Teaching language and literacy: preschool through the elementary grades PDF
Preview Teaching language and literacy: preschool through the elementary grades
F O U R T H E D I T I O N Teaching Language and Literacy Preschool Through the Elementary Grades James F. Christie Arizona State University Billie Jean Enz Arizona State University Carol Vukelich University of Delaware Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Vice President,Editor-in-Chief: Aurora Martínez Ramos Editorial Assistant: Amy Foley Associate Sponsoring Editor: Barbara Strickland Vice President,Director of Marketing: Quinn Perkson Executive Marketing Manager: Krista Clark Production Editor: Gregory Erb Editorial Production Service: TexTech International Manufacturing Buyer: Megan Cochran Electronic Composition: TexTech International Photo Researcher: Annie Pickert Cover Designer: Elena Sidorova Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. Copyright © 2011, 2007, 2002, 1997 Pearson Education, Inc., publishing as Allyn & Bacon, 501 Boylston Street, Boston, MA, 02116. All rights reserved. Manufactured in the United States ofAmerica. This publication is protected by Copyright, and permission should be obtained from thepublisher prior toany prohibited reproduction, storage in a retrieval system, or transmission inany form or by any means, electronic, mechanical, photocopying, recording, or likewise. Toobtainpermission(s) to use material from this work, please submit a written request to PearsonEducation, Inc., Permissions Department, 501 Boylston Street, Boston, MA, 02116, oremail [email protected]. Library of Congress Cataloging-in-Publication Data Christie, James F. Teaching language and literacy : preschool through the elementary grades / James Christie, Billie Jean Enz, Carol Vukelich. — 4th ed. p. cm. ISBN-13: 978-0-13-705762-7 ISBN-10: 0-13-705762-8 1. Language arts (Elementary)—Case studies. 2. Language arts (Preschool)—Case studies. I. Enz, Billie. II. Vukelich, Carol. III. Title. LB1576.C5564 2010 372.6—dc22 2010004613 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 RRD-VA 14 13 12 11 10 ISBN-10: 0-13-705762-8 ISBN-13: 978-0-13-705762-7 A B O U T T H E A U T H O R S James F.Christieis a professor of Advanced Studies in Educa- tion Policy, Leadership, and Curriculum at Arizona State Uni- versity, where he teaches courses in early childhood education. 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 been co-director of Early Reading First projects in San Luis and Somerton, AZ; Bullhead City, AZ; and Gallup, NM. Billie Jean Enz is a professor of early childhood education in the College of Teacher Education and Leadership at Arizona State University, where she teaches courses in early childhood education. Her research interests include language and literacy development and family literacy. Dr. Enz has co-authored Help- ing Young Children Learn Language and Literacy, 3rd ed. (2008) and Assessing Preschool Literacy Development (Inter- national Reading Association, 2009). She is a co-principle investigator for First Things First External Evaluation for Ari- zona, which is a state-wide early childhood initiative. Carol Vukelichis the L. Sandra and Bruce L. Hammonds Pro- fessor in Teacher Education and Director of the Delaware Cen- ter for Teacher Education at the University of Delaware. Her research and teaching interests include children’s early literacy development and teachers’ professional development, specifi- cally coaching and reflection strategies. Dr. Vukelich has served as President of the Association for Childhood Education Inter- national 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, 2nd ed. (Allyn & Bacon, 2008); Building a Foun- dation for Preschool Literacy: Effective Instruction for Chil- dren’s Reading and Writing Development, 2nd ed., (2009); and Achieving EXCELLENCE in Preschool Literacy Instruction(edited with Laura M. Justice, 2008). She works closely with colleagues Martha J. Buell and Myae Han on two Early Reading First projects. iii C O N T E N T S Preface xiii PA RT O N E Foundations 1 1 Foundations of Language and Literacy 3 Before Reading This Chapter,Think About ... 