Parallel Learning of Reading and Writing in Early Childhood explores why it’s important to provide a balanced language learning environment for young children and offers approaches for children to practice and explore language. Writing – a different but parallel process – can open the door to reading, and an effective writing approach in the home and early childhood classrooms leads to the development of phonemic awareness, understanding of phonetic principles, vocabulary, fluency, and comprehension. Effective early childhood teachers are those that extend the knowledge children have amassed at home and use the knowledge of how children learn naturally in the world to inform their practice. This book offers the purpose, context, and outcomes of including writing right from the start in young children’s literacy learning. Through analysis of writing samples, research, and principles of best practices, Shea outlines the essential ingredients for early language learning and provides a developmentally appropriate approach to language learning. Throughout the chapters, Shea integrates discussion of assessment, classroom environment, instructional/teacher scaffolding, and differentiating instruction across developmental levels along with the supporting theory. Special features: vignettes and descriptions of Pre-K, K, and Grade 1 classrooms that incorporate writing across the day artifacts of children’s writing that demonstrate an evolution of knowledge related to both message and word construction concept labeling words and topic specific terms defined throughout the book to support the reader’s understanding of professional terminology discussion of seminal and current research as well as best practices Companion Website with lesson ideas and abundant writing samples from a wide range of demographic, cultural, and language contexts for readers to view, analyze, and discuss. This text offers pre- and in-service early childhood education teachers the content and resources to develop a deeper understanding of language learning, to prompt an examination of current practice, and to stimulate curricular re-designs that foster meaningful, joyful, and motivated learning.
In response to today's needs to tailor instruction for the lower grades (pre-K-4), this new text features sample lessons for virtually every major literacy skill/strategy and offers numerous reinforcement suggestions and generous listings of materials appropriate for the lower grades. The methods emphasized are those that have been validated by research and/or practice. Extensive coverage is provided for areas of instruction mandated by federal programs such as Reading First: phonological awareness, phonics, fluency, vocabulary, and comprehension. However, the text also presents the theories behind the methods, so readers will be free to choose, adapt, and/or construct their own approaches as they create a balanced program of literacy instruction. Features "Lessons" appear throughout the text and provide step-by-step lesson plans for nearly every area of literacy instruction. All lessons include suggestions for assessment. Emphasis on English language learners within regular classrooms, including coverage of Sheltered English, of assessment for ELLs throughout the text, and more children's books for both struggling readers and ELLs, and marginal annotations on Adapting Instruction for English Language Learners. "Help for Struggling Readers and Writers" section concludes Chapters 3-13 and provides practical, specialized suggestions for helping students become stronger readers and writers and for ways in which teachers can adapt instruction or assessment to meet the needs of underachieving readers and writers. To make the text as practical as possible, each chapter concludes with an "Action Plan" that provides specific suggestions for applying each of the key concepts and assessment and teaching suggestions discussed in the chapter. "Children's Reading List" appears in every chapter, providing lists of appropriate titles for skill reinforcement. "Exemplary Teaching" boxes throughout the text bring teaching techniques to life with real-life experiences of gifted teachers and the author's own experiences. An "Essential Standards" section lists specific literacy curriculum goals so students and professors can focus on key objectives, and "Assessment" sections provide specific focus on evaluation issues and ideas for individual chapters (Chs. 3-13). Emphasis on guided reading and matching readers with appropriate texts for grades Pre-K-4. Unique "Leveling Books System," enables students to better understand what makes a book difficult to read and provides an easy-to-use system so that they can level books on their own. Widely used leveling systems are explained and compared. Sources of extensive lists of leveled books are provided (Ch. 2). Unique Appendix A includes a graded listing of 1,000 books where suggestions are made for easy, average, and challenging fiction and informational books at each grade level (Pre-K to 4). Students will have ready access to the readabiltiy levels of the most popular books in grades Pre-K to 4. The use of technology has also been highlighted. Going beyond simply listing interesting Websites, the text has specific age-appropriate suggestions for teaching students how to use the Internet as a learning tool in grades Pre-K to 4. MEET THE AUTHOR THOMAS G. GUNNING has taught courses in methods of teaching reading and writing for 20 years and was the director of the Reading Clinic at Southern Connecticut State University. Before that, as a secondary English teacher, secondary reading specialist, and an elementary school reading consultant, he worked extensively with achieving and struggling readers. He now teaches a variety of reading methods courses at central Connecticut State University. Dr. Gunning is a well-known and highly regarded textbook author, having written and revised such titles as "Assessing and Correcting Reading and Writing Difficulties" (2002) and "Creating Literacy Instruction for All Children" (2003). He also wrote "Best Books for Beginning Readers" (1997), "Best Books for Building Literacy for Elementary School Children" (1999), "Building Words: A Resource Manual for Teaching Word Analysis and Spelling Skills and Strategies" (2001), and "Phonological Awareness and Primary Phonics" (2000). All are Allyn & Bacon books.
Education, Elementary by Frank Schaffer Publications
Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 4: Child Psychology in Practice, edited by K. Ann Renninger, Swarthmore College, and Irving E. Sigel, Educational Testing Service, covers child psychology in clinical and educational practice. New topics addressed include educational assessment and evaluation, character education, learning disabilities, mental retardation, media and popular culture, children's health and parenting.
Filled with full-color pages, engaging activities and colorful learning stickers, they follow national standardized test formats such as the California Achievement Test, the Iowa Test of Basic Skills and the Stanford Achievement Test. They also include a Skills Checklist for parents to determine their child's needs. Pull-out storybooks for preschool, math and reading/language skills enhance learning.
Counsels parents and teachers on how to establish strong home-school connections through family activities that extend learning, outlining parent-participation homework projects in a range of subjects that are designed to reinforce classroom teachings. Original.