Literacy's Beginnings: Supporting Young Readers and Writers / Edition 6

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One of the most talked about resources for prospective and current teachers of children from birth to age eight, this resource offers an integrated approach to reading and writing instruction keyed to the five typical stages through which most children pass: the IRA/NAEYC phases of literacy. It is designed to help pre- and in-service teachers be aware of and supportive of children’s literacy knowledge as it grows and changes from birth through eight years of age. It provides a thorough understanding of the long continuum of literacy growth and how teachers can guide children as they move along the continuum.

Readers will find that the numerous, rich examples of children’s work included in case studies illustrating the concepts in this new edition provide helpful examples of diverse children in a variety of settings. Included are clear, simple explanations of the issues addressed in Reading First and Early Reading first legislation which all teachers of children must know; excellent coverage of assessment, including ready-to-use assessments in the appendices; Tie-In features that send readers to exemplary websites and suggest methods of integrating technology with reading and writing instruction; and new, expanded sections on differentiating instruction for struggling readers and writers, for children who are English Language Learners, and for children who have been identified as needing more intensive instruction as part of the Response to Intervention process.

Here’s what makes the new Sixth Edition unique:

· An expanded section on differentiating instruction for struggling readers and writers appears in each instructional chapter (Chs. 6-11) giving teachers specific, research-based and classroom-tried strategies to use with hard-to-teach children.

· Technology Tie In boxed features in each instructional chapter (Chs. 6-11) provide websites teachers can go to for more information and tips for integrating technology with teaching reading and writing.

· Chapter 7 on teaching in the preschool has been revised and updated based on the numerous research articles and practical articles as a result of successful Early Reading First projects, giving teachers access to research-based, innovative approaches used by federally funded projects recognized for their ability to accelerate the literacy growth of at risk children.

· New discussions of Response to Intervention (RTI) approaches, including assessment and intense instruction, help teachers understand this new process used in schools to identify children needing special assistance and show how to provide that assistance.

· Updated examples from more diverse children, with mention of location and setting (e.g. Head Start, large urban school districts with large ELL populations, etc.) show teachers clearly that all children can and do learn with effective instruction.

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Product Details

  • ISBN-13: 9780132617659
  • Publisher: Pearson
  • Publication date: 3/28/2011
  • Series: MyEducationLab Series
  • Edition description: New Edition
  • Edition number: 6
  • Pages: 432
  • Sales rank: 231,752
  • Product dimensions: 6.90 (w) x 9.10 (h) x 1.00 (d)

Meet the Author

Lea M. McGee is the Marie Clay Chair of Reading Recovery and Early Literacy at The Ohio University.

Donald J. Richgels is a professor at Northern Illinois University

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Table of Contents

Chapter 1: Understanding Children’s Literacy Development

Key Concepts and Instructional Activities That You Will Read About in This Chapter

Language, Thinking, and Learning

Schemas and Learning


Infants and Schemas

The Relation between Language and Learning

Social Basis for Learning

Zone of Proximal Development

Four Systems of Spoken Language





Four Systems of Written Language

Functions of Written Language

Meanings in Written Language

Unusual Words and Phrases


Written Language Forms

Words and Sentences

Text Formats

Meaning-Form Links

Children’s Concepts about Written Language

Ted’s Delight: A Case Study of Two Children’s Reading and Writing

Ted’s and Carrie’s Concepts about Written Language

Developmental Changes in Children’s Reading and Writing

Awareness and Exploration

Experimenting Reading and Writing

Conventional Reading and Writing

Assessment and Phases of Reading and Writing Development



Chapter Summary

Using the Information

Applying the Information

Going Beyond the Text


Chapter 2: Birth to Three Years: The Foundations of Literacy Development

Key Concepts and Instructional Activities That You Will Read About in This Chapter

The Beginnings of Literacy

Kristen’s Early Literacy Experiences

Literacy Experiences from Birth to One

Literacy Experiences from One to Two

Literacy Experiences from Two to Three

Concepts about Literacy Acquired from Early Book and Drawing Experiences

Home Influences on Literacy Learning: Learning in Social and Cultural Contexts

Parent-Child Interactive Bookreading

Elizabeth and Her Mother Share Where’s Spot?

