Teaching language and literacy: preschool through the elementary grades
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston ; Munich [u.a.]
Pearson A and B
c2007
|
| Edition: | 3. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references (p. 440-469) and indexes |
| Physical Description: | xvii, 478 S. Ill. 24 cm |
| ISBN: | 0205501753 |
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MARC
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| 100 | 1 | |a Christie, James F. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Teaching language and literacy |b preschool through the elementary grades |c James Christie ; Billie Jean Enz ; Carol Vukelich |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson A and B |c c2007 | |
| 300 | |a xvii, 478 S. |b Ill. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
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| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 440-469) and indexes | ||
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Language arts (Elementary) |v Case studies | |
| 650 | 4 | |a Language arts (Preschool) |v Case studies | |
| 650 | 4 | |a Curriculum planning | |
| 650 | 4 | |a Portfolios in education | |
| 650 | 4 | |a Education |x Parent participation | |
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Record in the Search Index
| _version_ | 1804135780649533440 |
|---|---|
| adam_text | CONTENTS
Preface
xi
Acknowledgments
xvi
CHAPTER ONE
Foundations of Language and Literacy
1
BEFORE READING THIS CHAPTER, THINK ABOUT
... 2
FOCUS QUESTIONS
3
NATIONAL LITERACY POLICIES AND INITIATIVES
4
The Standards Movement
5 /
No Child Left Behind Act
6
Reading First
6 /
Good Start, Grow Smart
8 /
Early Reading
First
11
USING SCIENTIFICALLY BASED READING RESEARCH TO MAKE
CURRICULAR
AND INSTRUCTIONAL DECISIONS
12
The National Reading Panel
13
A CONTINUUM OF INSTRUCTIONAL APPROACHES
14
Emergent Literacy Approach
14 /
Scientifically Based Reading Research
Approach
15 /
Blended Instruction: A Value-Added Approach
17
A BLENDED LITERACY INSTRUCTIONAL PROGRAM
21
Effective Teachers Provide Children with a Print-Rich Classroom Environment
22
Effective Teachers Demonstrate, Model, and Scaffold Instruction
22 /
Effective
Teachers Explicitly Teach Children Skills That Research Supports as Key Elements
of Reading, Writing, and Speaking
23 /
Effective Teachers Read to Children Daily
and Encourage Them to Read Books on Their Own
23 /
Effective Teachers Provide
Opportunities for Children to Collaborate and Help Each Other Learn about Language
and Literacy
24 /
Effective Teachers Provide Opportunities for Children to Use
Language and Literacy for Real Purposes and Audiences
26 /
Effective Teachers
Support Children s Experimentations with Print
26 /
Effective Teachers Use
Multiple Forms of Assessment to Find Out What Children Know and Can Do
27
Effective Teachers Respect and Make Accommodations for Children s Developmental,
Cultural, and Linguistic Diversity
28 /
Effective Teachers Recognize the Importance
of Reflecting on Their Instructional Decisions
30
SUMMARY
31
LINKING KNOWLEDGE TO PRACTICE
33
IV
CONTENTS
CHAPTER TWO
Oral Language Development
34
BEFORE READING THIS CHAPTER, THINK ABOUT
... 34
FOCUS QUESTIONS
35
LANGUAGE ACQUISITION THEORIES
35
Behaviorist
Perspective
36 /
Nativist Perspective
37 /
Social-Interactionist
Perspective
38 /
A Biological Perspective
39
LINGUISTIC VOCABULARY LESSON
42
Phonology
42 /
Morphology
43 /
Syntax
44 /
Semantics
45
Pragmatics
45
OBSERVING THE DEVELOPMENT OF CHILDREN S LANGUAGE
47
Birth to One Month
47 /
Two to Three Months
48 /
Four to Six Months
48
Six to Nine Months
49 /
Nine to Twelve Months
50 /
Twelve to Eighteen
Months
51 /
Eighteen to Twenty-four Months
52 /
Twenty-four to Thirty-six
Months
52 /
Three to Four Years
53 /
Four to Five Years
54 /
Six to Eight
Years
54
WHAT IS NORMAL LANGUAGE DEVELOPMENT?
