MARC Record from marc_nuls

LEADER: 09466cam 22003254a 4500
001 9920290640001661
005 20150423125258.0
008 010726s2002 maua b 001 0 eng
010 $a 2001046378
020 $a0205342337
035 $a(CSdNU)u104670-01national_inst
035 $a(OCoLC)47696204
035 $a(Sirsi) 01-AAO-6000
040 $aDLC$cDLC$dC#P$dOrPss
042 $apcc
049 $aCNUM
050 00 $aLB1140.5.L3$bV85 2002
100 1 $aVukelich, Carol.
245 10 $aHelping young children learn language and literacy /$cCarol Vukelich, James Christie, Billie Enz ; with special features by Sarah Hudelson, Irene Alicia Serna.
260 $aBoston :$bAllyn and Bacon,$cc2002.
300 $axiii, 290 p. :$bill. ;$c28 cm.
504 $aIncludes bibliographical references (p. 265-284) and indexes.
505 0 $aFoundations of Language and Literacy -- Language and Literacy: Definitions and Interrelationships -- The Way Children Learn -- Respect for Diversity -- Assessing Children's Literacy Learning -- Teaching Language and Literacy to Young Children -- Knowledgeable Early Childhood Teachers Provide Children with a Print-Rich Classroom Environment -- Knowledgeable Early Childhood Teachers Demonstrate and Model Literacy Events -- Knowledgeable Early Childhood Teachers Provide Opportunities for Children to Work and Play Together in Literacy-Enriched Environments -- Knowledgeable Early Childhood Teachers Link Literacy and Play -- Knowledgeable Early Childhood Teachers Encourage Children to Experiment with Emergent Forms of Reading and Writing -- Knowledgeable Early Childhood Teachers Provide Opportunities for Children to Use Language and Literacy for Real Purposes and Audiences -- Knowledgeable Early Childhood Teachers Read to Children Daily and Encourage Them to Read Familiar Books on Their Own -- Knowledgeable Early Childhood Teachers Use Authentic Forms of Assessment to Find Out What Children Know and Can Do -- Knowledgeable Early Childhood Teachers Respect and Make Accommodations for Children's Developmental, Cultural, and Linguistic Diversity -- Oral Language Development -- Perspectives on Children's Language Acquisition -- Behaviorist Perspective -- Linguistic Nativist Perspective -- Social-Interactionist Perspective -- A Neuro-Biological Perspective -- Linguistic Vocabulary Lesson -- Phonology -- Morphology -- Syntax -- Semantics -- Pragmatics -- Observing the Development of Children's Language -- A Biological View of Development -- A Social-Interactionist View of Language Development -- What Is Normal Language Development? -- Factors Contributing to Variation in Rate of Language Acquisition -- Gender Differences -- Socioeconomic Level -- Cultural Influences -- Medical Concerns -- Congenital Language Disorders -- Disfluency -- Pronunciation -- Facilitating Oral Language Learning -- Home Talk: A Natural Context for Learning and Using Language -- Encouraging Personal Narratives -- Reading Storybooks -- Television as a Language Tool -- Time -- Choosing Programming for Young Children -- Active Viewing -- School Talk: A Structured Context for Learning and Using Language -- Language Opportunities in School -- Teacher Discourse -- Reciprocal Discussions and Conversations -- Contexts for Encouraging Language -- Group Activities -- Learning Centers -- Dramatic Play -- Language-Centered Activities -- Sharing -- Storytelling -- Language Play -- Songs and Finger Plays -- Assessment: Finding Out What Children Know and Can Do -- The Beginnings of Reading and Writing -- Traditional Views of Literacy Development -- New Perspectives on Early Literacy -- Early Readers -- Concepts about Print -- Purpose and Functions of Print -- Graphic Awareness -- Phonemic Awareness -- Letter-Sound Relationships (Phonics) -- Conventions of Print -- Early Forms of Reading and Writing -- Emergent Writing -- Emergent Reading -- Home Literacy Experiences -- Access to Print and Books -- Adult Demonstrations of Literacy Behavior -- Supportive Adults -- Independent Engagements with Literacy -- Storybook Reading -- Tiffany -- Alicia -- Sharing Good Books with Young Children -- Making Books Accessible to Young Children -- Classroom Library Centers -- Physical Characteristics -- Classroom Lending Library -- Sharing Literature with Children -- Effective Story-Reading Techniques -- Adult Behaviors While Reading -- Child Behaviors During Reading -- Cultural Variations in Story Reading -- Classroom Read-Alouds -- Shared Book Experience -- Extending Literature -- Creative Dramatics -- Puppets -- Cooking -- Felt or Flannel Boards and Characters -- Art Projects -- Writing -- Author Study -- Assessment: Discovering What Children Know and Can Do -- How Might Teachers Structure the Day to Include Performance Sampling? -- What