Education

The unique focus of this text integrates constructivist learning, diversity, and instruction-based assessment, and helps translate principles into practice.

Unlike any other text on the market, this text integrates a constructivist/emergent literacy perspective with “science-based” instructional practices that have proved successful in supporting children’s reading, writing, and speaking development.

 

This Third Edition begins with a brief overview of the recent key national policies and initiatives that have had a significant impact on the teaching of reading and writing at the preschool and elementary levels.  Respected authors Jim Christie, Billie Enz, and Carol Vukelich describe a continuum of approaches to reading instruction, ranging from emergent literacy to Science-Based Reading Research. Unique to this text is the authors’ vision of a “blended’ approach to teaching literacy that includes the best elements of diverging views and ends with a set of principles that guide the authors’ view of the effective teaching of literacy in preschool and elementary classrooms.

Perfect for any course with a focus on language, the text covers the development and teaching of both oral and written language from preschool through the elementary grades.  At the preschool and kindergarten levels, the authors advocate a combination of meaningful engagements with print and age-appropriate instruction on core literacy skills.  At the elementary grade level, the authors support a balanced approach to reading instruction that focuses on both decoding and comprehension.  The writing workshop is the authors’ preferred mode of elementary-grade writing instruction. The text also has extensive coverage of working with children from diverse background, family literacy, and assessment strategies that can be used to inform instruction. The Third Edition has a strong emphasis on scientifically-based reading research (SBRR) throughout, blending SBRR with other perspectives to create a ‘value added’ approach to language and literacy teaching and learning.

• Emphasis on diversity includes special features by noted multicultural/bilingual specialists Sarah Hudelson and Irene Serna that describe how teachers can adjust instruction to meet the needs of second-language and bilingual learners.

• “Trade Secrets” throughout the text present the voices of successful, veteran teachers as they describe the literacy instruction and assessment techniques used in their classrooms.

• Special feature boxes throughout the text provide in-depth information about topics relating to language and literacy learning and to teaching the language arts.

• Classroom management suggestions support actual implementation of language and literacy teaching strategies, and can be found throughout the text.

• Informative “Focus Questions” at the beginning of each chapter help the reader assess the chapter's contents at a glance.

• End-of-chapter summaries provide instructive answers to these questions providing the reader with an opportunity to self-check comprehension.

• Chapter introductions open with enlivening vignettes that immediately engage the reader with the text followed by a thought-provoking discussion.

• “Think About” questions at the end of each introduction prompt students to integrate newly learned material with their personal experiences and prior knowledge.

• Exceptional facilitators guide with test questions, in-class and field-based activities.  Web based power-points available.  Instructional suggestions for all text objectives are also included.  Addition case studies and Trade Secrets are also included for more in-class discussion. 

• A new chapter, “Reading: Expanding the Foundation for Ongoing Literacy Learning,” written by guest author, Dr. Mary Roe, focuses on helping teachers understand the complexities of teaching reading at the elementary grade level – particularly comprehension. 
  
• In depth coverage of new federal and state literacy initiatives.
• Focus on integrating emergent literacy and constructivist theories with the latest science-based reading research and information from the National Reading Panel Report and the National Early Literacy Panel. 

• New emphasis on a blended approach to language and literacy instruction includes both authentic, activity-linked learning experiences and developmentally-appropriate teaching.

• Bold new activities, such as “Linking Knowledge to Practice,” help students connect theory to practices they observe in preschool and kindergarten classrooms.
• Expanded instructional scope includes extensive coverage of the upper elementary grades, complete with a wealth of Trades Secrets from 4th-6th grade teachers.

• Increased coverage of standardized literacy assessments and latest practices in ongoing literacy assessment.

• Revised chapters on the “Foundations of Language and Literacy” (Ch. 1), covers the national literacy policies and initiatives “Teaching Early Reading and Writing” (Ch. 5), covers direct instruction of literacy skills at the early childhood level in the key early reading areas

• Increased emphasis on direct teaching of phonics, word meaning, and comprehension and writing mechanics in the elementary grade chapters (Chapters 6-9).

