Teaching language and literacy : preschool through the elementary grades

著者

    • Christie, James
    • Enz, Billie Jean
    • Vukelich, Carol

書誌事項

Teaching language and literacy : preschool through the elementary grades

James Christie, Billie Jean Enz, Carol Vukelich

Pearson/A and B, c2007

3rd ed

大学図書館所蔵 件 / 全2件

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注記

Includes bibliographical references (p. 440-469) and indexes

内容説明・目次

内容説明

The unique focus of this book integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice. Unlike any other book on the market, this book integrates a constructivist/emergent literacy perspective with "science-based" instructional practices that have proved successful in supporting children's reading, writing, and speaking development. This Third Edition begins with a brief overview of the recent key national policies and initiatives that have had a significant impact on the teaching of reading and writing at the preschool and elementary levels. Respected authors Jim Christie, Billie Enz, and Carol Vukelich describe a continuum of approaches to reading instruction, ranging from emergent literacy to Science-Based Reading Research. Unique to this book is the authors' vision of a "blended' approach to teaching literacy that includes the best elements of diverging views and ends with a set of principles that guide the authors' view of the effective teaching of literacy in preschool and elementary classrooms. At the preschool and kindergarten levels, the authors advocate a combination of meaningful engagements with print and age-appropriate instruction on core literacy skills. At the elementary grade level, the authors support a balanced approach to reading instruction that focuses on both decoding and comprehension. The writing workshop is the authors' preferred mode of elementary-grade writing instruction. The book also has extensive coverage of working with children from diverse background, family literacy, and assessment strategies that can be used to inform instruction. The Third Edition has a strong emphasis on scientifically-based reading research (SBRR)throughout, blending SBRR with other perspectives to create a `value added' approach to language and literacy teaching and learning.

