Helping young children learn language and literacy: birth through kindergarten
Gespeichert in:
| Beteiligte Personen: | , , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 3. ed. |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024794608&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XXI, 264 S. Ill. |
| ISBN: | 0132316366 9780132316361 |
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| 245 | 1 | 0 | |a Helping young children learn language and literacy |b birth through kindergarten |c Carol Vukelich, James Christie, Billie Enz |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
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CONTENTS
PREFACE XV
CHAPTER 1 FOUNDATIONSOF LANGUAGE AND LITERACY 1
BEFORE READING THIS CHAPTER, THINK ABOUT. . . 1 * FOCUS QUESTIONS 1
LANGUAGE AND LITERACY: DEFINITIONS AND INTERRELATIONSHIPS 2
A CONTINUUM OF INSTRUCTIONAL APPROACHES 3 EMERGENT LITERACY APPROACH 3
SCIENTIFICALLY BASED READING RESEARCH APPROACH 4
BLENDED INSTRUCTION: A YALUE-ADDED APPROACH 5
A BLENDED LITERACY INSTRUCTIONAL PROGRAM 8
EFFECTIVE EARLY CHILDHOOD TEACHERS PROVIDE CHILDREN WITH A PRINT-RICH
CLASSROOM ENVIRONMENT 8
EFFECTIVE TEACHERS DEMONSTRATE AND MODEL LITERACY EVENTS 8
EFFECTIVE TEACHERS EXPLICITLY TEACH CHILDREN SKILLS THAT RESEARCH
SUPPORTS AS KEY ELEMENTS OF READING, WRITING, AND SPEAKING 8
EFFECTIVE EARLY CHILDHOOD TEACHERS PROVIDE OPPORTUNITIES FOR CHILDREN TO
WORK AND PLAY TOGETHER IN LITERACY-ENRICHED ENVIRONMENTS 9
EFFECTIVE EARLY CHILDHOOD TEACHERS LINK LITERACY AND PLAY 9
EFFECTIVE EARLY CHILDHOOD TEACHERS ENCOURAGE CHILDREN TO EXPERIMENT WITH
EMERGENT FORMS OF READING AND WRITING 10
EFFECTIVE EARLY CHILDHOOD TEACHERS PROVIDE OPPORTUNITIES FOR CHILDREN TO
USE LANGUAGE AND LITERACY FOR REAL PURPOSES AND AUDIENCES 10
EFFECTIVE EARLY CHILDHOOD TEACHERS MAKE USE OF EVERYDAY ACTIVITIES TO
DEMONSTRATE THE MANY PURPOSES OF READING AND WRITING 11
EFFECTIVE EARLY CHILDHOOD TEACHERS READ TO CHILDREN DAILY AND ENCOURAGE
THEM TO READ FAMILIAR BOOKS ON THEIR OWN 11
EFFECTIVE EARLY CHILDHOOD TEACHERS KNOW THE NATION S AND THEIR STATE S
BIRTH TO KINDERGARTEN STANDARDS AND PROVIDE INSTRUCTION LINKED TO THESE
STANDARDS 11
EFFECTIVE EARLY CHILDHOOD TEACHERS USE MULTIPLE FORMS OF ASSESSMENT TO
FIND OUT WHAT CHILDREN KNOW AND CAN DO 12
EFFECTIVE EARLY CHILDHOOD TEACHERS RESPECT AND MAKE ACCOMMODATIONS FOR
CHILDREN S DEVELOPMENTAL, CULTURAL, AND LINGUISTIC DIVERSITY 13
EFFECTIVE EARLY CHILDHOOD TEACHERS RECOGNIZE THE IMPORTANCE OF
REFLECTING ON THEIR INSTRUCTIONAL DECISIONS 13
EFFECTIVE EARLY CHILDHOOD TEACHERS BUILD PARTNERSHIPS WITH FAMILIES 14
VII
IMAGE 2
17
VIII * CONTENTS
SUMMARY 14
* LINKING KNOWLEDGE TO PRACTICE 15
CHAPTER 2 ORALLANGUAGE DEVELOPMENT
* BEFORE READING THIS CHAPTER, THINK ABOUT. . . 17
* FOCUS QUESTIONS 18
PERSPECTIVES ON CHILDREN S LANGUAGE ACQUISITION 18
BEHAVIORIST PERSPECTIVE 19 NATIVIST PERSPECTIVE 19 SOCIAL-INTERACTIONIST
PERSPECTIVE 21 NEUROBIOLOGICAL PERSPECTIVE 21
