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Using a research-based approach, this book examines the critical connections between writing and reading, and it explains how to encourage early literacy in the classroom and library. How can teachers and librarians support true literacy in young learners? Are very young children guided by meaning in constructing their reality and their relationship to the world? What is the value of championing writing at the kindergarten level? Guided by Meaning in Primary Literacy: Libraries, Reading, Writing, and Learning answers these questions and many more, providing best practices in early…mehr
Using a research-based approach, this book examines the critical connections between writing and reading, and it explains how to encourage early literacy in the classroom and library.
How can teachers and librarians support true literacy in young learners? Are very young children guided by meaning in constructing their reality and their relationship to the world? What is the value of championing writing at the kindergarten level? Guided by Meaning in Primary Literacy: Libraries, Reading, Writing, and Learning answers these questions and many more, providing best practices in early literacy through explicit lessons in writing and reading and demonstrating how the library can extend learning in deep and powerful ways.
While some books emphasize reading, others emphasize writing, and still others focus on library instruction, this profound resource brings all of the components of literacy together in a meaningful way. Throughout the book, the authors highlight examples of student writing, anecdotes from the real world, and connections between theory and what happens in practical application. Unique in its thoroughness of content for this age group, this text is essential reading for all early childhood teachers and librarians working in schools and in public libraries with young children. The book also serves trainers working with teachers and librarians to increase their effectiveness in working with young children to promote early literacy.
Joyce Armstrong Carroll, EDD, HLD, codirector of Abydos Literacy Learning, is the author of more than 20 professional books and more than 50 professional articles.
Kelley Barger, EDD, is professor and director of reading programs at Fontbonne University, St. Louis, MO.
Karla James is an educator with 15 years of experience with the Alvin Independent School District in Texas.
Kristy Hill, MLS, is a library media technology specialist for Keller Independent School District, Keller, TX.
Inhaltsangabe
Foreword Kathi Appelt Introduction Joyce Armstrong Carroll PART I: TRUE LITERACY Joyce Armstrong Carroll 1 Play and Literacy for the Young Learner Play in the Growth of Literacy To Recap 2 Books and the Growth of Literacy Reading Guided by Meaning The Evidence Further Evidence Books as Foundational To Recap 3 Writing Guided by Meaning The Delight to Write Why Children Write To Recap 4 The History of the Alphabet From the Beginning From Caves to Classrooms The Wonder of Symbolic Language: The Alphabet A Visual History of the Alphabet To Recap 5 Literacy in Schools To Recap Part I References PART II: WHY WRITE IN THE LIBRARY? Kristy Hill 6 What Does the Teacher Librarian Have to Offer? Advocating for Writing Instruction in the Library Integrating Technology Becoming a Champion of Writing Making Literacy Fun Creating a Space That Promotes Literacy 7 Librarians Can Teach Literacy Sight Word Games Genres Grammar Integration Model Reading and Writing 8 Library Notebooks Getting Started Managing Journals 9 Library Minilessons for Reader's Response Scaffolding One Lesson Across Grade Levels Using Mentor Texts Minilessons and Informational Text Minilessons and Narrative Text 10 Making Reading and Writing Connections in the Library Model Thinking Making Connections Reader's Response 11 Modifying Hexagonal Writing in the Library Modeling the Hexagonal Strategy Time Management Notecard Houses 12 Establishing a Writer's Workshop in the Library Managing Materials Making Time for Writing Prewriting Activities Publishing 13 Research Should Not Be an End-of-the-Year Lesson The Question Jar Method Resources 14 Give Students a Voice No More Quiet Libraries Promoting Collaboration and Communication Conclusion Part II References PART III: GUIDED BY MEANING THROUGH EARLY LITERACY Kelley Barger 15 Balanced Literacy Prescriptive Approach Basal Reading Leveled Readers Language Experience Approach and Workshop Literature-Based Instruction Analogy-Based Instruction Embedded Phonics Whole Language Balanced Literary Reading: Independent Reading Reading: Guided Reading Reading: Shared Reading Reading: Read Aloud Writing: Independent Writing Writing: Guided Writing Writing: Shared Writing Writing: Interactive Writing 16 Components of Literacy Reading Writing Viewing Speaking and Listening 17 How the Emergent Learner's Brain Works 18 Phonemic Awareness Phonological