Teaching Language and Literacy: Preschool Through the Elementary Grades / Edition 5

by James Christie, Carol Vukelich, Billie Enz, Kathleen Roskos

Overview

How children acquire language and literacy knowledge in many different contexts—and how teachers can effectively promote the development of oral and written language—is the focus of this highly regarded resource. Readers get an authoritative look at how children acquire language and literacy in a variety of contexts and how teachers can effectively promote development in oral and written language.

Teaching Language and Literacy integrates a constructivist/emergent literacy perspective with scientifically-based instructional practices that are successful in supporting children’s reading, writing, listening and speaking development. This new edition features the work of a new author, Kathleen Roskos, and includes numerous up to date references, examples, and hands-on activities for putting theory into practice in today’s classrooms.

Product Details

ISBN-13:	9780133066814
Publisher:	Pearson Education
Publication date:	04/23/2013
Edition description:	New Edition
Pages:	448
Product dimensions:	7.00(w) x 9.00(h) x 0.40(d)

About the Author

James Christie is a professor of Social and Family Dynamics at Arizona State University, where he teaches courses in Family and Human Development. His research interests include early literacy development and children's play. Dr. Christie has co-authored Helping Young Children Learn Language and Literacy, 3rd ed. (2008) and Play, Development, and Early Education (2005). He has served as co-director of Early Reading First projects in San Luis and Somerton, AZ; Bullhead City, AZ; and Gallup, NM.

Billie Jean Enz is an emeritus professor of early childhood education at Arizona State University, where she taught and served as an administrator for 25 years. She has co-authored several texts on mentorship and new teacher development and is the founder of the Beginning Educator Support Team (BEST) program. Her research interests include language and literacy development and family literacy. Dr. Enz has co-authored Helping Young Children Learn Language and Literacy, 4^th ed. (2011) and Assessing Preschool Literacy Development (International Reading Association, 2009). She also served as the founding executive director for Educare Arizona.

Carol Vukelich is the L. Sandra and Bruce L. Hammonds Professor in Teacher Education, Director of the Delaware Center for Teacher Education, and Deputy Dean of the College of Education and Human Development at the University of Delaware. Her research and teaching interests include children’s early literacy development and teachers’ professional development, specifically coaching strategies. Dr. Vukelich has served as President of the Association for Childhood Education International and the International Reading Association’s Literacy Development in Young Children Special Interest Group. She was a founder of the Delaware Writing Project, and serves as one of its co-directors. In addition to this book, other books by Dr. Vukelich include Helping Young Children Learn Language and Literacy, 3rd ed. (2012); Building a Foundation for Preschool Literacy: Effective Instruction for Children’s Reading and Writing Development, 2nd ed., (2009); and Achieving EXCELLENCE in Preschool Literacy Instruction (edited with Laura M. Justice, 2008). She has served as a co-director of three Early Reading First projects.

Kathleen Roskos is a professor of educationat John Carroll University, where she teaches courses in reading assessment and instruction. Formerly an elementary classroom teacher, Dr. Roskos has served in a variety of educational roles, including director of federal programs in the public schools, department chair in higher education and Director of the Ohio Literacy Initiative at the Ohio Department of Education from 2000-2002. She has developed and coordinated numerous educational grants, most recently Early Reading First projects in Lorain, OH and Akron, OH. Dr. Roskos studies early literacy development, teacher learning and reading curriculum, and has published articles, chapters and books on these topics. Her current research examines the use of ebooks in early childhood literacy education. She was one of the lead writers of the 2010 Educator Professional Standards of the International Reading Association. Other recent books by Dr. Roskos include The Early Literacy Materials Selector (co-authored with Lisa Lenhart and Brandi Noll), Nurturing Knowledge (co-authored with Susan B. Neuman), and Designing Professional Development in Literacy (co-authored with Catherine Rosemary and Leslie Landreth).

Table of Contents

Preface

PART ONE: FOUNDATIONS

1. Foundations of Language and Literacy

Before Reading This Chapter, Think About . . .

Focus Questions

Language and Literacy: Definitions and Interrelationships

The Common Core State Standards

A Continuum of Instructional Approaches or “The Reading Wars”

A Comprehensive Literacy Instructional Program

Summary

Linking Knowledge to Practice

2. Oral Language Development

Before Reading This Chapter, Think About . . .

Focus Questions

Language Acquisition Theories

Linguistic Vocabulary Lesson

Observing the Development of Children’s Language

What Is Normal Language Development?