4 Focus Questions 4 National Literacy Policies and Initiatives 5 The Standards Movement 6 / Elementary and Secondary Education Act (Formerly Known as the No Child Left Behind Act) 8 Reading First 9 / Good Start, Grow Smart 10 / Early Reading First 13 Using Scientifically Based Reading Research to Make Curricular andInstructional Decisions 13 The National Reading Panel 14 / The National Early Literacy Panel 15 A Continuum of Instructional Approaches or “The Reading Wars” 16 Emergent Literacy Approach 16 / Scientifically Based Reading Research Approach 17 / Blended Instruction: A Comprehensive Literacy Program 19 A Comprehensive Literacy Instructional Program 23 Effective Teachers Provide Children with a Print-Rich Classroom Environment 23 / Effective Teachers Demonstrate, Model, and Scaffold Instruction 24 / Effective Teachers Explicitly Teach Children Skills That Research Supports as Key Elements of Reading, Writing, and Speaking 24 Effective Teachers Read to Children Daily and Encourage Them to Read Books on Their Own 25 / Effective Teachers Provide Opportunities for Children to Collaborate and Help Each Other Learn about Language and Literacy 26 Effective Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences 27 / Effective Teachers Support Children’s Experimentations with Print 28 / Effective Teachers Use Multiple Forms of Assessment to Find Out What Children Know and Can Do and They Use That Data toMake Instructional Decisions 28 / Effective Teachers Recognize That Some iv CONTENTS v Children Need Explicit Instruction in Order to Become Proficient Readers and Writers—and They Provide the Needed Intensive Intervention 29 / Effective Teachers Respect and Make Accommodations for Children’s Developmental, Cultural, and Linguistic Diversity 30 / Effective Teachers Build Partnerships with Families 32 / Effective Teachers Recognize the Importance of Reflecting on Their Instructional Decisions 33 Summary 33 Linking Knowledge to Practice 36 2 Oral Language Development 37 Before Reading This Chapter,Think About ... 37 Focus Questions 38 Language Acquisition Theories 38 Behaviorist Perspective 39 / Nativist Perspective 40 Social-Interactionist Perspective 40 / A Biological Perspective 42 Linguistic Vocabulary Lesson 42 Phonology 43 / Morphology 43 / Syntax 44 / Semantics 45 Pragmatics 45 Observing the Development of Children’s Language 47 Birth to One Month 47 / Two to Three Months 48 / Four to Six Months 48 / Six to Nine Months 49 / Nine to Twelve Months 50 Twelve to Eighteen Months 50 / Eighteen to Twenty-four Months 51 Twenty-four to Thirty-six Months 51 / Three to Five Years 53 Four to FiveYears 53 What Is Normal Language Development? 54 Factors Contributing to Variation in Rate of Language Acquisition 54 Gender Differences 54 / Socioeconomic Level 56 / Cultural Influences 57 / Medical Concerns 57 / Congenital Language Disorders 59 Disfluency 59 / Pronunciation 59 English Language Learning 60 Family Focus:Developing Language Over Time 62 Summary 64 Linking Knowledge to Practice 66 vi CONTENTS 3 Family Literacy 67 Before Reading This Chapter,Think About ... 68 Focus Questions 68 Home Talk:A Natural Context for Learning and Using Language 68 Encouraging Personal Narratives 70 / Reading Storybooks 73 Television as a Language Tool 75 Time 75 / Choosing Programming for Children 76 Active Viewing 76 Home Literacy Experiences 76 Family Focus:Parent Workshops 79 Case Studies 83 Tiffany 83 Alicia 88 Alicia’s Early Literacy Development in Spanish 88 Alicia’s Home Language and Literacy 88 / Alicia’s Literacy Developmentin Kindergarten 89 / Writing 89 / Reading 90 Summary 92 Linking Knowledge to Practice 93 PA RT T WO Early Language and Literacy Instruction 95 4 Facilitating Early Language Learning 97 Before Reading This Chapter,Think About ... 