Preface    

Acknowledgments    

      1    Foundations of Language and Literacy    

Before Reading This Chapter, Think about    

Focus Questions    

National Literacy Policies and Initiatives

The Standards Movement

Good Start, Grow Smart

Early Reading First

Using Scientifically-based Reading Research to Make Curricular and Instructional Decisions

The National Reading Panel

                             

A Continuum of Instructional Approaches

Emergent Literacy Approach

Scientifically-Based Reading Research (SBRR) Approach

Blended Instruction — A “Value Added” Approach

 

A Blended Literacy Instructional Program

Summary   

Linking Knowledge to Practice   

      2    Oral Language Development    

Before Reading This Chapter, Think about    

Focus Questions    

Language Acquisition Theories   

Behaviorist Perspective    

Nativist Perspective    

Social-Interactionist Perspective    

A Biological Perspective    

Linguistic Vocabulary Lesson    

Phonology    

Morphology    

Syntax    

Semantics    

Pragmatics    

Observing the Development of Children’s Language   

What Is Normal Language Development?    

Factors Contributing to Variation in Rate of Language Acquisition   

Gender Differences    

Socioeconomic Level    

Cultural Influences    

Medical Concerns    

Language Disorders   

Summary    

Linking Knowledge to Practice    

      3    Facilitating Early Language Learning   

Before Reading This Chapter, Think about    

Focus Questions    

Home Talk: A Natural Context for Learning and Using Language   

Encouraging Personal Narratives    

Reading Storybooks    

Television as a Language Tool    

Time    

Choosing Programming for Children    

Active Viewing    

School Talk: A Structured Context for Learning
and Using Language    

Teacher Discourse   

Reciprocal Discussions and Conversations   

Contexts for Encouraging Language for Children    

Group Activities    

Learning Centers    

Dramatic Play    

Play Settings   

Time    

Teacher Involvement   

Language-Centered Activities for Children   

Sharing    

Storytelling    

Language Play    

Songs and Finger Plays    

Contexts for Encouraging Language for Older Children    

Cooperative Learning Groups    

Dramatic Simulations    

Movie, Video, Book, and Music Reviews   

Assessment: Finding Out What Children Know and Can Do    

Summary    

Linking Knowledge to Practice    

      4        Building a Foundation for Literacy Learning

Before Reading This Chapter, Think about    

Focus Questions   

Home Literacy Experiences    

Access to Print and Books    

Adult Demonstrations of Literacy Behavior    

Supportive Adults    

Independent Engagements with Literacy   

Storybook Reading   

Functional Literacy Activities    

Bringing Environmental Print into the Classroom    

Functional Print Connected with Classroom Activities    

Labels    

Lists    

Directions    

Schedules    

Calendars    

Messages    

Sign-In and Sign-Up Lists   

Inventory Lists   

Sharing Literature with Children    

Selecting Good Books for Children   

Classroom Library Centers    

Books    

Physical Characteristics 

Classroom Lending Library

Effective Story-Reading Strategies   

Adult Behaviors while Reading   

Child Behaviors during Reading    

Cultural Variations in Story Reading   

Classroom Read-Alouds    

Shared Reading    

Linking Literacy and Play    

Literacy-Enriched play centers    

Preparatory Experiences    

Teacher Involvement in Play    

Shared Enactments    

Language Experience Approach or Shared Writing    

Group Experience or Shared Writing Stories    

Interactive Writing

Individual Language Experience Stories    

Classroom Newspaper    

Summary    

Linking Knowledge to Practice    

      5    Teaching Early Reading and Writing

Before Reading This Chapter, Think about    

Focus Questions    

Early Reading Instruction

Phonological and Phonemic Awareness

Alphabet Knowledge

Print Awareness

Word Recognition    

Key Words    

Word Walls 

Phonics    

Early Writing Instruction    

The Context for Writing: The Writing Center    

Gather the Needed Materials   

Arrange the Materials    

Computers and Word Processing   

The Writing Workshop    

Focus Lessons    

Writing Time    

Group Share Time   

Journals and Interactive Forms of Writing    

Journals    

Dialogue Writing    

Pen Pals    

Publishing Children’s Writing    

Handwriting    

 

Assessment: Discovering What Children Know and Can Do

Checklists

Performance Sampling

Summary    

Linking Knowledge to Practice    

               

6Reading: Expanding the Foundation for Ongoing Literacy Learning  

Before Reading This Chapter, Think about    

Focus Questions    

Understanding the Reading Process

Psychological Contributors to Reading

Word Identification

Graphophonic cues

Morphemic analysis cues

Context cues

Word Meaning

Connected Text

Classroom Events

Determining a schedule

Selecting and using materials

Considering reading options

Providing instruction

Assessing

Attributes of a Successful Reading Teacher

Summary    

Linking Knowledge to Practice   

 