56
FACTORS CONTRIBUTING TO VARIATION IN RATE OF LANGUAGE ACQUISITION
56
Gender Differences
58 /
Socioeconomic Level
59 /
Cultural Influences
59
Medical Concerns
60 /
Language Disorders
60
Disfluency
62 /
Pronunciation
62
SUMMARY
68
LINKING KNOWLEDGE TO PRACTICE
70
CHAPTER THREE
Facilitating Early Language Learning
71
BEFORE READING THIS CHAPTER, THINK ABOUT
... 71
FOCUS QUESTIONS
72
HOME TALK: A NATURAL CONTEXT FOR LEARNING AND USING LANGUAGE
72
Encouraging Personal Narratives
74 /
Reading Storybooks
76 /
Television
as a Language Tool
77
Time
79 /
Choosing Programming for Children
80 /
Active
Viewing
80
SCHOOL TALK: A STRUCTURED CONTEXT FOR LEARNING AND USING
LANGUAGE
81
CONTENTS
Teacher Discourse
81 /
Reciprocal Discussions and Conversations
83
Contexts for Encouraging Language for Children
85
Group Activities
85 /
Learning Centers
89 /
Dramatic Play
89
Play Settings
91 /
Time
93 /
Teacher Involvement
93
Language-Centered Activities for Children
94
Sharing
94 /
Storytelling
95 /
Language Play
96 /
Songs and Finger
Plays
97
CONTEXTS FOR ENCOURAGING LANGUAGE FOR OLDER CHILDREN
103
Cooperative Learning Groups
103 /
Dramatic Simulations
104
Movie, Video, Book, and Music Reviews
104
ASSESSMENT: FINDING OUT WHAT CHILDREN KNOW AND CAN DO
106
SUMMARY 111
LINKING KNOWLEDGE TO PRACTICE
112
CHAPTER FOUR
Building a Foundation for Literacy Learning
113
BEFORE READING THIS CHAPTER, THINK ABOUT
... 114
FOCUS QUESTIONS
114
HOME LITERACY EXPERIENCES
114
Access to Print and Books
115
Adult Demonstrations of Literacy Behavior
116 /
Supportive Adults
116
Independent Engagements with Literacy
116 /
Storybook Reading
122
FUNCTIONAL LITERACY ACTIVITIES
123
Bringing Environmental Print into the Classroom
123
EP Alphabet Chart
125 /
EP Folders
125 /
EP Walks
125
Individual EP Booklets
125 /
Literacy-Enriched Dramatic Play
126
Functional Print Connected with Classroom Activities
127
Labels
127 /
Lists
127 /
Directions
128 /
Schedules
128
Calendars
129 /
Messages
130 /
Sign-In and Sign-Up Lists
131
Inventory Lists
131
SHARING LITERATURE WITH CHILDREN
131
Selecting Good Books for Children
133 /
Classroom Library Centers
135
Books
136 /
Physical Characteristics
137
Classroom Lending Library
138 /
Effective Story-Reading Strategies
139
Adult Behaviors While Reading
140 /
Child Behaviors During
Reading
140 /
Cultural Variations in Story Reading
141
Classroom Read-Alouds
142 /
Shared Reading
145
VI
CONTENTS
LINKING LITERACY AND PLAY
149
Literacy-Enriched Dramatic Play Centers
150 /
Preparatory Experiences
152
Teacher Involvement in Play
154 /
Shared Enactments
156
Written Story to Dramatization
157 /
Dramatization to Written
Story
158
LANGUAGE EXPERIENCE APPROACH OR SHARED WRITING
158
Group Experience or Shared Writing Stories
159
Interactive Writing
161 /
Individual Language Experience Stories
162
Classroom Newspaper
163
SUMMARY
163
LINKING KNOWLEDGE TO PRACTICE
165
CHAPTER FIVE
Teaching Early Reading and Writing
166
BEFORE READING THIS CHAPTER, THINK ABOUT
... 167
FOCUS QUESTIONS
167
EARLY READING INSTRUCTION
168
Phonological and Phonemic Awareness
169 /
Alphabet Knowledge
173
Print Awareness
176 /
Word Recognition
177
KeyWords
178 /
Word Walls
180
Phonics
182 /
Writing Instruction
185 /
The Context for Writing: The Writing
Center
185
Gather the Needed Materials
186 /
Arrange the Materials
187
Computers and Word Processing
188 /
Teachers Role
189
The Writing Workshop
189
Focus Lessons
190 /
Writing Time
190 /
Group Share Time
191
Journals and Interactive Forms of Writing
193
Journals
193 /
Dialogue Writing
193 /
Pen Pals
196
Publishing Children s Writing
196 /
Handwriting
197
ASSESSMENT: DISCOVERING WHAT CHILDREN KNOW AND CAN DO
199
Checklists
199
Performance Sampling
