Helping Young Children Learn Language and Literacy, Pearson New International Edition, 3rd edition

Published by Pearson (3 October 2013) © 2014

  • Carol Vukelich University of Delaware
  • James Christie
  • Billie Jean Enz Arizona State University
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Title overview

· The unique focus of this book integrates emergent literacy, scientifically based instruction, diversity, and instruction-based assessment and translates principles into practice for teachers of early literacy.

· Renowned and highly respected authors Vukelich, Christie, and Enz describe a continuum of approaches to reading instruction, ranging from emergent literacy to scientifically based reading research, while also presenting their vision of a “blended” approach to teaching literacy that includes the best elements of these diverging views.

· A wealth of pedagogical features ensure that the concepts are clear:

· Focus questions at the beginning of each chapter alert readers to the big ideas in the chapter.

· The focus questions are revisited at the end of the chapter, giving readers brief summaries of the key points presented in the chapter, specific to each question.

· Definitions of key terms appear in a box at the beginning of each chapter to put the main points in front of readers as they get into the chapter’s content.

· Outstanding early childhood teachers share a description of what a strategy looks like in action in their classroom as a kind of “Trade Secret” that helps readers visualize what the strategies look like and sound like when in actual use.

· A Facilitators Guide includes concepts, objectives, activities, and assessment questions for each chapter.

Ø Each of the Facilitators Guide chapters begins with a summary of four or five main concepts, followed by instructional objectives associated with each concept. Activities are provided for each objective to further enhance the readers‘ conceptual understanding.

Ø Power point presentations are included for each chapter to help the instructor provide a comprehensive direct instruction lesson.

Ø Several field-based activity suggestions are included at the end of each chapter to help theory come alive in practice.

Ø All of the highly engaging activities and student handouts are explicitly referenced in the facilitator guide and have been used successfully in classroom and on-line classes.

Ø Assessment items are included for each chapter and answer keys are provided. Both objective and reflective questions are included for each chapter.

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   

 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 D

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