Book-Related Literacy Accomplishments Should Young Children Be Able to Demonstrate by the End of Kindergarten? -- Building a Foundation for Literacy Learning -- Functional Literacy Activities -- Environmental Print -- Functional Print -- Labels -- Lists -- Directions -- Schedules -- Calendars -- Messages -- Sign-in and Sign-up Lists -- Inventory Lists -- Linking Literacy and Play -- Literacy-Enriched Play Centers -- Preparatory Experiences -- Teacher Involvement in Play -- Shared Enactments -- Written Story to Dramatization -- Dramatization to Written Story -- Language Experience Approach or Shared Writing -- Group Experience Stories -- Individual Language Experience Stories -- Classroom Newspaper -- Teaching Writing and Reading in a Balanced Literacy Program -- Writing Instruction -- The Context for Writing: The Writing Center -- Gather the Needed Materials -- Arrange the Materials -- Computers and Word Processing -- The Writing Workshop -- Mini-Lessons -- Writing Time -- Group Share Time -- Journals and Interactive Forms of Writing -- Journals -- Dialogue Writing -- Pen Pals -- Publishing Children's Writing -- Handwriting -- Reading/Decoding Instruction -- Phonological and Phonemic Awareness -- Alphabet Letter Recognition -- Word Recognition -- Key Words -- Word Walls -- Phonics -- Ongoing Assessment and Adapting Instruction to Meet the Needs of Diverse Students -- Assessment: Determining What Children Know and Can Do -- What Is Important for Teachers to Know about Children's Literacy Development? -- The First Step--Gathering Information -- On-Demand Assessment -- Ongoing Assessment -- Addressing Storage Problems -- Creating a Portfolio -- What Is a Portfolio? -- How Are Artifacts Selected for Inclusion? -- Who Selects the Pieces for Inclusion? -- Why Was Each Artifact Selected from the Working Portfolio for Inclusion in the Showcase Portfolio? -- How Often Should Artifacts Be Selected from the Working Portfolio for Inclusion in the Showcase Portfolio? -- Sharing the Portfolios with Others -- Special Populations -- Bilingual and Second-Language Learners -- Children with Special Needs -- Organizing the Curriculum and Classroom Environment -- Approaches to Curriculum Design -- Subject-by-Subject -- Correlated -- Integrated -- Erasing the Seams: Designing Integrated Curricula -- Selecting a Topic -- Exactly What Topics? -- How Might the Children's Choices Be Identified? -- Determining What the Children Already Know and What They Want to Learn about the Topic -- Determining Ways to Answer Children's Questions: The Activities or Projects -- Sharing Learning With Others -- Integrating Literature Into the Study -- Learning Logs -- Assessment and Evaluation -- Involving Parents -- Implementing the Plan -- Designing the Classroom's Physical Environment to Support the Integrated Curriculum -- Carve the Large Classroom Space into Small Areas -- Gather Appropriate Resources to Support the Children's Learning -- Place Similar or Related Centers Near Each Other -- Involve the Children in Designing the Classroom -- Make Literacy Materials a Part of the Fabric of Each Center -- Create an Aesthetically Pleasing, Inviting Environment -- Organizing the Classroom's Daily Schedule: Creating a Rhythm to the Day -- What Happens during Whole-Group Times? -- What Happens during Small-Group Activity Time? -- Integrated Units Alive in a Classroom -- Helping Families Facilitate Language and Literacy Development -- What Roles Do Families Play? -- Language Development -- Reading and Writing Acquisition -- Dilemmas Facing Modern Families -- Helping Families and Primary Caregivers Become Effective First Teachers -- Personal Interactions -- Home Visits -- Parent Workshops -- Phone Calls -- Parent-Teacher Conferences -- Classroom Instructional Publications -- Informal Weekly Notes -- News Flashes -- Monthly Newsletters -- Teachers and Schools as Professional Resources -- Sharing Instructional Materials and Offering Guidance -- Classroom Lending Library -- Writing Briefcase -- Book Bags -- Videotape -- Schools as Community Resources -- Teacher as Community Contact -- Vip Program -- Business Adoption Programs -- Community Tutors -- Buddy Reading Program -- Quality Literature for Young Children -- Literature for Hispanic Children: Preschool and Kindergarten Level -- Caldecott Medal Books.
650 0 $aLanguage arts (Preschool)
650 0 $aChildren$xLanguage.
700 1 $aChristie, James F.
700 1 $aEnz, Billie.
948 $a06/25/2002$b07/23/2002
982 $aLB1140.5.L3$aV85$a2002
999 $aLB 1140.5 L3 V85 2002$wLC$c1$i31786101625330$d7/5/2011$e4/9/2008 $f9/10/2004$g2$lCIRCSTACKS$mNULS$n18$q4$rY$sY$tBOOK$u7/23/2002