Education

For Literacy in Early Childhood or Early Childhood Reading Methods courses.

Written from a constructivist viewpoint, this popular text for future teachers of children from preschool through the primary grades focuses on how young children construct literacy and how teachers can support and guide that activity through developmentally-appropriate teaching practices. The authors examine current research of emergent and holistic literacy, and tie its findings to instructional practices that teach such skills as phonemic awareness, phonics, and spelling within the context of meaningful reading and writing tasks. As in previous editions, they advocate giving children a choice of the reading material from which they will learn; and, caution against grouping children solely by literacy ability.

• NEW - Significantly increased material on phonemic awareness, vocabulary, phonics, and spelling—Evident throughout the text.

  • Bolsters future teachers ability to teach these basic skills through the reading and writing experiences the text favors—addresses increased emphasis in elementary schools on the fundamentals of language and literacy skills.

• NEW - Increased coverage of assessment—Emphasizes performance-based alternatives to standardized testing during early childhood and examines current recommendations in terms of developmentally-appropriate practice.

  • Presents a rationale for using procedures congruent with holistic approaches to literacy—offers numerous examples of assessment via children's involvement with printed materials.

• NEW - Revised and expanded chapters on writing—Organized to match the reading chapters.

  • Provides a stronger explanation of shared and interactive writing—helps students understand the need to supply the right help, at the right time, for all children.

• NEW - Updated references—Now including Internet/World Wide Web sources and an outline for evaluating the usefulness of computer literacy tools.

  • Encourages future teachers to take full advantage of the latest technology to introduce authentic literacy experiences into their classrooms.

• A full chapter on selecting instructional materials for teaching reading and writing.

  • Creates a template future teachers can use when choosing classroom materials—helps them learn how to choose books, periodicals, and other tools for teaching literacy.

• Numerous children's writing artifacts—Highlighted throughout the text.

  • Illustrates how children translate authentic reading experiences into progress toward literacy—shows the progression of knowledge as children's language skills grow.

• Coverage of literacy development in infants and toddlers.

  • Fills in gaps in understanding for future teachers—gives them the necessary background in the stages of literacy development that affect learning in school age children.

• A Conclusion section in every chapter—Consisting of Discussion Questions, Suggested Follow-Up Activities, and Recommended Further Reading.

  • Encourages students to extend their involvement with chapter material—help them assess their understanding, and provide possibilities for in-class discussions, assignments, and additional research.

• Significantly increased material on phonemic awareness, vocabulary, phonics, and spelling—Evident throughout the text.

  • Bolsters future teachers ability to teach these basic skills through the reading and writing experiences the text favors—addresses increased emphasis in elementary schools on the fundamentals of language and literacy skills.

• Increased coverage of assessment—Emphasizes performance-based alternatives to standardized testing during early childhood and examines current recommendations in terms of developmentally-appropriate practice.

  • Presents a rationale for using procedures congruent with holistic approaches to literacy—offers numerous examples of assessment via children's involvement with printed materials.

• Revised and expanded chapters on writing—Organized to match the reading chapters.

  • Provides a stronger explanation of shared and interactive writing—helps students understand the need to supply the right help, at the right time, for all children.

• Updated references—Now including Internet/World Wide Web sources and an outline for evaluating the usefulness of computer literacy tools.

  • Encourages future teachers to take full advantage of the latest technology to introduce authentic literacy experiences into their classrooms.

1. Understanding Emergent Readers and Writers.


2. Emergent Literacy Develops through Play and Experiences.


3. Emergent Literacy Develops through Oral Language and Story.


4. Assisting Emergent Readers.


5. Assisting Emergent Writers.


6. Supporting Independent Writers.


7. Creating a Classroom for Readers.


8. Assessing Growth in Literacy.


9. Selecting Early Literacy Teaching Resources.


References.


Index.

Emergent Literacy  [CORE TEXTS]   (Reading & Literacy)

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  Let's Begin Reading Right: A Developmental Approach to Emergent Literacy, 6/E
  Fields, Groth & Spangler
  ©2008 | Merrill | Paper; 448 pp | Instock
  ISBN-10: 0131595024 | ISBN-13: 9780131595026
  Brief Description | Buy from myPearsonStore

  

  For Literacy in Early Childhood or Early Childhood Reading Methods courses.

