Helping young children learn language and literacy : birth through kindergarten

著者

書誌事項

Helping young children learn language and literacy : birth through kindergarten

Carol Vukelich, James Christie, Billie Enz

Pearson/Allyn and Bacon, c2008

2nd ed

大学図書館所蔵 件 / 全2件

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注記

Includes bibliographical references (p. 242-260) 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 for teachers of early literacy. The book 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 level. Renowned and respected authors Vukelich, Christie, and Enz describe a continuum of approaches to reading instruction, ranging from emergent literacy to Scientifically-Based Reading Research. They also present their vision of a "blended" approach to teaching literacy that includes the best elements of these diverging views. The authors end this introduction with a set of principles to guide the effective teaching of literacy in preschool and kindergarten classrooms. A Letter to Students from the Authors Dear Student, Helping Young Children Learn Language and Literacy, 2nd edition, is about teaching the language arts -about facilitating reading, writing, speaking, and listening development for children, ages birth through kindergarten. It is intended for preservice and inservice preschool and kindergarten teachers and administrators. The first edition of our book was written in late 1990s and was heavily influenced by the emergent literacy perspective that was dominant at the time. This constructivist view maintains that the best way to teach early literacy is to provide settings and experiences that provide rich, meaningful experiences with language and print. Key emergent literacy strategies include extended classroom discourse, print-rich environments, shared reading, shared writing, and literacy-enriched play. We still believe that these strategies form the core of an effective early literacy program. However, over that past decade, a series of significant national educational events have impacted early literacy education, including the standards movement, No Child Left Behind legislation, and the use of scientifically-based reading research to make curricular and instructional decisions. The new second edition of our book reflects these important new trends and explains how this new skills-based approach to literacy instruction can be integrated with the earlier constructivist perspective. We advocate blending scientifically-based reading research with the emergent literacy perspective to create a `value added' approach to language and literacy teaching and learning. The second edition contains new content focusing on the "core" knowledge and skills that young children must have to become successful readers: oral vocabulary, phonological awareness, and alphabet knowledge. Vignettes demonstrate how these skills are directly and systematically taught to young children. We also provide examples of how emergent literacy strategies such as shared reading and shared writing are being used in these same classrooms. We believe that this type of balanced approach to early literacy instruction is the best way to prepare young children to become successful readers and writers. We think that you will find our book to be very user friendly. We provide definitions for key terms and study questions at the beginnings of each chapter and concise summaries at the end. We provide many vignettes, case studies, and "trade secret" examples from master teachers to make learning and teaching come to life. Each chapter ends with a "Linking Knowledge to Practice" feature that helps connect research and theory with the practices that you will observe in preschool and kindergarten classrooms. We hope our text finds its way into your professional library and will become a helpful resource for you as you develop or continue your development as a professional educator. Sincerely, Carol, Jim, and Billie