200
SUMMARY
204
LINKING KNOWLEDGE TO PRACTICE
206
CONTENTS Vil
CHAPTER SIX
Reading: Expanding the Foundation for Ongoing Literacy
Learning
207
BEFORE READING THIS CHAPTER, THINK ABOUT
... 208
FOCUS QUESTIONS
208
UNDERSTANDING THE READING PROCESS
208
PSYCHOLOGICAL CONTRIBUTORS TO READING
210
Word Identification
210
Graphophonic Cues
211 /
Morphemic Analysis Cues
211 /
Context
Cues
213
Word Meaning
216 /
Connected Text
221
General Demands
221
CLASSROOM EVENTS
224
Determining a Schedule
228 /
Selecting and Using Materials
228 /
Considering
Reading Options
230 /
Providing Instruction
231 /
Assessing
232
ATTRIBUTES OF A SUCCESSFUL READING TEACHER
233
SUMMARY
236
LINKING KNOWLEDGE TO PRACTICE
237
CHAPTER SEVEN
Embedded within a Balanced Reading Program: Teaching
Meaning and Skills
238
BEFORE READING THIS CHAPTER, THINK ABOUT
... 240
FOCUS QUESTIONS
240
USING READING AND WRITING FOR LEARNING
240
LESSONS FROM AN EXPERIENCED SIXTH-GRADE TEACHER
259
Typical Monday and Tuesday Schedule
260
8:15-8:30 260 / 8:30-8:45 260 / 8:45-9:00 260 / 9:00-9:15 260
9:15-9:30 263 / 9:30-9:45 263 / 9:45-10:00 263 / 10:00-10:30 264
Typical Wednesday and Thursday Schedule
265
8:15-8:30 265 / 8:30-9:00 265 / 9:00-9:30 265 / 9:30-10:00 265
10:00-10:30 266
Vlil
CONTENTS
Typical Friday Schedule
266
8:15-8:30 266 / 8:30-9:00 266 / 9:00-10:30 266
SUMMARY
266
LINKING KNOWLEDGE TO PRACTICE
267
CHAPTER EIGHT
Teaching Writing the Workshop Way
268
SETTING THE MOOD/CREATING THE SETTING
268
BEFORE READING THIS CHAPTER, THINK ABOUT
... 269
FOCUS QUESTIONS
270
THE ESSENTIALS OF WRITING WORKSHOP
271
Children Need Time to Write
271 /
Children Need Regular Response to Their
Writing from the Teacher, Their Peers, and Others
271 /
Children Need to Publish
Their Writings
272 /
Children Need to Choose Most of the Topics They Write
About
272 /
Children Need to Hear Their Teachers Talk Through What They Are
Doing as They Write
275 /
Children Need to Maintain Collections of Their Work
to Create the Portrait of Their Writing History
276 /
Children Need Teachers Who
TEACH Writing, Not Just Make Writing Assignments
276
SETTING THE STAGE FOR WRITING
276
Gather the Needed Materials
276
Arrange the Materials
277
THE COMPONENTS OF THE WRITING WORKSHOP
280
Focus Lesson
280 /
Writing Time
280 /
Sharing
280 /
Focus
Lessons
281
Procedural Lessons
284 /
Crafts or Traits of Good Writing Lessons
286
Writing Process Lessons
289 /
Mechanical Skills Lessons
290
Status-of-the-Class Report
295
Writing Time
295
Teacher-Student Conferences
296 /
Peer Conferences
300 /
Using
Technology to Respond to Writers
302
Group Share Sessions
302
ASSESSMENT: DISCOVERING WHAT STUDENTS KNOW AND CAN DO
307
Using Writing Rubrics
308
LARGE-SCALE ASSESSMENTS
316
SUMMARY
320
LINKING KNOWLEDGE TO PRACTICE
322
CONTENTS
IX
CHAPTER NINE
Embedded within Writing Workshop: Teaching Skills and
Meeting Special Needs
323
BEFORE READING THIS CHAPTER, THINK ABOUT
... 324
FOCUS QUESTIONS
324
THE MECHANICAL SKILLS OF WRITING
324
Spelling
326
How Children Learn to Spell
327 /
Helping Children Become Better
Spellers
329 /
Explicit Instruction Once Students Become Fluent Writers
335
Grammar
337 /
Capitalization and Punctuation
341 /
Handwriting
342
Manuscript or Cursive Style?
343 /
Vertical or Slanted Form?
343
Teaching Students How to Form Letters
345 /
Left-Handed Writers
346
SPECIAL POPULATIONS
348
Bilingual and Second-Language Learners
348 /
Children with Special Needs
354
SUMMARY
359
LINKING
KNO
WLEDG
E
TO PRACTICE
361
CHAPTER TEN
Assessment: Determining What Children Know
and Can Do
362
BEFORE READING THIS CHAPTER, THINK ABOUT
... 362
FOCUS QUESTIONS
363
WHAT IS IMPORTANT FOR TEACHERS TO KNOW ABOUT CHILDREN S LITERACY
DEVELOPMENT?
