Literacy's Beginnings: Supporting Young Readers and Writers, 6/e is one of the most talked about resources for prospective and current teachers of children from birth to age eight. It 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. 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.
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
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 Schemas Infants and Schemas The Relation between Language and Learning Social Basis for Learning Zone of Proximal Development Four Systems of Spoken Language Pragmatics Semantics Syntax Phonology Four Systems of Written Language Functions of Written Language Meanings in Written Language Unusual Words and Phrases Contextualization 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 Screening Monitoring Chapter Summary Using the Information Applying the Information Going Beyond the Text References 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 References 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 Meaning 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 Signatures Texts 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 References 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 Texts 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 References 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 Decoding Spelling Later Letter-Name or Later Alphabetic Spelling Within-a-Word Spelling Syllable Juncture Spelling Functions 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 References 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 Materials 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 References 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 References 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 References 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 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 References 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 Writing 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 References 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 Preproduction 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 References
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- ID: 9780132617659
6th Revised edition
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