"This text provides a comprehensive understanding of the foundational literacy knowledge, skills, behaviors and attitudes necessary to guide emerging readers and writers in early childhood. Centered on the critical question of why some children learn to read easily while others do not, this text walks readers through developmentally appropriate goal setting based on the foundational literacy skills that are critical for preschool and kindergarten children to develop. Written in an authoritative yet accessible style, chapters offer instructional strategies, insights and scenarios from educators, self-reflection, and a variety of methods for implementation. Each chapter also includes differentiation for children with language and learning challenges as well as dual language learners, exploring methods for valuing the home language while building critical literacy skills in the classroom. This book features online support resources, including videos and an Instructor's Manual. omit Providing critical skillsfor guiding all emerging readers to an independent reading level, this is an essential resource for both students in early childhood, literacy, and special education courses and educators in early childhood public education, non-profit preschool settingssuch as Head Start, home and daycare settings, and private and corporate care and education centers"--
This text provides a comprehensive understanding of the foundational literacy knowledge, skills, behaviors and attitudes necessary to guide emerging readers and writers in early childhood.
1. Early Literacy: Essential Understandings.
2. The Foundational Anchors
of Literacy.3 Learning to Read.
4. Effective Curriculum for Young Children.
5. Assessment and Instruction:Critical Connections.
6. Direct Learning
Contexts.
7. Indirect Learning Contexts.
8. Oral Language: The Engine of
Thinking and Learning.
9. Play, Cognition and Early Literacy.
10.
Socio-Dramatic Play: The Teachers Role.
11. Reading Aloud.
12. Planning for
Read Aloud.
13. Phonological Awareness.
14. Alphabet Knowledge and Phonics.
15. Emerging Reading.
16. Emerging Writing.
17. Delays in Literacy
Development. Appendix. List of figures. About the Authors. Acknowledgements.
Glossary.
Malinda E. Jones is an Associate Professor Emeritus of Early Childhood Education at Metropolitan State University of Denver. She began her career teaching preschool through second grade. She taught courses in early childhood education, literacy development (birth through aged 5), and primary (K-1) literacy with field supervision. She earned her B.A. in Early Childhood Education from Towson State University, and her M.A. in Early Childhood Education and Ed.D. in Reading Education from the University of Northern Colorado. She believes that intentional responsive teaching is both a powerful mindset and a pedagogy critical to ensuring all children become those for whom reading and writing comes easily and remains personally meaningful.
Ann E. Christensen has been an educator for more than 40 years. She has been a classroom teacher, a teacher coach and professional development leader, and a district level Early Childhood Specialist and Intervention Coordinator. She earned her B.A. from the University of Northern Colorado, her M.A. from the University of Colorado at Denver, and achieved National Teacher Board Certification in Language Arts. She is currently retired and working as a substitute teacher. Ann believes in the power of planning for responsive teaching and supports teachers in developing that power and expertise. She actively supports inclusion, equity, and non-racist education for children and for the adults who nurture and teach them.
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