Effective Early Childhood Teachers Respect and Make Accommodations for Children’s Developmental, Cultural, and Linguistic Diversity           Effective Early Childhood Teachers Recognize the Importance of Reflecting on Their Instructional Decisions     Effective Early Childhood Teachers Build Partnerships with Families Summary         n Linking Knowledge to Practice                    chapter 2   Oral Language Development         n Before Reading This Chapter, Think About . . .              n Focus Questions  Perspectives on Children’s Language Acquisition   Behaviorist Perspective       Nativist Perspective       Social-Interactionist Perspective     Neuro-Biological Perspective       Linguistic Vocabulary Lesson            Phonology       Morphology    Syntax               Semantics         Pragmatics       Observing the Development of Children’s Language          Birth-One Month            Two to Three Months   Four to Six Months Six to Nine Months Nine to Twelve Months Twelve to Eighteen Months Eighteen to Twenty-four Months Twenty-four to Thirty-six Months Three to Five Years What Is Normal Language Development?    Factors Contributing to Variations in Rate of Language Acquisition           Gender Differences         Socioeconomic Level     Cultural Influences         Medical Concerns          Congenital Language Disorders  DISFLUENCY             PRONUNCIATION   Strategies for Teaching English Language Learners:  Learning Two Languages by Luisa Araújo Family Focus — Developing Language over Time Summary         n Linking Knowledge to Practice                    chapter3   Family Literacy and Language Development            n Before Reading This Chapter, Think About . . .              n Focus Questions Home Literacy Experiences              Adult Demonstrations of Literacy Behavior Supportive Adults Independent Engagements with Literacy Storybook Reading Case Studies Tiffany Alicia by Irene Serna and Sarah Hudelson Home Talk: A Natural Context for Learning and Using Language  Encouraging Personal Narratives                Reading Storybooks      Family Focus: Parent Workshops Summary         n Linking Knowledge to Practice                      chapter4   Organizing Early Language and Literacy Instruction             n Before Reading This Chapter, Think About . . .              n Focus Questions  Why Classroom Environments Are Important          Designing a Print-rich Classroom Environment The Classroom Library Center     BOOKS        PHYSICAL CHARACTERISTICS            The Writing Center                                             GATHER THE NEEDED MATERIALS   ARRANGE THE MATERIALS COMPUTERS AND WORD PROCESSING               WRITING IN OTHER CENTERS              Literacy-Enriched Play Centers Environmental Print and Functional Print   ENVIRONMENTAL pRINT fUNCTIONAL pRINT Organizing the Classroom’s Daily Schedule: Using Time Wisely What Happens During Whole-Group Time? What Happens During Small-Group Activity Time? What Happens During Center or Activity Time? Transitions Strategies for Teaching English Language Learners: Modifying the Classroom Environment by Myae Han Strategies for Teaching Children with Special Needs: Adjusting the Daily Schedule Summary         n Linking Knowledge to Practice                      chapter5   Facilitating Early Language Learning              n Before Reading This Chapter, Think About . . .              n Focus Questions          Explicit Vocabulary Instruction          Encouraging Personal Narratives                Teacher Discourse     Reciprocal Discussions and Conversations              Contexts that Encourage Language Use    GROUP ACTIVITIES      LEARNING CENTERS              DRAMATIC PLAY    Language-Centered Activities for Children               SHARING   STORYTELLING       LANGUAGE PLAY   SONGS AND FINGER PLAYS         Strategies for Teaching  English Language Learners: Helping Children Develop Conversational and Academic Language Skills by Luisa Araújo Strategies for Teaching Children with Special Needs: Speech Delays by Karen Burstein and Tanis Bryan Family Focus — Sharing the Fun and Language Learning Summary         n Linking Knowledge to Practice          chapter6 Sharing Good Books with Young Children       n Before Reading This Chapter, Think About . . .              n Focus Questions  The Selection of Books to Share with Young Children         Sharing Literature with Children       Effective Story-Reading Strategies              ADULT BEHAVIORS WHILE READING               CHILD BEHAVIORS DURING READING             CULTURAL VARIATIONS IN STORY READING               85 CLASSROOM READ-ALOUDS               SHARED BIG-BOOK READING             Extending Literature       CREATIVE DRAMATICS        PUPPETS    FELT OR FLANNEL BOARDS AND CHARACTERS           STORY DRAMA        COOKING ART PROJECTS         WRITING    AUTHOR STUDY Strategies for Teaching English Language Learners: Storybook Time by Myae Han Strategies for Teaching Children with Special Needs: Reading Storybooks with Children with Disabilities by Laura M. Justic            Family Focus: Sharing Instructional Materials and Offering Guidance Summary         n Linking Knowledge to Practice                      chapter7   Teaching Early Reading Skills       n Before Reading This Chapter, Think About . . .              n Focus Questions  Scientifically Based Reading Research          Phonological and Phonemic Awareness Instruction  Phonological Awareness              WORD AND SYLLABLE SEGMENTING               RHYME       ALLITERATION        ONSET AND RIME SUBSTITUTION     Phonemic Awareness    PHONEME ISOLATION           PHONEME BLENDING            PHONEME SEGMENTING      PHONEME MANIPULATION  Alphabet Instruction  Songs               Letter Charts    Alphabet Word Walls   Games               Phonics Instruction        Print Awareness Instruction  Teaching Concepts about Print   Key Words      Strategies for English Language Learners: Vocabulary and Phonological Awareness        Strategies for Children with Special Needs by Karen Burstein and Tanis Bryan     On Your Mark      Get Set      Go Family Focus: Creating a Book Nook and Author’s Corner by  Allison Mullady Summary         n Linking Knowledge to Practice                    chapter8   Teaching Early Writing         n Before Reading This Chapter, Think About . . .              n Focus Questions  Children’s Development as Writers  Early Forms of Children’s Writing Shared Writing The Shared Writing Chart Interactive Writing Individual Experience Stories Classroom Newspaper The Writing Workshop          Focus Lessons                Writing Time   Group Share Time           Journals and Interactive Forms of Writing    Journals            Dialogue Writing            Pen Pals            Publishing Children’s Writing    Handwriting    Family Focus: Connecting Home with Early Care and Kindergarten Programs Summary         n Linking Knowledge to Practice                    chapter9   Assessment Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do          n Before Reading This Chapter, Think About . . .              n Focus Questions  Determining What Children Know and Can Do        What Is Important for Teachers to Know about Children’s Literacy Development?          Two Kinds of Assessment           Ongoing Assessment Ongoing Assessment Tools         Addressing Storage Problems      On-Demand Assessment       Using Assessment Data to Plan Early Literacy Instruction Strategies for Teaching English Language Learners: Assessing Young    English Language Learners’ Language and Literacy by Sohyun Han Family Focus: Sharing Assessment Results with Parents Summary         n Linking Knowledge to Practice          References            Author Index         Subject Index       

About the Author :
Carol Vukelich is Hammonds Professor and Director, Delaware Center for Teacher Education. James Christie is Professor of Social and Family Dynamics at Arizona State University. Billie Enz is Professor of Early Childhood Education at Arizona State University.