   

  Let's Begin Reading Right: A Developmental Approach to Emergent Literacy, sixth edition, takes a constructivist, developmental approach to emergent literacy for infants to 8-year olds.  This revision includes new introductory chapters that cover current issues (NCLB, standards) about emergent literacy, new features "Maintaining Developmentally Appropriate Practice in a No Child Left Behind World" and "Home-School Connection", and expanded coverage of working with English language learners.  It includes chapters and discussions on oral language development, reading, writing, setting up classrooms for literacy activities, how to select and read children's literature, how to assess literacy development, and how to select teaching resources.

Marjorie V. Fields is Professor Emeritus of early childhood education at the University of Alaska Southeast. She coordinated early childhood graduate teacher education programs throughout the state of Alaska for many years. A former kindergarten and first grade teacher, she has studied how children become literate for several decades. She has published several articles in professional journals and chapters in edited books on the topic of emergent literacy and has also written the book Your Child Learns to Read and Write for parents on that topic (Olney, MD: Association for Childhood Education International, 1998). She has been active in early childhood professional associations, having served as vice president of the National Association of Early Childhood Teacher Educators and also having been on the Governing Board of the National Association for the Education of Young Children. Her proudest accomplishments relate to raising two sons: Michael, an employment law attorney, and David, a structural engineer. Her new focus is her granddaughters Sarah and Caroline, who will be closely documented during their emergent literacy process.

Lois A. Groth is an assistant professor in the Graduate School of Education at George Mason University. A former elementary teacher, she now teaches literacy courses in the elementary education and literacy programs. Lois does staff development in early literacy, most recently with the Fairfax County, Virginia, Office for Children, to develop an Early Literacy Institute for early childhood practitioners. She has three young children, Kyle, Jennifer, and Sara, who help her practice reading and writing right.

Katherine L. (Katy) Spangler is a professor of education at the University of Alaska Southeast, where she coordinates and teaches in an elementary teacher credential program for students in small, rural communities in Alaska. A former bilingual elementary teacher, she now teaches courses in reading and writing methods and children's literature. She has a special interest in literature for children from Alaska and the North. Katy is the Alaska editor of Exploring Our United States: The Pacific States (Oryx, 1994) and frequently gives workshops in Alaskan children's literature. Her two children, Patrick and Mary McCormick, grew up with Let's Begin Reading Right and are now in high school and middle school.

BlackBoard Cartridge, Let's Begin Reading Right, 5/E
Fields
©2006 | Merrill | On-line Supplement | Instock
ISBN-10: 0132306360 | ISBN-13: 9780132306362
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Online Instructor's Manual with Test Bank, 5/E
Fields
©2006 | Merrill | On-line Supplement | Instock
ISBN-10: 0131560816 | ISBN-13: 9780131560819
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Allyn & Bacon Digital Media Archive CD-ROM for Education, 2001 Edition
Allyn & Bacon
©2001 | Merrill | CD-ROM Only | Instock
ISBN-10: 0205319602 | ISBN-13: 9780205319602
URL:  http://www.ablongman.com/dma

CourseCompass (5.0) Instructor Quick Start Guide
Allyn & Bacon & Longman
©2007 | Merrill | Paper | Instock
ISBN-10: 0205531709 | ISBN-13: 9780205531707

Literacy Library Video B-Guided Reading
Reutzel
©2004 | Merrill | Video; 1 pp | Instock
ISBN-10: 0131123955 | ISBN-13: 9780131123953

Literacy Library, Video A, 10/E
Heilman, Blari & Rupley
©2002 | Merrill | Video | Instock
ISBN-10: 0130420875 | ISBN-13: 9780130420879

Literature Circles: Responding to Literature in an 8th Grade Classroom, 5/E
Tompkins
©2002 | Merrill | CD-ROM Only | Out of Stock
ISBN-10: 0130611670 | ISBN-13: 9780130611673

Primary Grades Literacy CD
Harris & Tompkins
©2006 | Merrill | CD-ROM Only | Instock
ISBN-10: 013172133X | ISBN-13: 9780131721333

Teaching Writing CD-ROM
Education
©2005 | Merrill | CD-ROM Only; 0 pp | Instock
ISBN-10: 0131175904 | ISBN-13: 9780131175907

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