Download PDF Teaching Language and Literacy: Preschool Through the Elementary Grades (4th Edition)By James Christie, Billie Jean Enz, Carol Vukelich
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Teaching Language and Literacy: Preschool Through the Elementary Grades (4th Edition)By James Christie, Billie Jean Enz, Carol Vukelich
Download PDF Teaching Language and Literacy: Preschool Through the Elementary Grades (4th Edition)By James Christie, Billie Jean Enz, Carol Vukelich
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The unique focus of 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. Teaching Language and Literacy: Preschool Th rough the Elementary Grades 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 level. Renowned and respected authors, Christie, Enz, and Vukelich, describe a continuum of approaches to reading instruction, ranging from emergent literacy to Scientifically-Based Reading Research. They also present their vision of a “blended” approach to teaching literacy that includes the best elements of these diverging views as well as a set of principles to guide the effective teaching of literacy in preschool and elementary classrooms.
- Amazon Sales Rank: #628464 in Books
- Published on: 2010-04-19
- Ingredients: Example Ingredients
- Original language: English
- Number of items: 1
- Dimensions: 9.30" h x .80" w x 7.10" l, 1.30 pounds
- Binding: Paperback
- 432 pages
Review
A MESSAGE FROM THE AUTHORS TO OUR READERS:
To Our Readers:
One of us recently visited a first-grade classroom when a young boy approached and said, Hey you teacher, you wanna watch me read? His room was filled with print. There was a fantastic classroom library with hundreds of storybooks and expository text and a well-equipped writing center complete with computers with software and a kid-friendly word processing package. Most important of all, there was an enthusiastic teacher who was talking about an engaging story they would study through the week. We had observed this teacher many times before as she skillfully blended phonics skills, vocabulary and comprehension all while sharing her love of reading wonderful stories with her students. Yes, indeed this young boy was going to be a successful reader.
One of the greatest challenges we face today is also including and sharing information about reading and writing with families. To help with this challenge we have included practical ideas for building parent-teacher partnerships. Likewise we included dozens of ideas about collecting information about children’s constantly developing skills and how this assessment data can guide teachers’ daily instruction. We have also added new features on adapting instruction to meet the needs of English language learners and children with special needs.
Teaching young children learn how to read and then helping maturing students use reading to extend their learning is the purpose of this text. We use the research to guide our text and grounding it in real teachers’ daily practice.
It is our hope that this new edition of Teaching Language and Literacy will be a text that helps to develop, inform and guide your practice and help your students become passionate and skillful readers. We believe that you will find it valuable to keep this book as part of your professional library. It will come in handy many times in your upcoming teaching career.
Wishing you all the best throughout your teaching careers!
Jim Christie, Billie Enz, and Carol Vukelich
From the Back Cover
The unique focus of 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.
Teaching Language and Literacy: Preschool Through the Elementary Grades 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 level. Renowned and respected authors, Christie, Enz, and Vukelich, describe a continuum of approaches to reading instruction, ranging from emergent literacy to Scientifically-Based Reading Research. They also present their vision of a “blended” approach to teaching literacy that includes the best elements of these diverging views as well as a set of principles to guide the effective teaching of literacy in preschool and elementary classrooms.
New to this Edition
- NEW! I ncreased coverage on oral language with a new section on preschool and kindergarten vocabulary instruction and a new chapter on teaching vocabulary at the elementary grade levels help students learn many new strategies for building children's knowledge of word meanings—a key foundation for reading comprehension.
- NEW ! Special features at the end of most chapters discuss strategies for adapting instruction for ELL students, approaches for teaching literacy to children with special needs, and tips on promoting family literacy.
- NEW! Increased emphasis on direct teaching of phonics, fluency, and comprehension strategies prepares students for the heavy emphasis that these skills receive in the elementary grades.
- NEW! In-depth coverage of new federal and state literacy initiatives and expanded coverage of standardized literacy assessments prepares teachers for the new emphasis on skills and testing in today's schools.
To order this text WITH MyEducationKit, use either ISBN:
ISBN-10: 0137073917
ISBN-13: 9780137073917
To order this text WITHOUT MyEducationKit, use either ISBN:
ISBN-10: 0137057628
ISBN-13: 9780137057627
About the Author
James Christie is a Professor of Advanced Studies in Education Policy, Leadership, and Curriculum at Arizona State University where he teaches courses in early childhood education. His research interests include early literacy development and children's play. He has served as co-director of several Early Reading First projects.
Billie 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 includes language and literacy development and family literacy. She is a co-principle investigator for First Things First External Evaluation for Arizona which is a state-wide early childhood initiative.
Carol Vukelich is the Hammonds Professor in Teacher Education and Director of the Delaware Center of Teacher Education at the University of Delaware where she co-directs two Early Reading First projects and supports colleagues’ work on several other projects. Her research interests include early literacy development, particularly children’s vocabulary development, and teaching writing.
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