Teaching Language and Literacy: Preschool Through the Elementary Grades, 5th edition

Preface

PART ONE: FOUNDATIONS

           

1. Foundations of Language and Literacy           

Before Reading This Chapter, Think About . . .   

Focus Questions          

Language and Literacy: Definitions and Interrelationships

The Common Core State Standards

A Continuum of Instructional Approaches or “The Reading Wars”

A Comprehensive Literacy Instructional Program

Summary         

Linking Knowledge to Practice  

           

2. Oral Language Development   

Before Reading This Chapter, Think About . . .   

Focus Questions          

Language Acquisition Theories  

Linguistic Vocabulary Lesson    

Observing the Development of Children’s Language        

What Is Normal Language Development?           

Factors Contributing to Variation in Rate of Language Acquisition

Family Focus: Developing Language Over Time 

Summary         

Linking Knowledge to Practice  

           

3. Family Literacy           

Before Reading This Chapter, Think About . . .   

Focus Questions          

Home Talk: A Natural Context for Learning and Using Language 

Home Literacy Experiences       

Family Focus: Parent Workshops          

Case Studies   

Summary         

Linking Knowledge to Practice  

 

4. Facilitating Oral Language Learning   

Before Reading This Chapter, Think About . . .   

Focus Questions

Explicit Vocabulary Instruction

Rich Classroom Language Experiences 

Contexts That Encourage Language Use           

Language-Centered Activities for Children          

Promoting Oral Language in the Elementary Grades

Family Focus: Sharing the Fun and the Language Learning         

Strategies for Teaching English Language Learners: Helping Children Develop Conversation and Academic Language Skills           

Strategies for Children with Special Needs: Speech Delays        

Summary         

Linking Knowledge to Practice  

 

PART TWO: EARLY LANGUAGE AND LITERACY INSTRUCTION  

 

5. Emergent Literacy Strategies  

Before Reading This Chapter, Think About . . .   

Focus Questions          

Print-Rich Classroom Environments

Sharing Books with Young Children       

Shared Writing

Family Focus: Sharing Instructional Materials and Offering Guidance      

Strategies for Teaching English Language Learners: Storybook Time      

Strategies for Children with Special Needs: Reading Storybooks with Children with Disabilities

Summary         

Linking Knowledge to Practice  

           

6. Teaching Early Reading and Writing   

Before Reading This Chapter, Think About . . .   

Focus Questions          

Early Reading Instruction          

Early Writing Instruction

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

Strategies for Teaching English Language Learners: Modifying the Classroom Environment         

Strategies for Children with Special Needs: On Your Mark, Get Set, Go

Summary         

Linking Knowledge to Practice  

 

7. Assessing Early Literacy: Finding Out What Young Children Know and Can Do         

Before Reading This Chapter, Think About . . .   

Focus Questions          

Determining What Children Know and Can Do    

Ongoing Assessment     

On-Demand Assessment          

Using Assessment Data to Plan Early Literacy Instruction           

Family Focus: Sharing Assessment Results With Parents           

Strategies for Teaching ELLs: Assessing English Language Learners’ Language and Literacy      

Summary         

Linking Knowledge to Practice  

 

PART THREE: ELEMENTARY GRADE LITERACY INSTRUCTION        

           

8. Beginning Reading Instruction: Helping Children Learn to Read

Before Reading This Chapter, Think About . . .   

Focus Questions          

Understanding the Reading Process      

Overview of Beginning Reading Instruction

Elements of Beginning Reading Instruction        

Strategies for Children with Special Needs         

Summary         

Linking Knowledge to Practice  

           

9. Continuing Reading Instruction in Grades 3-5  

Before Reading This Chapter, Think About . . .   

Focus Questions          

The Content of G3 — G5 Reading Instruction

Reading Development Ages 9 — 11

The Comprehension Process

Teaching Read-to-Learn Skills and Strategies

The Reading Program

The Reading Lesson

Monitoring Reading Progress

The Reading Lesson

Organizing for Reading Instruction

Strategies for Teaching English Language Learners        

Summary         

Linking Knowledge to Practice  

           

10. Creating Writers: Teaching Children to Write Well       

Before Reading This Chapter, Think About . . .   

Focus Questions          

The Essentials of Teaching Writing        

Preparing the Classroom Environment   

The Structure of the Teaching of Writing: The Components of Writing Workshop 

Using Technology in the Teaching of Writing      

The Explicit Teaching of Writing

Strategies for Teaching English Language Learners        

Writing Instruction: Strategies for Children with Special Needs    

Family Focus: Connecting Home and School     

Summary         

Linking Knowledge to Practice  

           

11. Teaching the Mechanical Skills of Writing       

Before Reading This Chapter, Think About . . .   

Focus Questions          

Spelling           

Grammar          

Capitalization and Punctuation  

Handwriting      

Strategies for Teaching English Language Learners

Family Focus: Helping Children With Spelling    

Summary         

Linking Knowledge to Practice  

           

12. Assessment: Determining What Older Students Know and Can Do      

Before Reading This Chapter, Think About . . .   

Focus Questions          

An Assessment System 

High Stakes Assessment of Reading and Writing Achievement

Classroom —Based Assessment of Reading Performance

Assessing Students’ Writing Performance         

Family Focus: Explaining Tests and Test Scores to Parents

Summary         

Linking Knowledge to Practice  

 

References

Author Index    

Subject Index