Early Childhood Language Arts (myeducationkit Series)

"Early Childhood Language Arts, Fifth Edition, "offers a more comprehensive look at early childhood literacy education than any other text, integrating the language arts - listening, speaking, reading, and writing In response to the call for evidence-based reading instruction, the Fifth Edition includes research-based teaching strategies and information on brain research, bilingual education, technology, and the media's influences on young children. The text provides instructors with a synthesis of the information on language arts gleaned from research on emergent literacy, early childhood education, and special education. It also underscores what is being emphasized in early childhood teacher accreditation programs--namely, responding to the increasingly diverse needs of young language learners in inclusive settings, working with parents and families, and collaborating with professionals in other fields. In addition, the text now has more in-depth coverage of children's literature, diverse language learners, and pedagogy in the language arts through the three chapter features: Links with Literature, English Language Learners (ELLs), and How do I...? Cover......Page 1 Contents......Page 6 Preface......Page 16 FACT FILE on Diverse Language Learners......Page 24 What Is the Cultural Context and Home Literacy Environment?......Page 25 Collaboration with Families and Professionals......Page 30 Meeting the Needs of Children with Language Differences......Page 31 Overview of Children’s Language Differences......Page 33 RESEARCH-BASED LITERACY STRATEGIES......Page 40 LINKS WITH LITERATURE Books That Celebrate Diversity......Page 41 ELLS Who Is the Young English Language Learner?......Page 43 HOW DO I . . . Find High-Quality Picture Books Using the Internet?......Page 45 FACT FILE on Families......Page 47 Collaboration with Families and Professionals......Page 49 Overview of Parents’ and Families’ Contributions to Early Literacy......Page 50 RESEARCH-BASED LITERACY STRATEGIES......Page 58 LINKS WITH LITERATURE Multicultural Bookpacks......Page 60 ELLS Internet Resources for Promoting Print Awareness at Home......Page 61 HOW DO I . . . Conduct Meetings with Families?......Page 62 FACT FILE on Language Development......Page 66 What Is Language?......Page 68 Collaboration with Families and Professionals......Page 69 How Do Children Learn to Communicate?......Page 70 Components of Language......Page 72 Overview of Language Development......Page 76 Theories of Language Acquisition......Page 78 RESEARCH-BASED LITERACY STRATEGIES......Page 89 LINKS WITH LITERATURE Books for Infants and Toddlers......Page 91 ELLS The Affective Filter......Page 93 HOW DO I . . . Teach Phonological and Phonemic Awareness?......Page 94 FACT FILE on Listening......Page 96 What Is Effective Listening?......Page 98 Contributions and Consequences......Page 99 Why Is Listening Important?......Page 100 Overview of Children’s Listening Development......Page 101 RESEARCH-BASED LITERACY STRATEGIES......Page 113 LINKS WITH LITERATURE Song Picture Books......Page 114 ELLS The Listening Environment......Page 115 HOW DO I . . . Teach Onsets and Rimes (Word Families)?......Page 116 FACT FILE on Speaking......Page 118 What Is a Positive Talk Environment?......Page 119 Collaboration with Families and Professionals......Page 122 How Do Young Children Use Speech?......Page 123 Overview of Children’s Speech Development......Page 126 RESEARCH-BASED LITERACY STRATEGIES......Page 141 LINKS WITH LITERATURE Poetry and Stories in Verse......Page 143 ELLS Respecting Cultural Differences in Conversation......Page 144 HOW DO I . . . Encourage Extended Conversation with a Young Child?......Page 145 FACT FILE on Narrative and Expository Texts......Page 147 What Are Narrative and Expository Texts?......Page 148 Collaboration with Families and Professionals......Page 150 Overview of Children’s Narrative and Expository Styles......Page 153 CONCLUSION......Page 164 RESEARCH-BASED LITERACY STRATEGIES......Page 165 LINKS WITH LITERATURE Folktales......Page 166 ELLS Vocabulary Development......Page 167 HOW DO I . . . Teach with Information Books?......Page 168 FACT FILE on Emergent Literacy......Page 170 What Is Emergent Literacy?......Page 172 Collaboration with Families and Professionals......Page 173 Overview of Emergent Reading Development......Page 174 RESEARCH-BASED LITERACY