HELPING YOUNG CHILDREN LEARN LANGUAGE AND LITERACY: BIRTH THROUGH KINDERGARTEN
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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?
HELPING YOUNG CHILDREN LEARN LANGUAGE AND LITERACY: BIRTH THROUGH KINDERGARTEN
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