目次

Preface Acknowledgments 1 Foundations of Language and Literacy Before Reading This Chapter, Think about Focus Questions National Literacy Policies and Initiatives The Standards Movement Good Start, Grow Smart Early Reading First Using Scientifically-based Reading Research to Make Curricular and Instructional Decisions The National Reading Panel A Continuum of Instructional Approaches Emergent Literacy Approach Scientifically-Based Reading Research (SBRR) Approach Blended Instruction - A "Value Added" Approach A Blended Literacy Instructional Program Summary Linking Knowledge to Practice 2 Oral Language Development Before Reading This Chapter, Think about Focus Questions Language Acquisition Theories Behaviorist Perspective Nativist Perspective Social-Interactionist Perspective A Biological Perspective Linguistic Vocabulary Lesson Phonology Morphology Syntax Semantics Pragmatics Observing the Development of Children's Language What Is Normal Language Development? Factors Contributing to Variation in Rate of Language Acquisition Gender Differences Socioeconomic Level Cultural Influences Medical Concerns Language Disorders Summary Linking Knowledge to Practice 3 Facilitating Early Language Learning Before Reading This Chapter, Think about Focus Questions Home Talk: A Natural Context for Learning and Using Language Encouraging Personal Narratives Reading Storybooks Television as a Language Tool Time Choosing Programming for Children Active Viewing School Talk: A Structured Context for Learning and Using Language Teacher Discourse Reciprocal Discussions and Conversations Contexts for Encouraging Language for Children Group Activities Learning Centers Dramatic Play Play Settings Time Teacher Involvement Language-Centered Activities for Children Sharing Storytelling Language Play Songs and Finger Plays Contexts for Encouraging Language for Older Children Cooperative Learning Groups Dramatic Simulations Movie, Video, Book, and Music Reviews Assessment: Finding Out What Children Know and Can Do Summary Linking Knowledge to Practice 4 Building a Foundation for Literacy Learning Before Reading This Chapter, Think about Focus Questions Home Literacy Experiences Access to Print and Books Adult Demonstrations of Literacy Behavior Supportive Adults Independent Engagements with Literacy Storybook Reading Functional Literacy Activities Bringing Environmental Print into the Classroom Functional Print Connected with Classroom Activities Labels Lists Directions Schedules Calendars Messages Sign-In and Sign-Up Lists Inventory Lists Sharing Literature with Children Selecting Good Books for Children Classroom Library Centers Books Physical Characteristics Classroom Lending Library Effective Story-Reading Strategies Adult Behaviors while Reading Child Behaviors during Reading Cultural Variations in Story Reading Classroom Read-Alouds Shared Reading Linking Literacy and Play Literacy-Enriched play centers Preparatory Experiences Teacher Involvement in Play Shared Enactments Language Experience Approach or Shared Writing Group Experience or Shared Writing Stories Interactive Writing Individual Language Experience Stories Classroom Newspaper Summary Linking Knowledge to Practice 5 Teaching Early Reading and Writing Before Reading This Chapter, Think about Focus Questions Early Reading Instruction Phonological and Phonemic Awareness Alphabet Knowledge Print Awareness Word Recognition Key Words Word Walls Phonics Early Writing Instruction The Context for Writing: The Writing Center Gather the Needed Materials Arrange the Materials Computers and Word Processing 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 Assessment: Discovering What Children Know and Can Do Checklists Performance Sampling Summary Linking Knowledge to Practice 6Reading: Expanding the Foundation for Ongoing Literacy Learning Before Reading This Chapter, Think about Focus Questions Understanding the Reading Process Psychological Contributors to Reading Word Identification Graphophonic cues Morphemic analysis cues Context cues Word Meaning Connected Text Classroom Events Determining a schedule Selecting and using materials Considering reading options Providing instruction Assessing Attributes of a Successful Reading Teacher Summary Linking Knowledge to Practice 7 Embedded within a Blended Reading Program: Teaching Meaning and Skills Before Reading This Chapter, Think about Focus Questions Lessons from Three Experienced First-Grade Teachers Beginning the Day (8:10 - 8:40) Thinking About Reading (8:40 - 9:10) Applying What They Learned (9:10 - 9:40) Differentiating Instruction 9:10-9:40 Ready to Write 10:10 - 11:00 Word Study Time 1:30 - 2:00 Reading with a Friend 2:00 - 2:30 (once a week) Lessons from an Experienced Sixth-Grade Teacher Typical Monday - Tuesday Schedule Typical Wednesday - Thurday Schedule Typical Friday Schedule Using Readng and Writing for Learning Summary Linking Knowledge to Practice 8 Teaching Writing the Workshop Way Before Reading This Chapter, Think about Focus Questions The Essentials of Writing Workshop Gather the Needed Materials The Components of the Writing Workshop Focus Lessons Writing Time Sharing Focus Lessons Procedural Lessons Craft or Traits of Good Writing Writing Process Lessons Mechanical Skills Lessons Status-of-the-Class Report Writing Time Teacher-Student Conferences Peer Conferences Using Technology to Respond to Writers Software Programs Wikis and Blogs Digital Storytelling Group Share Sessions Assessment: Discovering What Students Know and Can Do Using Writing Rubrics Large-Scale Assessments Summary Linking Knowledge to Practice 9 Embedded within Writing Workshop: Teaching Skills and Meeting Special Needs Before Reading This Chapter, Think about Focus Questions The Mechanical Skills of Writing Spelling How Children Learn to Spell Helping Children Become Better Spellers Explicit Instruction Once Children Become Fluent Writers Grammar Capitalization and Punctuation Handwriting Manuscript or Cursive Style? Vertical or Slanted Form? Teaching Children How to Form Letters Left-Handed Writers Special Populations Bilingual Second-Language Learners Children with Special Needs Summary Linking Knowledge to Practice 10 Assessment: Determining What Children Know and Can Do Before Reading This Chapter, Think about Focus Questions What Is Important for Teachers to Know about Children's Literacy Development? Ongoing Assessment Information-Gathering Tools Anecdotal Records Vignettes or Teacher Reflections Checklists Conferencing or Interviewing Video and Audio Taping Running Records Products or Work Samples Creating Portfolios: Working and Showcase Selecting Artifacts for Inclusion Sharing Portfolios with Others On-Demand Assessment Standardized Tests Reconsidering Teaching Practices Summary Linking Knowledge to Practice 11 Parents as Partners in Language Education Before Reading This Chapter, Think about Focus Questions What Roles Do Families Play? Reading and Writing Acquisition Dilemmas Facing Modern Families Helping Parents and Primary Caregivers Become Effective First Teachers Personal Interactions Home Visits Parent Workshops Phone Calls Parent-Teacher Conference Progress Review Conferences Child-Parent-Teacher Conference Student-Led Conference Specific Problem Conference Classroom Instructional Publications Informal Weekly Notes News Flashes Monthly Newsletters Family Focus Teachers and Schools as Professional Resources Sharing Instructional Materials and Offering Guidance Classroom Lending Library Writing Briefcase Book Bags Videotape Schools as Community Resources Teacher as Community Contact VIP Program Business Adoption Programs Community Tutors Buddy Reading Programs Summary Linking Knowledge to Practice References Author Index Subject Index

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