STRATEGIES......Page 188 LINKS WITH LITERATURE Big Books and Shared Reading......Page 190 ELLS Oral Language Skills as Predictors of Literacy......Page 191 HOW DO I . . . Introduce New Words to Children?......Page 192 APPENDIX 7.1 Mel and Tod: A Learning-to-Read Simulation for Adults......Page 194 FACT FILE on Early and Independent Reading......Page 197 What Is Early and Independent Reading?......Page 199 Collaboration with Families and Professionals......Page 203 Overview of Children’s Early and Independent Reading Development......Page 204 RESEARCH-BASED LITERACY STRATEGIES......Page 214 LINKS WITH LITERATURE Easy Readers and Learning to Read......Page 216 ELLS The Literacy Achievement Gap......Page 218 HOW DO I . . . Teach a Guided Reading Lesson?......Page 219 FACT FILE on Children’s Literature......Page 221 What Is Literature for Young Children?......Page 222 Collaboration with Families and Professionals......Page 223 Overview of Children’s Literature......Page 225 CONCLUSION......Page 237 RESEARCH-BASED LITERACY STRATEGIES......Page 238 LINKS WITH LITERATURE Literature Circles......Page 239 ELLS Comprehensible Input......Page 240 HOW DO I . . . Create a Book Guide?......Page 241 FACT FILE on Drawing and Writing......Page 244 What Is the Relationship between Drawing and Writing?......Page 246 Collaboration with Families and Professionals......Page 252 Contributions and Consequences......Page 253 Overview of Children’s Drawing and Writing Development......Page 254 CONCLUSION......Page 269 RESEARCH-BASED LITERACY STRATEGIES......Page 270 LINKS WITH LITERATURE Picture Books to Inspire Writing and Drawing......Page 271 ELLS Metacognitive Strategies......Page 275 HOW DO I . . . Use Dictation and Digital LEAs Effectively?......Page 276 FACT FILE on Media Influences and Technology......Page 278 What Are the Media and What Is Media Literacy?......Page 280 Contributions and Consequences......Page 284 RESEARCH-BASED LITERACY STRATEGIES......Page 292 LINKS WITH LITERATURE Literacy Websites......Page 293 ELLS Environmental Print......Page 294 HOW DO I . . . Integrate Technology to Support Diverse Learners?......Page 295 FACT FILE on Language Arts Programs......Page 298 What Is a Balanced Curriculum?......Page 300 Collaboration with Families and Professionals......Page 302 Contributions and Consequences......Page 303 Overview of How Early Childhood Educators Shape the Curriculum......Page 307 RESEARCH-BASED LITERACY STRATEGIES......Page 322 LINKS WITH LITERATURE Literature-Based Themes......Page 324 ELLS Teachers’ Cultural Competence......Page 326 HOW DO I . . . Write a Standards-Based Lesson Plan with Children’s Literature?......Page 327 FACT FILE on Assessment......Page 329 What Is Assessment?......Page 330 Collaboration with Families and Professionals......Page 331 Contributions and Consequences......Page 332 Overview of Assessment......Page 333 RESEARCH-BASED LITERACY STRATEGIES......Page 346 LINKS WITH LITERATURE Using Wordless Books as Assessment Tools......Page 347 ELLS Home Language Surveys......Page 348 HOW DO I . . . Get Started with Differentiating Instruction?......Page 349 References......Page 352 C......Page 381 E......Page 382 L......Page 383 R......Page 384 Z......Page 385

Jalongo's (Indiana U. of Pennsylvania) textbook is intended for teachers of young children (birth through age 8), and is appropriate for a four-year or five-year teacher preparation program, and for a graduate-level course for practicing teachers. In the third edition, margin notes have been added to highlight significant aspects of literacy learning (bilingual education, brain and language, infant and toddler research, and group investigation activities) and to alert readers to resources available on the text's companion website. Also new is a chapter on how the media and technology affect young language learners. Annotation (c)2003 Book News, Inc., Portland, OR

This volume offers a look at early childhood literacy education integrating the language arts: listening, speaking, reading, and writing. It provides an overview on the improvement of language skills within the school setting gleaned from research on emergent literacy, early childhood education, and special education. The author instructs how to respond to the increasingly diverse needs of young language learners in inclusive settings, how to work with parents and families, and collaborating with professionals in other fields