LINGUISTIC VOCABULARY LESSON 23
PHONOLOGY 23
MORPHOLOGY 24
SYNTAX 24
SEMANTICS 25
PRAGMATICS 25
OBSERVING THE DEVELOPMENT OF CHILDREN S LANGUAGE 27
BIRTH TO ONE MONTH 27
TWO TO THREE MONTHS 28
FOUR TO SIX MONTHS 28
SIX TO NINE MONTHS 29
NINE TO TWELVE MONTHS 30
TWELVE TO EIGHTEEN MONTHS 30
EIGHTEEN TO TWENTY-FOUR MONTHS 30
TWENTY-FOUR TO THIRTY-SIX MONTHS 31
THREE TO FIVE YEARS 32
WHAT IS NORMAL LANGUAGE DEVELOPMENT? 32
FACTORS CONTRIBUTING TO VARIATIONS IN RATE OF LANGUAGE ACQUISITION 36
GENDER DIFFERENCES 36 SOCIOECONOMIC LEVEL 36
CULTURAL INFLUENCES 37
MEDICAL CONCEMS 37
CONGENITAL LANGUAGE DISORDERS 39
O/SFLUENCY 39 PRONUNCIA TLON 39
FAMILY FOCUS: DEVELOPING LANGUAGE OVER TIME 39
STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS: LEARNING TWO
LANGUAGES BY LUISA ARAUJO 40 SUMMARY 43
* LINKING KNOWLEDGE TO PRACTICE 44
IMAGE 3
CONTENTS * IX
CHAPTER 3 FAMILY LITERACY AND LANGUAGE DEVELOPMENT
* BEFORE READING THIS CHAPTER, THINK ABOUT . . . 47
* FOCUS QUESTIONS 47
HORNELITERAEY EXPERIENEES 47
ACCESS TO PRINT AND BOOKS 48 ADULT DEMONSTRATIONS OF LITERACY BEHAVIOR
48
SUPPORTIVE ADULTS 48
INDEPENDENT ENGAGEMENTS WITH LITERACY 48
STORYBOOK READING 49
CASE STUDIES 51
TIFFANY 51
ALICIA 54
ALICIA S EARLY LITERAEY DEVELOPMENT IN SPANISH 55
ALLCLA S LLTERACY DEVELOPMENT IN KINDERGARTEN 55 WRITING 56
READING 56
HORNETALK: A NATURAL CONTEXT FOR LEARNING AND USING LANGUAGE 58
ENEOURAGING PERSONAL NARRATIVES 60 READING STORYBOOKS 60 FAMILY FOEUS:
PARENT WORKSHOPS 64 SUMMARY 68 * LINKING KNOWLEDGE TO PRACTICE 70
46
CHAPTER 4 ORGANIZING EARLY LANGUAGE AND LITERACY INSTRUCTION 71 * BEFORE
READING THIS CHAPTER, THINK ABOUT . . . 71
* FOCUS QUESTIONS 72
WHY CLASSROOM ENVIRONMENTS ARE IMPORTANT 72
DESIGNING A PRINT-RIEH CLASSROOM ENVIRONMENT 73
THE CLASSROOM LIBRARY CENTER 74 BOOKS 74
PHYSICAL CHARACTERISTICS 75
THE WRITING CENTER 77
GA THER THE NEEDED MA TERIALS 77 ARRANGE THE MA TERIALS 78
COMPUTERS AND WORD PROCESSING 78
WRITING MA TERIALSIN OTHER CENTERS 79
LITERACY-ENRICHED PLAY CENTERS 80
ENVIRONMENTAL PRINT AND FUNCTIONAL PRINT 83 ENVIRONMENTAL PRINT 83
FUNCTLONAL PRINT 84
ORGANIZING THE CLASSROOM S DAILY SEHEDULE: USING TIME WISELY 88
WH AT HAPPENS DURING WHOLE-GROUP TIME? 90
IMAGE 4
103
105
X * CONTENTS
WHAT HAPPENS DURING SMALL-GROUP ACTIVITY TIME? 90
WHAT HAPPENS DURING CENTER OR ACTIVITY TIME? 91
TRANSITIONS 92
STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS: MODIFYING THE
CLASSROOM ENVIRONMENT BY MYAE HAN 93 STRATEGIES FOR CHILDREN WITH
SPECIAL NEEDS: ADJUSTING THE DAILY SCHEDULE BY KAREN BURSTEIN AND TANIS
BRYAN 93
SUMMARY 94
* LINKING KNOWLEDGE TO PRACTICE 95
CHAPTER 5 FACILITATING EARLY LANGUAGE LEARNING
* BEFORE READING THIS CHAPTER, THINK ABOUT. . . 98
* FOCUS QUESTIONS 99
EXPLICIT VOCABULARY INSTRUCTION 99
TEACHER DISCOURSE 102 RECIPROCAL DISCUSSIONS AND CONVERSATIONS
CONTEXTS THAT ENCOURAGE LANGUAGE USE GROUP ACTIVITIES 705 LEARNING
CENTERS 706
DRAMATIC PLAY 707
LANGUAGE-CENTERED ACTIVITIES FOR CHI1DREN 109
