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Activities for Striking a Balance in Early Literacy

Activities for Striking a Balance in Early Literacy - 01 edition

ISBN13: 978-1890871314

Cover of Activities for Striking a Balance in Early Literacy 01 (ISBN 978-1890871314)
ISBN13: 978-1890871314
ISBN10: 1890871311
Cover type:
Edition/Copyright: 01
Publisher: Holcomb Hathaway Publishers
Published: 2001
International: No

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Activities for Striking a Balance in Early Literacy - 01 edition

ISBN13: 978-1890871314

Nancy Lee Cecil

ISBN13: 978-1890871314
ISBN10: 1890871311
Cover type:
Edition/Copyright: 01
Publisher: Holcomb Hathaway Publishers

Published: 2001
International: No
Summary

In past years, whole language philosophy and direct instruction in basic literacy skills have often been presented as mutually exclusive approaches to instruction. In reality, many of the best teachers have responded to the individual needs of their students and have ''struck a balance,'' combining the best practices from both approaches in their classrooms.

Striking a Balance: Positive Practices for Early Literacy is written to help prepare pre-service and practicing teachers to meet the challenge of today's diverse student population and create a comprehensive program that places direct skills instruction within the context of rich and varied reading and writing experiences.

Readable, thorough, and contemporary, this concise text addresses the core topics and issues of literacy acquisition clearly and succinctly. Grounded in theory and research, Striking a Balance also shows readers how theory informs practice through its corresponding focus on classroom application.

The selected classroom examples of strategies, procedures, and activities represent the most effective practices according to current research and the host of outstanding teachers observed and interviewed in preparing this textbook. Striking a Balance will help readers to make sound, professional, pedagogical choices based on state-of-the-art research on classroom practices.

Table of Contents

Each chapter begins with the feature In the Classroom and ends with Summary, Questions for Journal Writing and Discussion, and Suggestions for Projects and Other Activities

Chapter 1 How a Child Learns to Read: Process and Product

What Is Reading?
Theories of Reading Acquisition
Cueing Systems
The Reading Process
The Reading Product


Chapter 2 A Quest for Balance: Moving Forward

The History of Early Literacy
Phonics Instruction and the Transmission Model
The Positive Role of Phonics Instruction
Holistic Instruction and the Transactional Model
A Quest for Balance: Moving Forward

Chapter 3 Emergent Literacy: When and How Should We Begin?

What Is Developmentally Appropriate?
Defining Emergent Literacy
Positive Practices to Foster Emergent Literacy
Communicating with Parents


Chapter 4 Phonemic Awareness: The Sounds of Our Language

The Importance of Phonemic Awareness
The Components of Phonemic Awareness
Developing Phonemic Awareness
Recommendations for Teaching Phonemic Awareness


Chapter 5 Phonics Instruction: Why and How

Why Phonics Instruction?
Beginning Phonics Instruction
Approaches to Sounding Out Words
A Sequence for Teaching Phonics
Teaching High-Frequency Words
A Model Phonics Program
Instructional Strategies to Keep in Mind


Chapter 6 Spelling: Developing Letter-Sound Correspondence

The Stages of Spelling Development
Observing Temporary, or ''Invented,'' Spelling
Understanding Our Alphabetic System
An Effective Spelling Program
Contract Spelling
English Language Learner Issues and Strategies
Practices to Avoid


Chapter 7 Acquiring Word Meanings: The Building Blocks of Literacy

Why Acquiring a Meaning Vocabulary Is Important
Principles of Effective Vocabulary Development
Types of Vocabulary Instruction
Modifying Traditional Approaches


Chapter 8 Reading Comprehension: Making Sense of Print

What Is Comprehension?
An Ideal Climate for Critical Thinking
Strategies Necessary for Comprehending
Instructional Activities for Teaching Comprehension
Components for a Successful Comprehension Program


Chapter 9 Reading-Writing Connections: Reciprocal Paths to Literacy

Writing Goals for Early Readers
The Writing Process and Writer's Workshop
Writing Structures
Journal Writing
The Language Experience Approach
Variations on the Basic LEA
Other Motivators for Emergent Writers


Chapter 10 Mediated Reading: Creating a Literate Community

Shared Reading
Guided Reading
Grouping for Instruction
Other Practices for Mediated Reading
Making Text Accessible for All Learners
Box: Adapting a Story to a Reader's Theatre Script


Chapter 11 Informing Instruction: Assessment of Early Literacy Development

Why Assess?
Principles of Assessment
Types of Assessment
Formal Assessment Procedures
Informal Assessment Procedures
Anecdotal Notes
Compiling and Summarizing Assessment Information


Chapter 12 Early Literacy: Orchestrating a Balanced Program

A Classroom Climate Conducive to Literacy
Organizing the Classroom Environment
Devising an Instructional Plan
A Day in Mrs. Ramon's Classroom


Appendices

A Children's Literature References
B Teacher References for Early Literacy
C Commercial Assessment Instruments
D Informal Checklist and Assessment Devices
E Rimes & Common Words Containing Them
F Fry's List of ''Instant Words''
G Phonics Terms and Orthography Chart


References
Glossary
Author Index, Subject Index

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