Helping Young Children Learn Language and Literacy: Birth through Kindergarten Plus MyEducationLab with Pearson eText -- Access Card Package / Edition 3

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Overview

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Helping Young Children Learn Language and Literacy: Birth Through Kindergarten, 3/e, written by three renowned and well respected educator/authors, provides teachers with sound instructional strategies for teaching the language arts to young children and enhancing their reading, writing, speaking, and listening development. The unique focus of the book integrates emergent literacy and scientifically based reading research instruction, diversity, and instruction-based assessment in a highly readable manner, while incorporating ready-to-use ideas and strategies.

0132995301 / 9780132995306 Helping Young Children Learn Language and Literacy: Birth through Kindergarten Plus MyEducationLab with Pearson eText -- Access Card Package

Package consists of:

0132316366 / 9780132316361 Helping Young Children Learn Language and Literacy: Birth through Kindergarten

0133040925 / 9780133040920 NEW MyEducationLab with Pearson eText -- Standalone Access Card -- for Helping Young Children Learn Language and Literacy: Birth through Kindergarten

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Product Details

  • ISBN-13: 9780132995306
  • Publisher: Pearson
  • Publication date: 10/17/2012
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 288
  • Sales rank: 787,148
  • Product dimensions: 8.50 (w) x 10.80 (h) x 1.80 (d)

Meet the Author

Carol Vukelich is Hammonds Professor and Director, Delaware Center for Teacher Education.

James Christie is Professor of Social and Family Dynamics at Arizona State University.

Billie Enz is Professor of Early Childhood Education at Arizona State University.

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Table of Contents

Contents

Preface

chapter1 Foundations of Language and Literacy

Before Reading This Chapter, Think About . . .

Focus Questions

Language and Literacy: Definitions and Interrelationships

A Continuum of Instructional Approaches

Emergent Literacy Approach

Scientifically Based Reading Research Approach

Blended Instruction–A “Value-Added” Approach

A Blended Literacy Instructional Program

Effective Early Childhood Teachers Provide Children with a Print-Rich Classroom Environment

Effective Teachers Demonstrate and Model Literacy Events

Effective Teachers Explicitly Teach Children Skills that Research Supports as Key Elements of Reading, Writing, and Speaking

Effective Early Childhood Teachers Provide Opportunities for Children to Work and Play Together in Literacy-Enriched Environments

Effective Early Childhood Teachers Link Literacy and Play

Effective Early Childhood Teachers Encourage Children to Experiment with Emergent Forms of Reading and Writing

Effective Early Childhood Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences

Effective Early Childhood Teachers Make Use of Everyday Activities to Demonstrate the Many Purposes of Reading and Writing

Effective Early Childhood Teachers Read to Children Daily and Encourage Them to Read Familiar Books on Their Own

Effective Early Childhood Teachers Know the Nation’s and their State’s Birth to Kindergarten Standards and Provide Instruction Linked to These Standards

Effective Early Childhood Teachers Use Multiple Forms of Assessment to Find Out What Children Know and Can Do

Effective Early Childhood Teachers Respect and Make Accommodations for Children’s Developmental, Cultural, and Linguistic Diversity

Effective Early Childhood Teachers Recognize the Importance of Reflecting on Their Instructional Decisions

Effective Early Childhood Teachers Build Partnerships with Families

Summary

n Linking Knowledge to Practice

chapter 2 Oral Language Development

n Before Reading This Chapter, Think About . . .

n Focus Questions

Perspectives on Children’s Language Acquisition

Behaviorist Perspective

Nativist Perspective

Social-Interactionist Perspective

Neuro-Biological Perspective

Linguistic Vocabulary Lesson

Phonology

Morphology

Syntax

Semantics

Pragmatics

Observing the Development of Children’s Language

Birth-One Month

Two to Three Months

Four to Six Months

Six to Nine Months

Nine to Twelve Months

Twelve to Eighteen Months

Eighteen to Twenty-four Months

Twenty-four to Thirty-six Months

Three to Five Years

What Is Normal Language Development?

