Helping Young Children Learn Language and Literacy: Birth through Kindergarten Plus MyEducationLab with Pearson eText -- Access Card Package

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.   Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.   Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.   Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.   --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.   0132995301 / 9780132995306 Helping Young Children Learn Language and Literacy: Birth through Kindergarten Plus MyEducationLab with Pearson eText -- Access Card Package Package consists of: 0132316366 / 9780132316361 Helping Young Children Learn Language and Literacy: Birth through Kindergarten 0133040925 / 9780133040920 NEW MyEducationLab with Pearson eText -- Standalone Access Card -- for Helping Young Children Learn Language and Literacy: Birth through Kindergarten  

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.