363
ONGOING ASSESSMENT
366
Information-Gathering Tools
368
Anecdotal records
368 /
Vignettes or Teacher Reflections
370
Checklists
371 /
Conferencing or Interviewing
371 /
Video and Audio
Recordings
372 /
Running Records
372 /
Products or Work Samples
373
Creating Portfolios: Working and Showcase
377
Selecting Artifacts for Inclusion
377 /
Sharing Information on Artifact
Selection for Showcase Portfolios
378 /
Frequency of Artifact Selection for
Showcase Portfolios
378 /
Sharing Portfolios with Others
378 /
Sharing
with Peers
379 /
Sharing with Parents
381 /
Sharing with School
Administrators
382
X
CONTENTS
DOING ONGOING ASSESSMENT
384
ON-DEMAND ASSESSMENT
385
STANDARDIZED TESTS
386
Preparing Students for On-Demand Assessments
391
Reconsidering Teaching Practices
395
SUMMARY
396
LINKING KNOWLEDGE TO PRACTICE
397
CHAPTER ELEVEN
Parents As Partners in Literacy Education
398
BEFORE READING THIS CHAPTER, THINK ABOUT
... 398
FOCUS QUESTIONS
399
WHAT ROLES DO FAMILIES PLAY?
399
Reading and Writing Acquisition
400 /
Dilemmas Facing Modern Families
405
HELPING PARENTS AND PRIMARY CAREGIVERS BECOME EFFECTIVE
FIRST TEACHERS
406
Personal Interactions
406
Home Visits
407 /
Parent Workshops
407 /
Phone Calls
412
Parent-Teacher Conferences
412 /
Progress Review Conference
412
Student-Parent-Teacher Conferences
417 /
Student-Led Conference
419
Specific Problem Conference
419 /
Sibby
419 /
Steven
421
Classroom Instructional Publications
422
Informal Weekly Notes
422 /
News Flashes
423 /
Monthly
Newsletters
425 /
Dear Teacher Letters
425 /
Family Focus
428
Student-Authored Newsletters
429
TEACHERS AND SCHOOLS AS PROFESSIONAL RESOURCES
430
Sharing Instructional Materials and Offering Guidance
431
Classroom Lending Library
431 /
Writing Briefcase
432 /
Book
Bags
432 /
Videotape
433
Schools as Community Resources
434 /
Teacher as Community Contact
434
VIP
Program
434 /
Business Adoption Programs
434 /
Community
Tutors
435 /
Buddy Reading Programs
436
SUMMARY
437
LINKING KNOWLEDGE TO PRACTICE
438
REFERENCES
440
AUTHOR INDEX
471
SUBJECT INDEX
476
|
| adam_txt |
CONTENTS
Preface
xi
Acknowledgments
xvi
CHAPTER ONE
Foundations of Language and Literacy
1
BEFORE READING THIS CHAPTER, THINK ABOUT
. 2
FOCUS QUESTIONS
3
NATIONAL LITERACY POLICIES AND INITIATIVES
4
The Standards Movement
5 /
No Child Left Behind Act
6
Reading First
6 /
Good Start, Grow Smart
8 /
Early Reading
First
11
USING SCIENTIFICALLY BASED READING RESEARCH TO MAKE
CURRICULAR
AND INSTRUCTIONAL DECISIONS
12
The National Reading Panel
13
A CONTINUUM OF INSTRUCTIONAL APPROACHES
14
Emergent Literacy Approach
14 /
Scientifically Based Reading Research
Approach
15 /
Blended Instruction: A "Value-Added" Approach
17
A BLENDED LITERACY INSTRUCTIONAL PROGRAM
21
Effective Teachers Provide Children with a Print-Rich Classroom Environment
22
Effective Teachers Demonstrate, Model, and Scaffold Instruction
22 /
Effective
Teachers Explicitly Teach Children Skills That Research Supports as Key Elements
of Reading, Writing, and Speaking
23 /
Effective Teachers Read to Children Daily
and Encourage Them to Read Books on Their Own
23 /
Effective Teachers Provide
Opportunities for Children to Collaborate and Help Each Other Learn about Language
and Literacy
24 /
Effective Teachers Provide Opportunities for Children to Use
Language and Literacy for Real Purposes and Audiences
26 /
Effective Teachers
Support Children's Experimentations with Print
26 /
Effective Teachers Use
Multiple Forms of Assessment to Find Out What Children Know and Can Do
27
Effective Teachers Respect and Make Accommodations for Children's Developmental,
Cultural, and Linguistic Diversity
28 /
Effective Teachers Recognize the Importance
of Reflecting on Their Instructional Decisions
30
SUMMARY
31
LINKING KNOWLEDGE TO PRACTICE
33
IV
CONTENTS
CHAPTER TWO
Oral Language Development
34
BEFORE READING THIS CHAPTER, THINK ABOUT
. 34
FOCUS QUESTIONS
35
LANGUAGE ACQUISITION THEORIES
35
Behaviorist
Perspective
36 /
Nativist Perspective
37 /
Social-Interactionist
Perspective
38 /
A Biological Perspective
39
LINGUISTIC VOCABULARY LESSON
42
Phonology
42 /
Morphology
43 /
Syntax
44 /
Semantics
45
Pragmatics
45
OBSERVING THE DEVELOPMENT OF CHILDREN'S LANGUAGE
47
Birth to One Month
47 /
Two to Three Months
48 /
Four to Six Months
48
Six to Nine Months
49 /
Nine to Twelve Months
50 /
Twelve to Eighteen
Months
51 /
Eighteen to Twenty-four Months
52 /
Twenty-four to Thirty-six
Months
52 /
Three to Four Years
53 /
Four to Five Years
54 /
Six to Eight
Years
54
WHAT IS NORMAL LANGUAGE DEVELOPMENT?