Jon-Marc and His Father Share The Story of Ferdinand

Participation in Interactive Bookreading

Concept of Story

Environmental Print

Spoken Language Development and Its relationship to Literacy Development

Spoken Language Development

English Language Learners

Assessing Literacy Beginners

Chapter Summary

Using the Information

Applying the Information

Going Beyond the Text


Chapter 3: Three to Five Years: Novice Readers and Writers in the Phase of Awareness and Exploration

Key Concepts and Instructional Activities That You Will Read About in This Chapter

Who Are Novice Readers and Writers?

Written Language Communicates Messages: Novice Readers’ and Writers’ New Insights

An Example of Novice Writing and Reading


Constructing the Meaning of Environmental Print

Constructing Meaning While Listening to Story and Information Book Read-Alouds

Children’s Meaning-Making Strategies

Teachers’ Roles in Helping Children Understand Interactive Read-Alouds

Constructing Meaning in Pretend Reading and Retelling

Writing Meaningful Messages

Written Language Forms

Concepts about Print

From Scribbles to Alphabet Letters

Alphabet Letters



Meaning-Form Links

Contextual Dependency

Matching Print to Spoken Language: More Than Contextual Dependency

Phonological Awareness

Using Symbols: The Connections among Dramatic Play, Writing, and Computer Use

Written Language Functions

English Language Learners as Novice Readers and Writers

Assessing Novice Readers and Writers

Assessing Alphabet Knowledge and Signature Writing

Assessing Concepts about Print

Assessing Phonological and Phonemic Awareness

Assessing Vocabulary and Oral Comprehension

Analyzing Assessment Data

Chapter Summary

Using the Information

Applying the Information

Going Beyond the Text


Chapter 4: From Five to Seven Years: Experimenting Readers and Writers

Key Concepts and Instructional Activities That You Will Read About in This Chapter

Who Are Experimenters?

The New Understandings and Awareness of Experimenting Readers and Writers

Examples of Experimenters

Experimenting with Meaning

Experimenting with Forms

Concept of Word


Experimenting with Meaning-Form Links

Sounding Literate

Developmental Changes in Pretend Reading

Sounding Literate in Writing

Being Precise

Using Sound-Letter Relationships

A System Based on Phonemic Awareness

Ways of Relating Sounds and Letters

Stages of Spelling Development

Sound-Letter Relationships in Reading

English Language Learners and Invented Spelling

Experimenting with Functions of Written Language

Assessing Experimenting Readers and Writers in Kindergarten and First Grade

Assessing Phonemic Awareness and sound-letter knowledge

Assessing Concepts about print

AssessingAlphabetic Principle

Developing an Assessment Plan

Keeping Records

Chapter Summary

Using the Information

Applying the Information

Going Beyond the Text


Chapter 5: From Six to Eight Years: Conventional Readers and Writers in Early, Transitional, and Self-Generative Phases

Key Concepts and Instructional Activities That You Will Read About in This Chapter

Who Are Conventional Readers and Writers?

Three Phases of Conventional Literacy Development

Examples of Early and Transitional Readers and Writers

Meaning Construction

Meaning Making in Reading: Using Strategies

Meaning Making in Writing

Written Language Forms

Morphological Awareness and Grammar

Composing Stories and Expositions

Narrative Elements

Developmental Trends in Children’s Story Writing

Expository Texts

Developmental Trends in Children’s Expositions

Meaning-Form Links



Later Letter-Name or Later Alphabetic Spelling

Within-a-Word Spelling

Syllable Juncture Spelling


English Language Learners

Speech Emergence

Intermediate Fluency

Phonemic awareness, phonics, vocabulary, comprehension, and fluency

Assessing Children’s Ability to Read Texts of Increasing Difficulty

Using Running Records to Determine Reading Levels

Using Questions to Analyze Comprehension and Vocabulary

Miscue Analysis

Using Running Records to Analyze Fluency and Strategy Use

Analyzing Children’s Decoding Strategies

Analyzing Spelling

Chapter Summary

Using the Information

Applying the Information

Going Beyond the Text


Chapter 6: Literacy-Rich Classrooms

Key Concepts and Instructional Activities That You Will Read About in This Chapter

