Early childhood language arts

著者

書誌事項

Early childhood language arts

Mary Renck Jalongo

Pearson/Allyn and Bacon, c2007

4th ed

大学図書館所蔵 件 / 全3件

この図書・雑誌をさがす

注記

Includes bibliographical references (p. 349-369) and index

"Children's books and media": p. 370-372

内容説明・目次

内容説明

Early Childhood Language Arts, Fourth Edition, offers a more comprehensive look at early childhood literacy education integrating the language arts - listening, speaking, reading, and writing - than any other book on the market. In response to the call for evidence-based reading instruction, the Fourth Edition includes 36 research-based teaching strategies, and every chapter incorporates information on brain research, bilingual education, technology, and the media's influences on young children. Mary Renck Jalongo provides readers with a synthesis of the information on language arts gleaned from research on emergent literacy, early childhood education, and special education. She also underscores what is being emphasized in early childhood teacher accreditation programs; namely, responding to the increasingly diverse needs of young language learners in inclusive settings, working with parents and families, and collaborating with professionals in other fields.

目次

Preface PART ONE * Language Learning in Context 1 Appreciating Diversity in Children's Language Fact File on Diversity What Is the Cutural Context and Home Literacy Environment? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: Diversity in the Language Arts Meeting the Needs of Children with Language Differences Overview of Children's Language Differences Teacher Concerns and Basic Strategies Classroom Activities to Support Diverse Language Learners Conclusion Research-Based Literacy Strategies Story Retelling Using Technology Using Interactive Books with Children with Low Book Interest Dolch Sight Word List 2 Optimizing Every Child's Language Growth through Family Literacy Fact File on Families What Is Family and Community Engagement in Schools? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: The National PTA Standards Overview of Parents' and Families' Contributions to Early Literacy Engaging Families as Observers of Children Engaging Families as Environment Arrangers Engaging Families as Interactors Engaging Families as Motivators and Encouragers Teacher Concerns and Basic Strategies Classroom Activities to Support Family Literacy Conclusion Research-Based Literacy Strategies Providing Access to Books through Pediatricians Training Parents and Families as Reading Partners Building Vocabulary by Reading Aloud PART TWO * Oral Language 3 Understanding Language Development in Early Childhood Fact File on Language Development What Is Language? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: NAEYC Code of Ethical Conduct How Do Children Learn to Communicate? Components of Language Pragmatics Semantics Syntax Graphophonics Overview of Language Development Theories of Language Acquisition Teacher Concerns and Basic Strategies Classroom Activities to Support Language Development Conclusion Research-Based Literacy Strategies Having Phonological Awareness and Learning to Recognize Rhymes Using Environmental Print Using Children's Names to Foster Language Development 4 Helping Young Children Become Better Listeners Fact File on Listening What Is Effective Listening? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: When to Make Referrals for Hearing Assessment Why Is Listening Important? Developmental Overview of Children's Listening Abilities Teacher Concerns and Basic Strategies Classroom Activities to Support Listening Conclusion Research-Based Literacy Strategies Audiobooks Word Families: Onsets and Rimes Directed Listening/Thinking Activity (DLTA) and Discussion Web 5 Supporting the Speaking Abilities of the Very Young Fact File on Speaking What Is a Positive Talk Environment? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: Bilingual Education How Do Young Children Use Speech? Developmental Overview of Children's Speech Communicative and Noncommunicative Speech Understanding Chlidren's Language Problems Teacher Concerns and Basic Strategies Classroom Activities to Develop Children's Speaking Conclusion Research-Based Literacy Strategies K-W-L Plus Speech-to-Text Software Electronic Talking Books 6 Using Narrative and Expository Texts to Foster Growth in Literacy Fact File on Narrative and Expository Texts What Are Narrative and Expository Texts? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: Mastering Narrative and Expository Texts Overview of Children's Narrative and Expository Styles Narrative Text Expository Text Teacher Concerns and Basic Strategies Classroom Activities to Support Children's Mastery of Narrative and Expository Texts Conclusion Research-Based Literacy Strategies Wordless Books Reading Information Books Aloud Captioned Video PART THREE * Literacy with Print 7 Fostering Growth in Emergent Literacy Fact File on Emergent Literacy What Is Emergent Literacy? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: Language-Learning Disabilities in Young Children Developmental Overview of Emergent Reading Understanding What a Book Is Understanding How a Book Works Becoming a Listener and a Participant Inventing Stories to Go with Illustrations Teacher Concerns and Basic Strategies Classroom Activities to Support Emergent Reading Conclusion Research-Based Literacy Strategies "Word Walls" "Talking" Reading Support Programs The Shared Book Experience and Repeated Reading Appendix 7.1 8 Supporting Early and Independent Reading with Anita Iaquinta Fact File on Early and Independent Reading What Is Early and Independent Reading? What Children Need to Become Readers Reading Difficulties Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: Language-Learning Disabilities Developmental Overview of Early and Independent Reading Focus on Print, Meaning, and Story Knowledge Focus on Word Configuration and Sound/Symbol Correspondence Coordinating Knowledge of Print and Story Teacher Concerns and Basic Strategies Classroom Activities to Support Early and Independent Reading Conclusion Research-Based Literacy Strategies Free Voluntary Reading and "Summer Slump" Readers' Theater Guided Reading Appendix 8.1 9 Leading Young Children to Literature Fact File on Children's Literature What Is Literature for Young Children? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: Evaluation Questions for Picture Books Overview of Children's Literature Reasons for Using Literature Ways of Using Literature Teacher Concerns and Basic Strategies Classroom Activities to Support Responses to Literature Conclusion Research-Based Literacy Strategies Reading with Companion Animals Bilingual Children's Literature and Second-Language Acquisition Literature Circles and Book Discussions PART FOUR * Written Language and Symbol Systems 10 Facilitating Expression through Drawing and Writing Fact File on Drawing and Writing Relationship between Drawing and Writing Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: The Process Approach to Writing Developmental Overview of Children's Drawing and Writing Prealphabetic Writing and Nonrepresentational Drawing Alphabetic Writing and Representational Drawing Teacher Concerns and Basic Strategies Classroom Activities to Support Children's Drawing and Writing Conclusion Research-Based Literacy Strategies "Talking" Drawings Multimedia Composing Gender Influences on Children's Drawing and Writing 11 Understanding Media Influences and Applying Technology Fact File on Media Influences and Technology What Are the Mass Media? What Is Media Literacy? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: The NAEYC on Technology in Early Childhood Programs Teacher Concerns and Basic Strategies Classroom Activities to Support Media Awareness and Application of Technology Conclusion Research-Based Literacy Strategies Educational Television and Literacy Online Publishing of Children's Drawing and Writing Internet-Based Communication and E-Pals PART FIVE * The Teacher of Language Arts 12 Designing and Managing a Language Arts Program Fact File on Language Arts Programs What Is a Balanced Curriculum? Collaborating with Families and Professionals Contributions and Consequences Standards to Guide Professional Development: High-Quality Early Literacy Programs Overview of How Early Childhood Educators Shape the Curriculum Reflecting on a Philosophy Arranging the Physical Environment Grouping for Instruction Managing Behavior Designing Learning Experiences Teacher Concerns and Basic Strategies Classroom Activities to Support Diverse Language Learners Conclusion Research-Based Literacy Strategies Design Features of Literacy Environments Effective Learning Centers Reading Recovery and Tutorial Programs 13 Documenting Children's Progress in the Language Arts Fact File on Assessment What Is Assessment? Collaboration with Families and Professionals Contributions and Consequences Standards to Guide Professional Practice: Assessment Principles and Federal Legislation Overview of Assessment Traditional Testing Evaluating Language Arts Programs Teacher Concerns and Basic Strategies Observation Portfolios Documentation Conclusion Research-Based Literacy Strategies Assessing Reading Attitudes, Interests, and Motivation Electronic Literacy Assessment, Feedback, and Management Text-to-Speech Software References Children's Books and Media Index

「Nielsen BookData」 より

詳細情報

ページトップへ