56
FACTORS CONTRIBUTING TO VARIATION IN RATE OF LANGUAGE ACQUISITION
56
Gender Differences
58 /
Socioeconomic Level
59 /
Cultural Influences
59
Medical Concerns
60 /
Language Disorders
60
Disfluency
62 /
Pronunciation
62
SUMMARY
68
LINKING KNOWLEDGE TO PRACTICE
70
CHAPTER THREE
Facilitating Early Language Learning
71
BEFORE READING THIS CHAPTER, THINK ABOUT
. 71
FOCUS QUESTIONS
72
HOME TALK: A NATURAL CONTEXT FOR LEARNING AND USING LANGUAGE
72
Encouraging Personal Narratives
74 /
Reading Storybooks
76 /
Television
as a Language Tool
77
Time
79 /
Choosing Programming for Children
80 /
Active
Viewing
80
SCHOOL TALK: A STRUCTURED CONTEXT FOR LEARNING AND USING
LANGUAGE
81
CONTENTS
Teacher Discourse
81 /
Reciprocal Discussions and Conversations
83
Contexts for Encouraging Language for Children
85
Group Activities
85 /
Learning Centers
89 /
Dramatic Play
89
Play Settings
91 /
Time
93 /
Teacher Involvement
93
Language-Centered Activities for Children
94
Sharing
94 /
Storytelling
95 /
Language Play
96 /
Songs and Finger
Plays
97
CONTEXTS FOR ENCOURAGING LANGUAGE FOR OLDER CHILDREN
103
Cooperative Learning Groups
103 /
Dramatic Simulations
104
Movie, Video, Book, and Music Reviews
104
ASSESSMENT: FINDING OUT WHAT CHILDREN KNOW AND CAN DO
106
SUMMARY 111
LINKING KNOWLEDGE TO PRACTICE
112
CHAPTER FOUR
Building a Foundation for Literacy Learning
113
BEFORE READING THIS CHAPTER, THINK ABOUT
. 114
FOCUS QUESTIONS
114
HOME LITERACY EXPERIENCES
114
Access to Print and Books
115
Adult Demonstrations of Literacy Behavior
116 /
Supportive Adults
116
Independent Engagements with Literacy
116 /
Storybook Reading
122
FUNCTIONAL LITERACY ACTIVITIES
123
Bringing Environmental Print into the Classroom
123
EP Alphabet Chart
125 /
EP Folders
125 /
EP Walks
125
Individual EP Booklets
125 /
Literacy-Enriched Dramatic Play
126
Functional Print Connected with Classroom Activities
127
Labels
127 /
Lists
127 /
Directions
128 /
Schedules
128
Calendars
129 /
Messages
130 /
Sign-In and Sign-Up Lists
131
Inventory Lists
131
SHARING LITERATURE WITH CHILDREN
131
Selecting Good Books for Children
133 /
Classroom Library Centers
135
Books
136 /
Physical Characteristics
137
Classroom Lending Library
138 /
Effective Story-Reading Strategies
139
Adult Behaviors While Reading
140 /
Child Behaviors During
Reading
140 /
Cultural Variations in Story Reading
141
Classroom Read-Alouds
142 /
Shared Reading
145
VI
CONTENTS
LINKING LITERACY AND PLAY
149
Literacy-Enriched Dramatic Play Centers
150 /
Preparatory Experiences
152
Teacher Involvement in Play
154 /
Shared Enactments
156
Written Story to Dramatization
157 /
Dramatization to Written
Story
158
LANGUAGE EXPERIENCE APPROACH OR SHARED WRITING
158
Group Experience or Shared Writing Stories
159
Interactive Writing
161 /
Individual Language Experience Stories
162
Classroom Newspaper
163
SUMMARY
163
LINKING KNOWLEDGE TO PRACTICE
165
CHAPTER FIVE
Teaching Early Reading and Writing
166
BEFORE READING THIS CHAPTER, THINK ABOUT
. 167
FOCUS QUESTIONS
167
EARLY READING INSTRUCTION
168
Phonological and Phonemic Awareness
169 /
Alphabet Knowledge
173
Print Awareness
176 /
Word Recognition
177
KeyWords
178 /
Word Walls
180
Phonics
182 /
Writing Instruction
185 /
The Context for Writing: The Writing
Center
185
Gather the Needed Materials
186 /
Arrange the Materials
187
Computers and Word Processing
188 /
Teachers' Role
189
The Writing Workshop
189
Focus Lessons
190 /
Writing Time
190 /
Group Share Time
191
