Teaching Language and Literacy: Preschool Through the Elementary Grades, 5th edition
Published by Pearson (April 23, 2013) © 2014
- Carol Vukelich University of Delaware
- James Christie
- Billie Enz
- Kathleen A. Roskos John Carroll University
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- Teachers learn how to help ELL students become bilingual and learn to read and write in English through the special features presented by Luisa Araujo, Myae Han, and Sohyum Meacham. (Chapters 3-7 and 9-11)
- Teachers see how to accommodate instruction to teach children with special needs effectively in their classroom through the special strategies presented in Chapters 2 through 6, 8, and 10.
- As preparation for today’s emphasis on skills and testing in schools, the authors provide in-depth coverage of new federal and state literacy initiatives and expanded coverage of standardized literacy assessments.
- A number of illustrative pedagogical features help readers focus on important concepts of teaching reading and writing—
Think About questions help readers connect new material with past experiences and prior knowledge.
Definitions of key terms and Focus Questions alert readers to the key concepts in each chapter.
Summaries end each chapter with answers to each Focus Question and serve as an ideal review and self-check of comprehension.
Linking Knowledge to Practice activities help readers connect the theories and practices to practices they are observing or experiencing in real preschool, kindergarten, and elementary classrooms.
In this new edition the authors, including new author Kathleen Roskos, show teachers how to support the Common Core Standards using language and literacy instruction; bring readers up to date with new references to the latest ideas and research in the field; include additional Trade Secrets for applying the book’s strategies; show how teachers can partner effectively with parents to improve children’s reading and writing; and include additional practical, hands-on examples and activities for putting research and theory into practice.
- Teachers learn to support the Common Core Standards during language and literacy instruction using the authors’ presentations of the standards throughout the book. (Introduced in chapter 1 and integrated as appropriate throughout)
- In addition, in order to align with the standards, the scope of this edition’s grade level has been reduced from pre-K to grade 6 to pre-K to grade 5.
- Adding to the book’s reputation as a highly authoritative resource, this edition features the work of a new author, well-known literary researcher and scholar Kathleen Roskos, who has completely revised the chapters on elementary reading. (Chapters 8 and 9)
- Readers are brought up to date on the latest ideas and opinions about what we know about language and literacy today through the authors’ addition of many references and deletion of many out-of-date references in every chapter.
- In addition, readers are treated to many new Trade Secrets that illustrate how to apply the book’s teaching strategies to specific situations, and how real teachers deal with practical problems that arise in the course of daily life in the classroom. (Chapters 3-12)
- Taking the ideas into the classroom is made easier with the addition of more practical, hands-on examples and activities that help teachers put research and theory into practice. (Chapters 3-12)
- How to partner effectively with parents to promote children’s language and literacy development is explained in the Family Focus features that suggest opportunities for helping parents engage in activities at home that promote language and literacy development. (Chapters 2-7 and 10-12)
- Major concepts are clarified with the help of introductory chapter vignettes that spark interest in the topics being presented. (Chapters 2-11)
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
James Christie is a professor of Social and Family Dynamics at Arizona State University, where he teaches courses in Family and Human Development. His research interests include early literacy development and children's play. Dr. Christie has co-authored Helping Young Children Learn Language and Literacy, 3rd ed. (2008) and Play, Development, and Early Education (2005). He has served as co-director of Early Reading First projects in San Luis and Somerton, AZ; Bullhead City, AZ; and Gallup, NM.
Billie Jean Enz is an emeritus professor of early childhood education at Arizona State University, where she taught and served as an administrator for 25 years. She has co-authored several texts on mentorship and new teacher development and is the founder of the Beginning Educator Support Team (BEST) program. Her research interests include language and literacy development and family literacy. Dr. Enz has co-authored Helping Young Children Learn Language and Literacy, 4th ed. (2011) and Assessing Preschool Literacy Development (International Reading Association, 2009). She also served as the founding executive director for Educare Arizona.
Carol Vukelich is the L. Sandra and Bruce L. Hammonds Professor in Teacher Education, Director of the Delaware Center for Teacher Education, and Deputy Dean of the College of Education and Human Development at the University of Delaware. Her research and teaching interests include children’s early literacy development and teachers’ professional development, specifically coaching strategies. Dr. Vukelich has served as President of the Association for Childhood Education International and the International Reading Association’s Literacy Development in Young Children Special Interest Group. She was a founder of the Delaware Writing Project, and serves as one of its co-directors. In addition to this book, other books by Dr. Vukelich include Helping Young Children Learn Language and Literacy, 3rd ed. (2012); Building a Foundation for Preschool Literacy: Effective Instruction for Children’s Reading and Writing Development, 2nd ed., (2009); and Achieving EXCELLENCE in Preschool Literacy Instruction (edited with Laura M. Justice, 2008). She has served as a co-director of three Early Reading First projects.
Kathleen Roskos is a professor of educationat John Carroll University, where she teaches courses in reading assessment and instruction. Formerly an elementary classroom teacher, Dr. Roskos has served in a variety of educational roles, including director of federal programs in the public schools, department chair in higher education and Director of the Ohio Literacy Initiative at the Ohio Department of Education from 2000-2002. She has developed and coordinated numerous educational grants, most recently Early Reading First projects in Lorain, OH and Akron, OH. Dr. Roskos studies early literacy development, teacher learning and reading curriculum, and has published articles, chapters and books on these topics. Her current research examines the use of ebooks in early childhood literacy education. She was one of the lead writers of the 2010 Educator Professional Standards of the International Reading Association. Other recent books by Dr. Roskos include The Early Literacy Materials Selector (co-authored with Lisa Lenhart and Brandi Noll), Nurturing Knowledge (co-authored with Susan B. Neuman), and Designing Professional Development in Literacy (co-authored with Catherine Rosemary and Leslie Landreth).
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