Factors Contributing to Variations in Rate of Language Acquisition

Gender Differences

Socioeconomic Level

Cultural Influences

Medical Concerns

Congenital Language Disorders

DISFLUENCY

PRONUNCIATION

Strategies for Teaching English Language Learners: Learning Two Languages by Luisa Araújo

Family Focus — Developing Language over Time

Summary

n Linking Knowledge to Practice

chapter3 Family Literacy and Language Development

n Before Reading This Chapter, Think About . . .

n Focus Questions

Home Literacy Experiences

Adult Demonstrations of Literacy Behavior

Supportive Adults

Independent Engagements with Literacy

Storybook Reading

Case Studies

Tiffany

Alicia by Irene Serna and Sarah Hudelson

Home Talk: A Natural Context for Learning and Using Language

Encouraging Personal Narratives

Reading Storybooks

Family Focus: Parent Workshops

Summary

n Linking Knowledge to Practice

chapter4 Organizing Early Language and Literacy Instruction

n Before Reading This Chapter, Think About . . .

n Focus Questions

Why Classroom Environments Are Important

Designing a Print-rich Classroom Environment

The Classroom Library Center

BOOKS

PHYSICAL CHARACTERISTICS

The Writing Center

GATHER THE NEEDED MATERIALS

ARRANGE THE MATERIALS

COMPUTERS AND WORD PROCESSING

WRITING IN OTHER CENTERS

Literacy-Enriched Play Centers

Environmental Print and Functional Print

ENVIRONMENTAL pRINT

fUNCTIONAL pRINT

Organizing the Classroom’s Daily Schedule: Using Time Wisely

What Happens During Whole-Group Time?

What Happens During Small-Group Activity Time?

What Happens During Center or Activity Time?

Transitions

Strategies for Teaching English Language Learners: Modifying the Classroom Environment by Myae Han

Strategies for Teaching Children with Special Needs: Adjusting the Daily Schedule

Summary

n Linking Knowledge to Practice

chapter5 Facilitating Early Language Learning

n Before Reading This Chapter, Think About . . .

n Focus Questions

Explicit Vocabulary Instruction

Encouraging Personal Narratives

Teacher Discourse

Reciprocal Discussions and Conversations

Contexts that Encourage Language Use

GROUP ACTIVITIES

LEARNING CENTERS

DRAMATIC PLAY

Language-Centered Activities for Children

SHARING

STORYTELLING

LANGUAGE PLAY

SONGS AND FINGER PLAYS

Strategies for Teaching English Language Learners: Helping Children Develop Conversational and Academic Language Skills by Luisa Araújo

Strategies for Teaching Children with Special Needs: Speech Delays by Karen Burstein and Tanis Bryan

Family Focus — Sharing the Fun and Language Learning

Summary

n Linking Knowledge to Practice

chapter6 Sharing Good Books with Young Children

n Before Reading This Chapter, Think About . . .

n Focus Questions

The Selection of Books to Share with Young Children

Sharing Literature with Children

Effective Story-Reading Strategies

ADULT BEHAVIORS WHILE READING

CHILD BEHAVIORS DURING READING

CULTURAL VARIATIONS IN STORY READING 85

CLASSROOM READ-ALOUDS

SHARED BIG-BOOK READING

Extending Literature

CREATIVE DRAMATICS

PUPPETS

FELT OR FLANNEL BOARDS AND CHARACTERS

STORY DRAMA

COOKING

ART PROJECTS

WRITING

AUTHOR STUDY

Strategies for Teaching English Language Learners: Storybook Time by Myae Han

Strategies for Teaching Children with Special Needs: Reading Storybooks with Children with Disabilities by Laura M. Justic

Family Focus: Sharing Instructional Materials and Offering Guidance

Summary

n Linking Knowledge to Practice

chapter7 Teaching Early Reading Skills

n Before Reading This Chapter, Think About . . .

n Focus Questions

Scientifically Based Reading Research

Phonological and Phonemic Awareness Instruction

Phonological Awareness

WORD AND SYLLABLE SEGMENTING

RHYME

ALLITERATION

ONSET AND RIME SUBSTITUTION

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

Strategies for English Language Learners: Vocabulary and Phonological Awareness

Strategies for Children with Special Needs by Karen Burstein and Tanis Bryan

On Your Mark

Get Set

Go

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

Summary

n Linking Knowledge to Practice

chapter8 Teaching Early Writing

n Before Reading This Chapter, Think About . . .

n Focus Questions

Children’s Development as Writers

Early Forms of Children’s Writing

Shared Writing

The Shared Writing Chart

Interactive Writing

Individual Experience Stories

Classroom Newspaper

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

Family Focus: Connecting Home with Early Care and Kindergarten Programs

Summary

n Linking Knowledge to Practice

chapter9 Assessment Young Children’s Language and Early Literacy: Finding Out What They Know and Can Do

n Before Reading This Chapter, Think About . . .

n 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

On-Demand Assessment

Using Assessment Data to Plan Early Literacy Instruction

Strategies for Teaching English Language Learners: Assessing Young English Language Learners’ Language and Literacy by Sohyun Han

Family Focus: Sharing Assessment Results with Parents

Summary

n Linking Knowledge to Practice

References

Author Index

Subject Index

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