Journals and Interactive Forms of Writing
193
Journals
193 /
Dialogue Writing
193 /
Pen Pals
196
Publishing Children's Writing
196 /
Handwriting
197
ASSESSMENT: DISCOVERING WHAT CHILDREN KNOW AND CAN DO
199
Checklists
199
Performance Sampling
200
SUMMARY
204
LINKING KNOWLEDGE TO PRACTICE
206
CONTENTS Vil
CHAPTER SIX
Reading: Expanding the Foundation for Ongoing Literacy
Learning
207
BEFORE READING THIS CHAPTER, THINK ABOUT
. 208
FOCUS QUESTIONS
208
UNDERSTANDING THE READING PROCESS
208
PSYCHOLOGICAL CONTRIBUTORS TO READING
210
Word Identification
210
Graphophonic Cues
211 /
Morphemic Analysis Cues
211 /
Context
Cues
213
Word Meaning
216 /
Connected Text
221
General Demands
221
CLASSROOM EVENTS
224
Determining a Schedule
228 /
Selecting and Using Materials
228 /
Considering
Reading Options
230 /
Providing Instruction
231 /
Assessing
232
ATTRIBUTES OF A SUCCESSFUL READING TEACHER
233
SUMMARY
236
LINKING KNOWLEDGE TO PRACTICE
237
CHAPTER SEVEN
Embedded within a Balanced Reading Program: Teaching
Meaning and Skills
238
BEFORE READING THIS CHAPTER, THINK ABOUT
. 240
FOCUS QUESTIONS
240
USING READING AND WRITING FOR LEARNING
240
LESSONS FROM AN EXPERIENCED SIXTH-GRADE TEACHER
259
Typical Monday and Tuesday Schedule
260
8:15-8:30 260 / 8:30-8:45 260 / 8:45-9:00 260 / 9:00-9:15 260
9:15-9:30 263 / 9:30-9:45 263 / 9:45-10:00 263 / 10:00-10:30 264
Typical Wednesday and Thursday Schedule
265
8:15-8:30 265 / 8:30-9:00 265 / 9:00-9:30 265 / 9:30-10:00 265
10:00-10:30 266
Vlil
CONTENTS
Typical Friday Schedule
266
8:15-8:30 266 / 8:30-9:00 266 / 9:00-10:30 266
SUMMARY
266
LINKING KNOWLEDGE TO PRACTICE
267
CHAPTER EIGHT
Teaching Writing the Workshop Way
268
SETTING THE MOOD/CREATING THE SETTING
268
BEFORE READING THIS CHAPTER, THINK ABOUT
. 269
FOCUS QUESTIONS
270
THE ESSENTIALS OF WRITING WORKSHOP
271
Children Need Time to Write
271 /
Children Need Regular Response to Their
Writing from the Teacher, Their Peers, and Others
271 /
Children Need to Publish
Their Writings
272 /
Children Need to Choose Most of the Topics They Write
About
272 /
Children Need to Hear Their Teachers Talk Through What They Are
Doing as They Write
275 /
Children Need to Maintain Collections of Their Work
to Create the Portrait of Their Writing History
276 /
Children Need Teachers Who
TEACH Writing, Not Just Make Writing Assignments
276
SETTING THE STAGE FOR WRITING
276
Gather the Needed Materials
276
Arrange the Materials
277
THE COMPONENTS OF THE WRITING WORKSHOP
280
Focus Lesson
280 /
Writing Time
280 /
Sharing
280 /
Focus
Lessons
281
Procedural Lessons
284 /
Crafts or Traits of Good Writing Lessons
286
Writing Process Lessons
289 /
Mechanical Skills Lessons
290
Status-of-the-Class Report
295
Writing Time
295
Teacher-Student Conferences
296 /
Peer Conferences
300 /
Using
Technology to Respond to Writers
302
Group Share Sessions
302
ASSESSMENT: DISCOVERING WHAT STUDENTS KNOW AND CAN DO
307
Using Writing Rubrics
308
LARGE-SCALE ASSESSMENTS
316
SUMMARY
320
LINKING KNOWLEDGE TO PRACTICE
322
CONTENTS
IX
CHAPTER NINE
Embedded within Writing Workshop: Teaching Skills and
Meeting Special Needs
323
BEFORE READING THIS CHAPTER, THINK ABOUT
. 324
FOCUS QUESTIONS
324
THE MECHANICAL SKILLS OF WRITING
324
Spelling
326
How Children Learn to Spell
327 /
Helping Children Become Better
Spellers
329 /
Explicit Instruction Once Students Become Fluent Writers
335
Grammar
337 /
Capitalization and Punctuation
341 /
Handwriting
342
Manuscript or Cursive Style?