      7  Embedded within a Blended Reading Program: Teaching Meaning and Skills

Before Reading This Chapter, Think about   

Focus Questions  

Lessons from Three Experienced First-Grade Teachers

Beginning the Day (8:10 — 8:40)

Thinking About Reading (8:40 — 9:10)

Applying What They Learned (9:10 — 9:40)

Differentiating Instruction 9:10-9:40 Ready to Write 10:10 — 11:00 Word Study Time 1:30 — 2:00 Reading with a Friend 2:00 — 2:30 (once a week)

Lessons from an Experienced Sixth-Grade Teacher

Typical Monday — Tuesday Schedule 

Typical Wednesday — Thurday Schedule

Typical Friday Schedule

Using Readng and Writing for Learning

Summary    

Linking Knowledge to Practice    

      8    Teaching Writing the Workshop Way    

Before Reading This Chapter, Think about   

Focus Questions   

The Essentials of Writing Workshop   

Gather the Needed Materials    

The Components of the Writing Workshop    

Focus Lessons    

Writing Time    

Sharing

Focus Lessons

Procedural Lessons    

Craft or Traits of Good Writing    

Writing Process Lessons    

Mechanical Skills Lessons    

 

Status-of-the-Class Report   

Writing Time    

Teacher-Student Conferences

Peer Conferences

Using Technology to Respond to Writers

Software Programs

Wikis and Blogs

Digital Storytelling

 

Group Share Sessions

Assessment: Discovering What Students Know and Can Do    

Using Writing Rubrics    

Large-Scale Assessments    

Summary    

Linking Knowledge to Practice    

      9    Embedded within Writing Workshop: Teaching Skills
and Meeting Special Needs    

Before Reading This Chapter, Think about    

Focus Questions    

The Mechanical Skills of Writing   

Spelling   

How Children Learn to Spell    

Helping Children Become Better Spellers    

Explicit Instruction Once Children Become Fluent Writers

Grammar   

Capitalization and Punctuation    

Handwriting    

Manuscript or Cursive Style?   

Vertical or Slanted Form?    

Teaching Children How to Form Letters   

Left-Handed Writers    

Special Populations    

Bilingual Second-Language Learners    

Children with Special Needs   

Summary   

Linking Knowledge to Practice    

    10    Assessment: Determining What Children Know
and Can Do    

Before Reading This Chapter, Think about    

Focus Questions    

What Is Important for Teachers to Know about Children’s Literacy Development?    

Ongoing Assessment   

Information-Gathering Tools   

Anecdotal Records   

Vignettes or Teacher Reflections   

Checklists   

Conferencing or Interviewing   

Video and Audio Taping    

Running Records   

Products or Work Samples    

Creating Portfolios: Working and Showcase    

Selecting Artifacts for Inclusion    

Sharing Portfolios with Others    

On-Demand Assessment    

Standardized Tests    

Reconsidering Teaching Practices    

Summary    

Linking Knowledge to Practice    

    11    Parents as Partners in Language Education   

Before Reading This Chapter, Think about    

Focus Questions   

What Roles Do Families Play?    

Reading and Writing Acquisition    

Dilemmas Facing Modern Families    

Helping Parents and Primary Caregivers Become
Effective First Teachers   

Personal Interactions    

Home Visits    

Parent Workshops    

Phone Calls    

Parent—Teacher Conference   

Progress Review Conferences  

Child—Parent—Teacher Conference   

Student-Led Conference    

Specific Problem Conference    

Classroom Instructional Publications    

Informal Weekly Notes    

News Flashes    

Monthly Newsletters    

        Family Focus

Teachers and Schools as Professional Resources    

Sharing Instructional Materials and Offering Guidance    

Classroom Lending Library    

Writing Briefcase    

Book Bags   

Videotape    

Schools as Community Resources   

Teacher as Community Contact    

VIP Program    

Business Adoption Programs   

Community Tutors    

Buddy Reading Programs    

Summary   

Linking Knowledge to Practice    

References   

Author Index   

Subject Index   

Emergent Literacy  [CORE TEXTS]   (Reading & Literacy)
Language Arts (Elementary)  [CORE TEXTS]   (Reading & Literacy)
Elementary Reading Methods (PreK-4)  [CORE TEXTS]   (Reading & Literacy)
Elementary Reading Methods ( PreK-4)  [CORE TEXTS]   (Reading & Literacy)
Language Arts in Early Childhood Education  (Early Childhood Education)

“This text does an exemplary job of presenting current early literacy research and methods in a manner that can be understood and respected. Also, its emphasis upon workshop-based instruction is very appealing to me as a long-time advocate for this approach to literacy.”

