Grounded in cutting-edge theory and research about literacy development, this book is filled with practical assessment and instructional ideas for teachers of pre-K through grade 3. Engaging vignettes show how everyday conversations and activities offer rich opportunities both for evaluating children's current level of knowledge and for helping them progress toward more sophisticated and rewarding interactions with reading and writing. Throughout, the book highlights ways to work effectively with English language learners and their families, a theme that is the exclusive focus of two chapters. Other timely topics covered include creative uses of technology and ways to incorporate popular culture into the classroom. Over two dozen reproducible assessment tools and handouts enhance the utility of this volume as an instructional resource, professional development tool, or graduate-level text.
Bringing together prominent scholars, this book shows how 21st-century research and theory can inform everyday instructional practices in early childhood classrooms (PreK-3).
Filled with clear explanations and doable strategies, this book helps PreK-2 teachers juggle the demands of planning effective instruction and creating a literacy-rich classroom environment.
This engaging guide provides effective strategies for selecting books and using read-alouds to develop children's oral language, vocabulary, concepts of print, alphabet knowledge, phonological awareness, and comprehension.
Widely recognized as a leading text in its field, this popular guide explores literacy development beginning in infancy and through fourth grade.
3. Determine where and when CBM testing will take place. 4. Identify four items each week from the vocabulary pool ... 5. Prepare for each child a score sheet (see Figures 17.1 and 17.2 for examples) weekly that includes the four CBM ...
For example, studies of children's writing before school in New Zealand (McNaughton, Kempton, 86 Turoa, 1994) have found that Anglo-European parents tended to adopt explicit developmental goals; for example, expecting their children to ...
Now Ms. Warren introduced three or four upper-case letters to be learned for the week. She began with T, E, and F, and then taught the other letters with downs and overs: L, H, and I. Now instead of guided drawing, after introducing the ...
Taking a closer look : A Scottish perspective on reading assessment . In C. Harrison & T. Salinger ( Eds . ) , Assessing reading 1 : Theory and practice ( pp . 1136–1151 ) . London : Routledge Hoffman , J. , Roser ...
Boston, MA: Pearson Education. ... Retrieved from http:// www.naeyc.org/files/yc/file/200901/BTJPhonologicalAwareness.pdf Ziolkowski, R. A., & Goldstein, H. (2008). Effects of an 146 Systematic and Engaging Early Literacy: Instruction ...
Through the strong oral traditions of songs, rhymes, games, and rituals from many cultures, young language learners can experience ... Children's songs, nursery rhymes, poems, and verses are filled with strong rhythms, patterned rhymes, ...