343 /
Vertical or Slanted Form?
343
Teaching Students How to Form Letters
345 /
Left-Handed Writers
346
SPECIAL POPULATIONS
348
Bilingual and Second-Language Learners
348 /
Children with Special Needs
354
SUMMARY
359
LINKING
KNO
WLEDG
E
TO PRACTICE
361
CHAPTER TEN
Assessment: Determining What Children Know
and Can Do
362
BEFORE READING THIS CHAPTER, THINK ABOUT
. 362
FOCUS QUESTIONS
363
WHAT IS IMPORTANT FOR TEACHERS TO KNOW ABOUT CHILDREN'S LITERACY
DEVELOPMENT?
363
ONGOING ASSESSMENT
366
Information-Gathering Tools
368
Anecdotal records
368 /
Vignettes or Teacher Reflections
370
Checklists
371 /
Conferencing or Interviewing
371 /
Video and Audio
Recordings
372 /
Running Records
372 /
Products or Work Samples
373
Creating Portfolios: Working and Showcase
377
Selecting Artifacts for Inclusion
377 /
Sharing Information on Artifact
Selection for Showcase Portfolios
378 /
Frequency of Artifact Selection for
Showcase Portfolios
378 /
Sharing Portfolios with Others
378 /
Sharing
with Peers
379 /
Sharing with Parents
381 /
Sharing with School
Administrators
382
X
CONTENTS
DOING ONGOING ASSESSMENT
384
ON-DEMAND ASSESSMENT
385
STANDARDIZED TESTS
386
Preparing Students for On-Demand Assessments
391
Reconsidering Teaching Practices
395
SUMMARY
396
LINKING KNOWLEDGE TO PRACTICE
397
CHAPTER ELEVEN
Parents As Partners in Literacy Education
398
BEFORE READING THIS CHAPTER, THINK ABOUT
. 398
FOCUS QUESTIONS
399
WHAT ROLES DO FAMILIES PLAY?
399
Reading and Writing Acquisition
400 /
Dilemmas Facing Modern Families
405
HELPING PARENTS AND PRIMARY CAREGIVERS BECOME EFFECTIVE
FIRST TEACHERS
406
Personal Interactions
406
Home Visits
407 /
Parent Workshops
407 /
Phone Calls
412
Parent-Teacher Conferences
412 /
Progress Review Conference
412
Student-Parent-Teacher Conferences
417 /
Student-Led Conference
419
Specific Problem Conference
419 /
Sibby
419 /
Steven
421
Classroom Instructional Publications
422
Informal Weekly Notes
422 /
News Flashes
423 /
Monthly
Newsletters
425 /
Dear Teacher Letters
425 /
Family Focus
428
Student-Authored Newsletters
429
TEACHERS AND SCHOOLS AS PROFESSIONAL RESOURCES
430
Sharing Instructional Materials and Offering Guidance
431
Classroom Lending Library
431 /
Writing Briefcase
432 /
Book
Bags
432 /
Videotape
433
Schools as Community Resources
434 /
Teacher as Community Contact
434
VIP
Program
434 /
Business Adoption Programs
434 /
Community
Tutors
435 /
Buddy Reading Programs
436
SUMMARY
437
LINKING KNOWLEDGE TO PRACTICE
438
REFERENCES
440
AUTHOR INDEX
471
SUBJECT INDEX
476 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Christie, James F. Enz, Billie Vukelich, Carol |
| author_GND | (DE-588)138426546 |
| author_facet | Christie, James F. Enz, Billie Vukelich, Carol |
| author_role | aut aut aut |
| author_sort | Christie, James F. |
| author_variant | j f c jf jfc b e be c v cv |
| building | Verbundindex |
| bvnumber | BV021870376 |
| callnumber-first | L - Education |
| callnumber-label | LB1576 |
| callnumber-raw | LB1576 |
| callnumber-search | LB1576 |
| callnumber-sort | LB 41576 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | DP 4000 |
| ctrlnum | (OCoLC)67393023 (DE-599)BVBBV021870376 |
| dewey-full | 372.6 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.6 |
| dewey-search | 372.6 |
| dewey-sort | 3372.6 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 3. ed. |
| format | Book |
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| genre_facet | Fallstudiensammlung |
| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV021870376 |
| illustrated | Illustrated |
| index_date | 2024-07-02T16:01:34Z |
| indexdate | 2024-07-09T20:45:57Z |
| institution | BVB |
| isbn | 0205501753 |
| language | English |
| lccn | 2006045396 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-015056483 |
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| physical | xvii, 478 S. Ill. 24 cm |
| publishDate | 2007 |
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| publisher | Pearson A and B |