Components of Language- and Literacy-Rich Classrooms

Planning for the Physical Arrangement of Classroom and Daily Schedule

Whole-Class Literacy Routines

Reading Aloud

Shared Reading

Modeled Writing, Shared Writing, and Interactive Writing

Letter-Word-Sound Workshop or Word Work

Small-Group Literacy Instruction

Independent Practice

Daily Schedule dictates room Arrangement

Centers or Workstations

Library Center

Writing Center

Computer Centers

Displays in Language- and Literacy-Rich Classrooms


Children’s Literature

Materials for Writing

Technology Materials

Culturally Sensitive and Integrated Curriculum

Culturally Sensitive Curriculum

Integrated Content Units

Measuring Classroom Environment Quality

Meeting the Needs of English Language Learners and Struggling Readers and Writers

Developmentally Appropriate Instruction and Explicit Instruction

Assessment-Based Comprehensive Literacy Instruction

Chapter Summary

Using the Information

Applying the Information

Going Beyond the Text


Chapter 7: Supporting Language and Literacy Learning in Preschools

Key Concepts and Instructional Activities That You Will Read About in This Chapter

The Preschool Context

The Critical Role of Preschool

Learning in the Preschool Classroom

Reading and Writing in Exemplary Preschool Classrooms

Mrs. McKannon's Classroom: Preschool Literacy in an Exemplary Language- and Print-Rich Environment

Children at Play

The Teacher at Work: Mrs. McKannon Teaches Literacy All Day

Ms. Rodgers' Classrooms: Teaching Concepts about Print, Alphabet Recognition, and Phonemic Awareness

Shared Writing with Write On

Guided Drawing

Small-Group Lessons in Alphabet Recognition and Phonemic Awareness

Supporting Vocabulary and Listening Comprehension

Using Interactive Read Alouds in Preschool to Build Vocabulary and Listening Comprehension

Storytelling and Drama

Taking Time to Talk

Supporting Concepts about Print and Alphabet Letter Learning

Shared Reading

Shared Writing

The Sign-in Procedure and Other Name Activities

Activities to Promote Alphabet Letter Learning

Supporting Children’s Development of Phonemic Awareness, Letter-Sound Knowledge, and Acquisition of the Alphabetic Principle

Attending to Syllable and Rhyme

Attending to Beginning Phonemes

Modifying Instruction to Meet the Needs of Diverse Learners

Targeted Classroom Interventions

Shared Reading with Planned Language Activities

Talking about Objects Related to a Book or Theme

Meeting the Needs of Preschool ELLs

A Comprehensive Model of Assessment and Instruction in Action

A Day in Ms. Clements' Classroom

Whole-Class Gathering

Center Time: Ms. Clements Teaches a Mini-lesson and Observes Children

Ms.Clements Reflects and Plans

Chapter Summary

Using and Applying the Information

Going Beyond the Text


Chapter 8: Supporting Literacy Learning in Kindergarten

Key Concepts and Instructional Activities That You Will Read About in This Chapter

The Kindergarten Context: What’s New Here?

Text Reading and Writing in Exemplary Classrooms

Using Interactive Read Alouds

Using Assessment to Plan Instruction

Teaching Small Groups

Shared Reading

The “What Can You Show Us?” Activity

Reading the Morning Message

Teaching Small Group: Word Work That Starts with Book Reading

Interactive Writing in Small Group

Teaching Children the Conventions

Alphabet Instruction Including Letter-Sound Knowledge

Phonemic Awareness Instruction Including Decoding

Concepts about Print Instruction including Learning Sight Words

Teaching Comprehension and Vocabulary

Independent Literacy Experiences

Real World Literacy Experiences

Work Stations

Differentiated Instruction to Meet the Needs of Diverse Students

Using Environmental Print

Morning Message Plus

Using Similarities between Spanish and English

Using Finger-Point Reading

Writing and Reading in Two Languages

Pulling Assessment Together: Using Portfolios

Analyzing Children’s Writing

Analysis of Form

Story Form

Analysis of the Alphabet Principle

Chapter Summary

Applying the Information

Going Beyond the Text


Chapter 9: Supporting Literacy Learning in First Grade

Key Concepts and Instructional Activities That You Will Read About in This Chapter

What’s New Here?