98 Focus Questions 99 Teacher Discourse 99 Reciprocal Discussions and Conversations 101 Contexts That Encourage Language Use 104 Group Activities 104 / Learning Centers 105 / Dramatic Play 106 Language-Centered Activities for Children 111 Sharing 111 / Storytelling 112 / Language Play 113 / Songs and Finger Plays 114 CONTENTS vii Vocabulary Instruction 115 Family Focus:Sharing the Curriculum 117 Strategies for Teaching English Language Learners 122 Strategies for Children with Special Needs:Speech Delays 124 Summary 125 Linking Knowledge to Practice 127 5 Emergent Literacy Strategies 128 Before Reading This Chapter,Think About ... 129 Focus Questions 129 Functional Literacy Activities 129 Bringing Environmental Print into the Classroom 130 Functional Print Connected with Classroom Activities 132 Labels 132 / Lists 132 / Directions 132 / Schedules 134 Calendars 134 / Messages 134 / Sign-In and Sign-Up Lists 134 Inventory Lists 136 Sharing Literature with Children 136 Selecting Good Books for Children 137 / Classroom Library Centers 138 Books 139 / Physical Characteristics 140 Effective Story-Reading Strategies 141 Family Focus:Sharing Instructional Materials and Offering Guidance 143 Classroom Read-Alouds 144 / Shared Reading 147 Linking Literacy and Play 150 Literacy-Enriched Dramatic Play Centers 150 / Preparatory Experiences 152 Teacher Involvement in Play 152 Shared Writing 153 Group Stories 154 / Individual Experience Stories 156 / Interactive Writing 157 Strategies for Teaching English Language Learners 159 Strategies for Children with Special Needs 160 Summary 162 Linking Knowledge to Practice 164 viii CONTENTS 6 Teaching Early Reading and Writing 165 Before Reading This Chapter,Think About ... 166 Focus Questions 166 Early Reading Instruction 167 Phonological and Phonemic Awareness 168 Phonological Awareness 170 / Phonemic Awareness 174 Alphabet Knowledge 175 Songs 178 / Letter Charts 179 / Alphabet Word Walls 180 Games 180 Phonics Instruction 181 / Print Awareness 182 Teaching Concepts aboutPrint 182 / Key Words 184 Early Writing Instruction 185 The Context for Writing: The Writing Center 186 Gather the Needed Materials 186 / Arrange the Materials 187 / Computers and Word Processing 187 Teachers’Role 188 Writing in Other Centers 189 / The Writing Workshop 189 Focus Lessons 191 / Writing Time 191 / Group Share Time 192 Publishing Children’s Writing 192 Strategies for Teaching English Language Learners 194 Family Focus:Creating a Book Nook and Author’s Corner 195 Strategies for Children with Special Needs:Writing Instruction 196 Summary 196 Linking Knowledge to Practice 198 7 Assessing Early Literacy:Finding Out What Young Children Know and Can Do 199 Before Reading This Chapter,Think About ... 200 Focus Questions 200 Determining What Children Know and Can Do 200 What Is Important for Teachers to Know about Children’s Literacy Development? 201 / Two Kinds of Assessment 202 CONTENTS ix Ongoing Assessment 203 Ongoing Assessment Tools 204 Anecdotal Notes 204 / Vignettes or Teacher Reflections 204 Checklists 206 / Video and Audio Recordings 208 Products or Work Samples 208 Addressing Storage Problems 208 On-Demand Assessment 209 Standardized Tests 209 Criterion-Referenced Tests 212 / Norm-Referenced Tests 215 Family Focus:Sharing Assessment Results With Parents 219 Assessing English Language Learners 222 Using Assessment Data to Plan Early Literacy Instruction 224 Summary 224 Linking Knowledge to Practice 225 PA RT T H R E E Elementary Grade Literacy Instruction 227 8 Elementary Reading:Expanding the Foundation for Ongoing Literacy Learning 229 Before Reading This Chapter,Think About ... 230 Focus Questions 230 Understanding the Reading Process 231 Psychological Contributors to Reading 232 Word Identification 232 Graphophonic Cues 233 / Morphemic Analysis Cues 233 Context Cues 233 Word Meaning 237 / Connected Text 243 General Demands 243 Classroom Events 248 Determining a Schedule 248 / Selecting and Using Materials 248 Considering Reading Options 250 / Providing Instruction 251 Assessing 252 Attributes of a Successful Reading Teacher 253 Strategies for Teaching English Language Learners 253 Strategies for Children with Special Needs 255
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