Factors Contributing to Variation in Rate of Language Acquisition

Family Focus: Developing Language Over Time

Summary

Linking Knowledge to Practice

3. Family Literacy

Before Reading This Chapter, Think About . . .

Focus Questions

Home Talk: A Natural Context for Learning and Using Language

Home Literacy Experiences

Family Focus: Parent Workshops

Case Studies

Summary

Linking Knowledge to Practice

4. Facilitating Oral Language Learning

Before Reading This Chapter, Think About . . .

Focus Questions

Explicit Vocabulary Instruction

Rich Classroom Language Experiences

Contexts That Encourage Language Use

Language-Centered Activities for Children

Promoting Oral Language in the Elementary Grades

Family Focus: Sharing the Fun and the Language Learning

Strategies for Teaching English Language Learners: Helping Children Develop Conversation and Academic Language Skills

Strategies for Children with Special Needs: Speech Delays

Summary

Linking Knowledge to Practice

PART TWO: EARLY LANGUAGE AND LITERACY INSTRUCTION

5. Emergent Literacy Strategies

Before Reading This Chapter, Think About . . .

Focus Questions

Print-Rich Classroom Environments

Sharing Books with Young Children

Shared Writing

Family Focus: Sharing Instructional Materials and Offering Guidance

Strategies for Teaching English Language Learners: Storybook Time

Strategies for Children with Special Needs: Reading Storybooks with Children with Disabilities

Summary

Linking Knowledge to Practice

6. Teaching Early Reading and Writing

Before Reading This Chapter, Think About . . .

Focus Questions

Early Reading Instruction

Early Writing Instruction

Family Focus: Creating a Book Nook and Author’s Corner

Strategies for Teaching English Language Learners: Modifying the Classroom Environment

Strategies for Children with Special Needs: On Your Mark, Get Set, Go

Summary

Linking Knowledge to Practice

7. Assessing Early Literacy: Finding Out What Young Children Know and Can Do

Before Reading This Chapter, Think About . . .

Focus Questions

Determining What Children Know and Can Do

Ongoing Assessment

On-Demand Assessment

Using Assessment Data to Plan Early Literacy Instruction

Family Focus: Sharing Assessment Results With Parents

Strategies for Teaching ELLs: Assessing English Language Learners’ Language and Literacy

Summary

Linking Knowledge to Practice

PART THREE: ELEMENTARY GRADE LITERACY INSTRUCTION

8. Beginning Reading Instruction: Helping Children Learn to Read

Before Reading This Chapter, Think About . . .

Focus Questions

Understanding the Reading Process

Overview of Beginning Reading Instruction

Elements of Beginning Reading Instruction

Strategies for Children with Special Needs

Summary

Linking Knowledge to Practice

9. Continuing Reading Instruction in Grades 3-5

Before Reading This Chapter, Think About . . .

Focus Questions

The Content of G3 — G5 Reading Instruction

Reading Development Ages 9 — 11

The Comprehension Process

Teaching Read-to-Learn Skills and Strategies

The Reading Program

The Reading Lesson

Monitoring Reading Progress

The Reading Lesson

Organizing for Reading Instruction

Strategies for Teaching English Language Learners

Summary

Linking Knowledge to Practice

10. Creating Writers: Teaching Children to Write Well

Before Reading This Chapter, Think About . . .

Focus Questions

The Essentials of Teaching Writing

Preparing the Classroom Environment

The Structure of the Teaching of Writing: The Components of Writing Workshop

Using Technology in the Teaching of Writing

The Explicit Teaching of Writing

Strategies for Teaching English Language Learners

Writing Instruction: Strategies for Children with Special Needs

Family Focus: Connecting Home and School

Summary

Linking Knowledge to Practice

11. Teaching the Mechanical Skills of Writing

Before Reading This Chapter, Think About . . .

Focus Questions

Spelling

Grammar

Capitalization and Punctuation

Handwriting

Strategies for Teaching English Language Learners

Family Focus: Helping Children With Spelling

Summary

Linking Knowledge to Practice

12. Assessment: Determining What Older Students Know and Can Do

Before Reading This Chapter, Think About . . .

Focus Questions

An Assessment System

High Stakes Assessment of Reading and Writing Achievement

Classroom —Based Assessment of Reading Performance

Assessing Students’ Writing Performance

Family Focus: Explaining Tests and Test Scores to Parents

Summary

Linking Knowledge to Practice

References

Author Index

Subject Index

Editorial Reviews

The text is thoughtfully designed and easy to navigate with useful and relevant information based on research.

From the Publisher