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| spelling | Christie, James F. Verfasser aut Teaching language and literacy preschool through the elementary grades James Christie ; Billie Jean Enz ; Carol Vukelich 3. ed. Boston ; Munich [u.a.] Pearson A and B c2007 xvii, 478 S. Ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 440-469) and indexes Erziehung Language arts (Elementary) Case studies Language arts (Preschool) Case studies Curriculum planning Portfolios in education Education Parent participation Vorschulerziehung (DE-588)4064016-4 gnd rswk-swf Frühlesen (DE-588)4155543-0 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf Grundschulunterricht (DE-588)4022354-1 gnd rswk-swf Leseunterricht (DE-588)4035448-9 gnd rswk-swf Eltern (DE-588)4014516-5 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4522595-3 Fallstudiensammlung gnd-content Vorschulerziehung (DE-588)4064016-4 s Grundschulunterricht (DE-588)4022354-1 s Schreib- und Lesefähigkeit (DE-588)4481193-7 s Eltern (DE-588)4014516-5 s DE-604 USA (DE-588)4078704-7 g Leseunterricht (DE-588)4035448-9 s Grundschule (DE-588)4022349-8 s 1\p DE-604 Frühlesen (DE-588)4155543-0 s 2\p DE-604 Enz, Billie Verfasser (DE-588)138426546 aut Vukelich, Carol Verfasser aut Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015056483&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Christie, James F. Enz, Billie Vukelich, Carol Teaching language and literacy preschool through the elementary grades Erziehung Language arts (Elementary) Case studies Language arts (Preschool) Case studies Curriculum planning Portfolios in education Education Parent participation Vorschulerziehung (DE-588)4064016-4 gnd Frühlesen (DE-588)4155543-0 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschule (DE-588)4022349-8 gnd Grundschulunterricht (DE-588)4022354-1 gnd Leseunterricht (DE-588)4035448-9 gnd Eltern (DE-588)4014516-5 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4155543-0 (DE-588)4481193-7 (DE-588)4022349-8 (DE-588)4022354-1 (DE-588)4035448-9 (DE-588)4014516-5 (DE-588)4078704-7 (DE-588)4522595-3 |
| title | Teaching language and literacy preschool through the elementary grades |
| title_auth | Teaching language and literacy preschool through the elementary grades |
| title_exact_search | Teaching language and literacy preschool through the elementary grades |
| title_exact_search_txtP | Teaching language and literacy preschool through the elementary grades |
| title_full | Teaching language and literacy preschool through the elementary grades James Christie ; Billie Jean Enz ; Carol Vukelich |
| title_fullStr | Teaching language and literacy preschool through the elementary grades James Christie ; Billie Jean Enz ; Carol Vukelich |
| title_full_unstemmed | Teaching language and literacy preschool through the elementary grades James Christie ; Billie Jean Enz ; Carol Vukelich |
| title_short | Teaching language and literacy |
| title_sort | teaching language and literacy preschool through the elementary grades |
| title_sub | preschool through the elementary grades |
| topic | Erziehung Language arts (Elementary) Case studies Language arts (Preschool) Case studies Curriculum planning Portfolios in education Education Parent participation Vorschulerziehung (DE-588)4064016-4 gnd Frühlesen (DE-588)4155543-0 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd Grundschule (DE-588)4022349-8 gnd Grundschulunterricht (DE-588)4022354-1 gnd Leseunterricht (DE-588)4035448-9 gnd Eltern (DE-588)4014516-5 gnd |
| topic_facet | Erziehung Language arts (Elementary) Case studies Language arts (Preschool) Case studies Curriculum planning Portfolios in education Education Parent participation Vorschulerziehung Frühlesen Schreib- und Lesefähigkeit Grundschule Grundschulunterricht Leseunterricht Eltern USA Fallstudiensammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015056483&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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