–Scott A. L. Beck, Georgia Southern University

 

 

The third edition of Teaching Language and Literacy: Preschool Through the Elementary Grades integrates a constructivist/emergent literacy perspective with science-based instructional practices. This unique focus on theories and techniques that have proven to be successful helps pre-service and in-service teachers translate principles into classroom practice.

 

Perfect for any course with a focus on language, the book covers the development and teaching of both oral and written language in preschool through elementary grades. Its emphasis on diversity includes special features that describe how teachers can adjust instruction to meet the needs of second-language and bilingual learners. In addition, the third edition focuses on scientifically-based reading research (SBRR) throughout, blending these findings with other perspectives in a “value added” approach to language and literacy teaching and learning.

 

New features include:

 

• Emphasis on a blended approach to language and literacy instruction, including both authentic learning linked to activities and developmentally-appropriate teaching.
• Activities such as “Linking Knowledge to Practice” help students connect theory to practices they observe in preschool and kindergarten classrooms.
• In-depth coverage of new federal and state literacy initiatives, standardized literacy assessments, and latest practices in ongoing literacy assessment.

Facilitator's Guide, 3/E
Christie, Vukelich, Enz & Foley
©2007 | Allyn & Bacon | On-line Supplement | Instock
ISBN-10: 0205520766 | ISBN-13: 9780205520763
  View Downloadable Files

PowerPoint Presentation (Download Only), 3/E
Christie, Enz & Vukelich
©2007 | Allyn & Bacon | On-line Supplement | Instock
ISBN-10: 0205520758 | ISBN-13: 9780205520756
  View Downloadable Files

Allyn & Bacon Digital Media Archive CD-ROM for Education, 2001 Edition
Allyn & Bacon
©2001 | Allyn & Bacon | CD-ROM Only | Instock
ISBN-10: 0205319602 | ISBN-13: 9780205319602
URL:  http://www.ablongman.com/dma

Classroom Management Video
Bateman & Herrell
©2015 | Allyn & Bacon | Video | Estimated Availability : 08/31/2014
ISBN-10: 0130840491 | ISBN-13: 9780130840493

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

Models for Teaching Elementary Social Studies Video
Parker
©2001 | Allyn & Bacon | Video | Out of Stock
ISBN-10: 0130289507 | ISBN-13: 9780130289506

Responding to Hate at School: A Guide for Teachers, Counselors, and Administrators
Southern Poverty Law Center
©2001 | Allyn & Bacon | Paper | Instock
ISBN-10: 0130284580 | ISBN-13: 9780130284587

For Language Arts in Early Childhood Education

VideoWorkshop for Language Arts Methods: Instructor's Teaching Guide with CD-ROM
Murphy
©2005 | Allyn & Bacon | Paper Bound w/CD-ROM; 80 pp | Instock
ISBN-10: 0205456464 | ISBN-13: 9780205456468

VideoWorkshop for Language Arts Methods: Student Learning Guide w/ CD-ROM
Murphy
©2005 | Allyn & Bacon | Paper Bound w/CD-ROM; 48 pp | Instock
ISBN-10: 0205457169 | ISBN-13: 9780205457168

For Elementary Reading Methods (PreK-4)

VideoWorkshop for Reading Methods: Student Learning Guide w/ CD-ROM, 2/E
Murphy
©2005 | Allyn & Bacon | Paper Bound w/CD-ROM; 48 pp | Instock
ISBN-10: 0205457193 | ISBN-13: 9780205457199

For Language Arts (Elementary)

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

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

Themes of the Times for Literacy (Valuepack item only)
Montero
©2008 | Allyn & Bacon | Paper; 112 pp | Instock
ISBN-10: 0205549160 | ISBN-13: 9780205549160

VideoWorkshop for Language Arts Methods: Instructor's Teaching Guide with CD-ROM
Murphy
©2005 | Allyn & Bacon | Paper Bound w/CD-ROM; 80 pp | Instock
ISBN-10: 0205456464 | ISBN-13: 9780205456468

VideoWorkshop for Language Arts Methods: Student Learning Guide w/ CD-ROM
Murphy
©2005 | Allyn & Bacon | Paper Bound w/CD-ROM; 48 pp | Instock
ISBN-10: 0205457169 | ISBN-13: 9780205457168

For Emergent Literacy

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

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

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

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

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

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