SHARING 709
STORYTELLING 770
LANGUAGE PLAY 777
SONGS AND FINGER PLAYS 772
STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS: HELPING CHILDREN
DEVELOP CONVERSATIONAL AND ACADEMIC LANGUAGE SKILLS BY LUISA ARAUJO 113
STRATEGIES FOR TEACHING CHILDREN WITH SPECIAL NEEDS: SPEECH DELAYS BY
KAREN BURSTEIN AND TANIS BRYAN 114 FAMILY FOCUS: SHARING THE FUN AND
LANGUAGE LEARNING 115 SUMMARY 117
* LINKING KNOWLEDGE TO PRACTICE 118
97
CHAPTER 6 SHARING COOD BOOKS WITH YOUNG CHILDREN * BEFORE READING THIS
CHAPTER, THINK ABOUT. . . 121
* FOCUS QUESTIONS 121
THE SELECTION OF BOOKS TO SHARE WITH YOUNG CHILDREN 121
SHARING LITERATURE WITH CHILDREN 125 EFFECTIVE STORY-READING STRATEGIES
125 ADUL T BEHAVIORS WHILE READING 725
CHILD BEHAVIORS DURING READING 727
CULTURAL VARIATIONS IN STORY READING 727
119
IMAGE 5
CONTENTS * XI
CLASSROOM READ-ALOUDS 127 SHARED B/G-BOOK READ/NG 134
EXTENDING LITERATURE 136
CREAT/VE DRAMAT/CS 136
PUPPETS 137
FELTOR FLANNEL BOARDS AND CHARACTERS 137
STORY DRAMA 137
COOK/NG 139
ART PROJECTS 139
WRITING 142
AUTHOR STUDY 143
STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS: STORYBOOK TIME
BY MYAE HAN 140 STRATEGIES FOR TEACHING CHILDREN WITH SPECIAL NEEDS:
READING STORYBOOKS WITH CHILDREN WITH DISABILITIES BY LAURA M. JUSTIC
141 FAMILY FOCUS: SHARING INSTRUCTIONAL MATERIALS AND OFFERING
GUIDANCE 142 SUMMARY 143 LINKING KNOWLEDGE TO PRACTICE 145
CHAPTER 7 TEACHING EARLY READINGSKILLS
BEFORE READING THIS CHAPTER, THINK ABOUT . . . 147 FOCUS QUESTIONS 147
PHONOLOGICAL AND PHONEMIC AWARENESS INSTRUCTION 147
PHONOLOGICAL AWARENESS 149 WORD AND SYLLABLESEGMENT/NG 150
ONSET AND R/ME SUBSTITUTION 150
PHONEMIC AWARENESS 152
PHONEME /SOLA T/ON 153
PHONEME BLEND/NG 153
PHONEME SEGMENT/NG 153
PHONEME MANIPULA T/ON 153
ALPHABET INSTRUCTION 154
SONGS 157
LETTER CHARTS 157
ALPHABET WORD WALLS 158
GAMES 158
PHONICS INSTRUCTION 160
PRINT AWARENESS INSTRUCTION 162
TEACHING CONCEPTS ABOUT PRINT 162 KEY WORDS 163
STRATEGIES FOR TEACHING ENGLISH LANGUAGE LEARNERS: VOCABULARY AND
PHONOLOGICAL AWARENESS 164 FAMILY FOCUS: CREATING A BOOK NOOK AND
AUTHOR S CORNER BY ALLISON MULLADY 165
146
IMAGE 6
XII * CONTENTS
STRATEGIES FOR TEACHING CHILDREN WITH SPECIAL NEEDS BY KAREN BURSTEIN
AND TANIS BRYAN 165 SUMMARY 167
* LINKING KNOWLEDGE TO PRACTICE 167
CHAPTER 8 TEACHING EARLY WRITING
* BEFORE READING THIS CHAPTER, THINK ABOUT. . . 170
* FOCUS QUESTIONS 170
CHILDREN S DEVELOPMENT AS WRITERS 171
EARLY FORMS OF CHILDREN S WRITING 172 EMERCENT WRITINC 172 SHARED
WRITING 175
THE SHARED WRITING CHART 175 INTERACTIVE WRITING 177
INDIVIDUAL EXPERIENCE STORIES 179
CLASSROOM NEWSPAPER 180
THE WRITING WORKSHOP 181
FOCUS LESSONS 181
WRITING TIME 181
GROUP SHARE TIME 181
DIALOGUE WRITING 183
PEN PALS 184
PUBLISHING CHILDREN S WRITING 184
HANDWRITING 185 FAMILY FOCUS: CONNECTING HORNE WITH EARLY CARE AND
KINDERGARTEN PROGRAMS 186
SUMMARY 187
* LINKING KNOWLEDGE TO PRACTICE 188
CHAPTER 9 ASSESSINGYOUNG CHILDREN S LANGUAGE