目次

CHAPTER 1 EARLY LITERACY POLICY INITIATIVES Before reading this chapter, think about... Focus Questions Language and Literacy: Definitions and Interrelationships 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 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 CHAPTER 2 Oral Language Development Before reading this chapter, think about... Focus Questions Perspectives on Children's Language Acquisition Behaviorist Perspective Linguistic Nativist Perspective Social-Interactionist Perspective A Neuro-Biological Perspective Linguistic Vocabulary Lesson Phonology Morphology Syntax Semantics Pragmatics Observing the Development of Children's Language A Biological View of Development A Social-Interactionist View of Language Development What Is Normal Language Development? Factors Contributing to Variation in Rate of Language Acquisition Gender Differences Socioeconomic Level Cultural Influences Medical Concerns Congenital Language Disorders Disfluency Pronunciation Summary Linking Knowledge to Practice CHAPTER 3 Facilitating Oral 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 4 Choosing Programming for Young Children Active Viewing School Talk: A Structured Context for Learning and Using Language Language Opportunities in School Teacher Discourse Reciprocal Discussions and Conversations Contexts for Encouraging Language Group Activities Learning Centers Dramatic Play Language-Centered Activities Sharing Storytelling Language Play Songs and Finger Plays Assessment: Finding Out What Children Know and Can Do Summary Linking Knowledge to Practice CHAPTER 4 Sharing Good Books with Young Children Before reading this chapter, think about... Focus Questions Making Books Accessible to Young Children Classroom Library Centers Books Physical Characteristics Classroom Lending Library Sharing Literature with Children Effective Story-Reading Techniques Adult Behaviors While Reading Child Behaviors During Reading Cultural Variations in Story Reading Classroom Read-Alouds Shared Book Experience Extending Literature Creative Dramatics Puppets Cooking Felt or Flannel Boards and Characters Art Projects Writing Author Study Assessment: Discovering What Children Know and Can Do Summary Linking Knowledge to Practice CHAPTER 5 Earlier Views: Readiness and Emergent Literacy Before reading this chapter, think about... Focus Questions Traditional Readiness View Emergent Literacy Concepts about Print Purpose and Functions of Print Graphic Awareness Conventions of Print Early Forms of Reading and Writing Emergent Writing Emergent Reading Home Literacy Experiences Access to Print and Books Adult Demonstrations of Literacy Behavior Supportive Adults Independent Engagements with Literacy Storybook Reading Learning Literacy in a Second Language Summary Linking Knowledge to Practice CHAPTER 6 Emergent Literacy Strategies Before reading this chapter, think about... Focus Questions Functional Literacy Activities Environmental Print Functional Print Labels Lists Directions Schedules Calendars Messages Sign-In and Sign-Up Lists Inventory Lists Linking Literacy and Play Curriculum Connections Shared Enactments Language Experience Approach or Shared Writing Group Experience Stories Individual Language Experience Stories Summary Linking Knowledge to Practice CHAPTER 7 The New View: Science-Based Reading Research (SBRR) Strategies Before reading this chapter, think about... Focus Questions Science-Based Reading Research Phonological and Phonemic Awareness Instruction Phonological Awareness RHYME ALLITERATION WORD AND SYLLABLE SEGMENTING ONSET AND RIME MANIPULATION 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 Assessment: Finding Out What Children Know and Can Do Summary Linking Knowledge to Practice CHAPTER 8 Teaching Early Writing Before reading this chapter, think about... Focus Questions Children's Development as Writers The Context for Writing: The Writing Center Gather the needed materials Arrange the materials Computers and word processing Writing in other centers 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 Anecdotal notes Checklists Summary Linking Knowledge to Practice CHAPTER 9 Assessing and Adapting Instruction to Meet the Needs of Diverse Learners Before reading this chapter, think about... 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 Creating a Portfolio WHAT IS A PORTFOLIO? HOW ARE ARTIFACTS SELECTED FOR INCLUSION? WHO SELECTS THE PIECES FOR INCLUSION? WHY WAS EACH ARTIFACT SELECTED FROM THE WORKING PORTFOLIO FOR INCLUSION IN THE SHOWCASE PORTFOLIO? HOW OFTEN SHOULD ARTIFACTS BE SELECTED FROM THE WORKING PORTFOLIO FOR INCLUSION IN THE SHOWCASE PORTFOLIO? SHARING THE PORTFOLIOS WITH OTHERS On-Demand Assessment Standardized Classroom-based On-demand Assessments Adapting Instruction to Meet the Needs of Special Populations English as Second Language Learners Children with Special Needs Summary Linking Knowledge to Practice CHAPTER 10 Integrating the Curriculum Before reading this chapter, think about... Focus Questions The Integrated Approach to Curriculum Design Erasing the Seams: Designing Integrated Curricula Phase 1: Selecting a Topic Phase 2: Determining What the Children Already Know and What They Want to Learn about the Topic Phase 3: Determining Ways to Answer Children's Questions: The Activities or Projects Sharing Learning with Others Integrating Literature into the Study Phase 4: Assessment and Evaluation Phase 5: Involving Parents Designing the Classroom's Physical Environment to Support the Integrated Curriculum Carve the Large Classroom Space into Small Areas Gather Appropriate Resources to Support the Children's Learning Place Similar or Related Centers Near Each Other Make Literacy Materials a Part of the Fabric of Each Center Organizing The Classroom's Daily Schedule: Creating a Rhythm to the Day What Happens During Whole-Group Time? What Happens During Small-Group Activity Time? What Happens During Center or Activity Time? Integrated Units Alive in a Classroom Summary Linking Knowledge to Practice CHAPTER 11 Helping Families Facilitate Language and Literacy Development Before reading this chapter, think about... Focus Questions What Roles Do Families Play? Language Development Reading and Writing Acquisition Dilemmas Facing Modern Families Helping Families and Primary Caregivers Become Effective First Teachers Personal Interactions Home Visits Family Workshops Phone Calls Parent-Teacher Conferences Classroom Instructional Publications Informal Weekly Notes News Flashes Monthly Newsletters 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 Program Summary Linking Knowledge to Practice

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