Reading and Writing Instruction in Exemplary First-Grade Classrooms

Guided Reading Instruction in Mrs. Tran’s First Grade

Literacy Centers

Talk-Through to Introduce Guided Reading Texts

Teaching for Strategies during Guided Reading

Word work and spelling instruction

Interactive Writing

Whole group word study

Writing in Mr. Schultheis’s First Grade

Informational Writing in Mrs. Duthie’s First Grade

Word Study: Decoding Print and Spelling Words

Early Decoding Strategies and Building Sight Words


Phonics Generalizations

Systematic, Explicit Instruction in Phonics

Whole-Class Word Study

Building Automatic Sight Vocabularies

Teaching for Comprehension

Modifying Instruction to Meet the Needs of Diverse Learners

Modifying Commercial Reading Programs

Modifying Instruction for English Language Learners

Modifying Instruction for Struggling Readers

Assessing Student Progress in First Grade

Chapter Summary

Applying the Information

Going Beyond the Text


Chapter 10: Supporting Literacy Learning in Second through Fourth Grades

Key Concepts and Instructional Activities That You Will Read About in This Chapter

What’s New Here?

Literature study through Interactive Read-Alouds

Selecting a Text Set and a Literary Focus for Discussion

Selecting and Teaching Literary Reading Strategies

After Reading Response Activities

Guided Reading and Spelling

Determining Instructional Level and Selecting Children

Explicit Teaching of Orthographic Decoding and Vocabulary Using Shared Reading in Guided Reading Instruction

Explicit Teaching of Comprehension Strategies and Vocabulary Meanings in Guided Reading Instruction

Reading Information Books in Guided Reading

Using Guided Reading and Readers' Theatre to Foster Fluency

Explicit Teaching of Spelling

Advanced Word Study

Learning about Sound Chunks in Making Big Words

Learning about Morphemes, Base Words, and Affixes

Independent Reading Practice

Selecting and Arranging Books for Independent Reading

Fostering Motivation and Accountability

Monitoring Individual Student's Reading

Using Book Club as an Alternative to Independent Reading

Using Literature Circles or Strategy Groups instead of Guided Reading


Components of Writing Workshop: Explicitly Teaching the Writing Processes

Poetic Elements

Writing Informational Texts

Inquiry Units during Content Study

Integrating Reading and writing Nonfiction with Content exploration

Inquiry Units

Internet Workshop

Culminating Activities

Differentiating Instruction for Diverse Learners

Supporting Struggling Readers with Attention to Fluency

Explicit Attention to Vocabulary for Strugglers and English Language Learners

Explicit Attention to Narrative and Expository Text Forms For Strugglers and English Language Learners

Assessing Student Performance for Differentiated Instruction

Individualized Reading Inventory

Assessing Writing Using Rubrics

Chapter Summary

Applying the Information

Going Beyond the Text


Chapter 11: Meeting the Needs of English Language Learners

Key Concepts and Instructional Activities That You Will Read About in This Chapter

English Language Learners as a Special Case of At-Risk Learners

Second Language Acquisition

Second language acquisition

Stages of Language Development


Early Production

Speech Emergence and Intermediate Fluency

Exemplary Teachers of English Language Learners

Considerations for Teachers

Learning about the community and family

Considering differences in print and language

Selecting Books for English Language Learners and Adjusting Reading-Aloud Techniques

ELL Interactive Read-Aloud Procedure

Using Oral Language to Support Reading and Writing

Teaching Reading and Writing Using a Multiliteracy Approach

Teaching Decoding and Spelling to English Language Learners

Teaching Vocabulary to English Language Learners

Teaching Fluency and Comprehension to English Language Learners

Explicit Attention to the Sentence Structures of Written Text For English Language Learners

Teaching Grammar to English Language Learners

Assessment for English Language Learners

Chapter Summary

Applying the Information

Going Beyond the Text


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  • Anonymous

    Posted June 27, 2014

    This book was one of two required books for a college course: &q

    This book was one of two required books for a college course: "Emergent Literacy." It was the better of the two because McGee and Richgels backed up everything they said with real world examples. Every step of a child's literacy development was explained thoroughly. Every chapter had a good list of sources. 

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