AND EARLY LITERACY: FINDING OUT WHAT THEY KNOW AND CAN DO * BEFORE
READING THIS CHAPTER, THINK ABOUT . . . 191
* FOCUS QUESTIONS 191
DETERMINING WHAT CHILDREN KNOW AND CAN DO 192
WHAT 15IMPORTANT FOR TEACHERS TO KNOW ABOUT CHILDREN S LITERACY
DEVELOPMENT? 192
TWO KINDS OF ASSESSMENT 193
ONGOING ASSESSMENT 193
ONGOING ASSESSMENT TOOLS 194
ADDRESSING STORAGE PROBLEMS 200
169
190
IMAGE 7
CONTENTS XIII
ON-DEMAND ASSESSMENT 201
USING ASSESSMENT DATA TO PLAN EARLY LITERACY INSTRUCTION 205 STRATEGIES
FOR TEACHING ENGLISH LANGUAGE LEARNERS: ASSESSING YOUNG ENGLISH LANGUAGE
LEARNERS LANGUAGE AND LITERACY BY SOHYUN HAN 208
FAMILY FOCUS: SHARING ASSESSMENT RESULTS WITH PARENTS 209 SUMMARY 212
LINKING KNOWLEDGE TO PRACTICE 213
AT HORNE ACTIVITIES FOR 3- YEAR-OLDS AND BEYOND . . . 215
REFERENCES 231
CHILDREN S LITERATURE 250
AUTHOR INDEX 253
SUBJECT INDEX 257
|
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| id | DE-604.BV039936464 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T16:05:41Z |
| institution | BVB |
| isbn | 0132316366 9780132316361 |
| language | English |
| lccn | 2011011989 |
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| owner | DE-29 |
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| physical | XXI, 264 S. Ill. |
| publishDate | 2012 |
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| publishDateSort | 2012 |
| publisher | Pearson |
| record_format | marc |
| spellingShingle | Vukelich, Carol Christie, James F. Enz, Billie Helping young children learn language and literacy birth through kindergarten Kind Language arts (Preschool) Children Language Vorschulerziehung (DE-588)4064016-4 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| subject_GND | (DE-588)4064016-4 (DE-588)4481193-7 |
| title | Helping young children learn language and literacy birth through kindergarten |
| title_auth | Helping young children learn language and literacy birth through kindergarten |
| title_exact_search | Helping young children learn language and literacy birth through kindergarten |
| title_full | Helping young children learn language and literacy birth through kindergarten Carol Vukelich, James Christie, Billie Enz |
| title_fullStr | Helping young children learn language and literacy birth through kindergarten Carol Vukelich, James Christie, Billie Enz |
| title_full_unstemmed | Helping young children learn language and literacy birth through kindergarten Carol Vukelich, James Christie, Billie Enz |
| title_short | Helping young children learn language and literacy |
| title_sort | helping young children learn language and literacy birth through kindergarten |
| title_sub | birth through kindergarten |
| topic | Kind Language arts (Preschool) Children Language Vorschulerziehung (DE-588)4064016-4 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| topic_facet | Kind Language arts (Preschool) Children Language Vorschulerziehung Schreib- und Lesefähigkeit |
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