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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.