Awareness: The Deep-Seated Tradition of Oral Language and Scaffolds in the Sounds of Language Phonemic Awareness: How Phonemes Make Sounds That Blend to Make Words Phonics Awareness and Mastery: Manipulating Sounds and Symbols to Make Words and Meaning Cueing Systems of Reading 19 Sight Word Development Instant Words High-Frequency Words Inside Word Walls High-Interest Words Inside Word Banks 20 Literacy Lesson Development Scaffolding Literacy Experiences with Children's Literature Experiencing Children's Literature in All Facets of Literacy: Priming the Students and the Text Extending the Story Experiences Debriefing the Learning and Fostering Connections 21 Reaching All Learners Reading and Writing Benchmarks Developing Authentic Assessment Lessons to Reach Out to ELL Students Family Literacy: Inviting the Family into the Literacy Journey Part III References PART IV: GUIDED BY MEANING IN TEACHING LESSONS Karla James 22 The Arenas of Writing and Spelling: A Gradual Progression of Writing and Spelling Development An Overview of the Arenas of Writing and Spelling Application The Progression Consider This 23 Ready, Set, Go! Practical Lessons to Engage, Explore, and Execute the Writing Process Getting Started with Writing Workshop The Launch What Is Writing Workshop? Interactive Writing Oral Storytelling Consider This 24 The Writing Process Prewriting Drafting Revising Editing Publishing Self-Reflection Consider This 25 Units of Study Personal Narrative Unit of Study How-To Unit of Study Poetry Unit of Study Consider This Part IV References Epilogue Joyce Armstrong Carroll To Recap Appendix A: Mentor Texts for Library Lessons Appendix B: Abydos Customized Book Bundle List of Titles for Grades PreK-2 Index
Foreword Kathi Appelt Introduction Joyce Armstrong Carroll PART I: TRUE LITERACY Joyce Armstrong Carroll 1 Play and Literacy for the Young Learner Play in the Growth of Literacy To Recap 2 Books and the Growth of Literacy Reading Guided by Meaning The Evidence Further Evidence Books as Foundational To Recap 3 Writing Guided by Meaning The Delight to Write Why Children Write To Recap 4 The History of the Alphabet From the Beginning From Caves to Classrooms The Wonder of Symbolic Language: The Alphabet A Visual History of the Alphabet To Recap 5 Literacy in Schools To Recap Part I References PART II: WHY WRITE IN THE LIBRARY? Kristy Hill 6 What Does the Teacher Librarian Have to Offer? Advocating for Writing Instruction in the Library Integrating Technology Becoming a Champion of Writing Making Literacy Fun Creating a Space That Promotes Literacy 7 Librarians Can Teach Literacy Sight Word Games Genres Grammar Integration Model Reading and Writing 8 Library Notebooks Getting Started Managing Journals 9 Library Minilessons for Reader's Response Scaffolding One Lesson Across Grade Levels Using Mentor Texts Minilessons and Informational Text Minilessons and Narrative Text 10 Making Reading and Writing Connections in the Library Model Thinking Making Connections Reader's Response 11 Modifying Hexagonal Writing in the Library Modeling the Hexagonal Strategy Time Management Notecard Houses 12 Establishing a Writer's Workshop in the Library Managing Materials Making Time for Writing Prewriting Activities Publishing 13 Research Should Not Be an End-of-the-Year Lesson The Question Jar Method Resources 14 Give Students a Voice No More Quiet Libraries Promoting Collaboration and Communication Conclusion Part II References PART III: GUIDED BY MEANING THROUGH EARLY LITERACY Kelley Barger 15 Balanced Literacy Prescriptive Approach Basal Reading Leveled Readers Language Experience Approach and Workshop Literature-Based Instruction Analogy-Based Instruction Embedded Phonics Whole Language Balanced Literary Reading: Independent Reading Reading: Guided Reading Reading: Shared Reading Reading: Read Aloud Writing: Independent Writing Writing: Guided Writing Writing: Shared Writing Writing: Interactive Writing 16 Components of Literacy Reading Writing Viewing Speaking and Listening 17 How the Emergent Learner's Brain Works 18 Phonemic Awareness Phonological Awareness: The Deep-Seated Tradition of Oral Language and Scaffolds in the Sounds of Language Phonemic Awareness: How Phonemes Make Sounds That Blend to Make Words Phonics Awareness and Mastery: Manipulating Sounds and Symbols to Make Words and Meaning Cueing Systems of Reading 19 Sight Word Development Instant Words High-Frequency Words Inside Word Walls High-Interest Words Inside Word Banks 20 Literacy Lesson Development Scaffolding Literacy Experiences with Children's Literature Experiencing Children's Literature in All Facets of Literacy: Priming the Students and the Text Extending the Story Experiences Debriefing the Learning and Fostering Connections 21 Reaching All Learners Reading and Writing Benchmarks Developing Authentic Assessment Lessons to Reach Out to ELL Students Family Literacy: Inviting the Family into the Literacy Journey Part III References PART IV: GUIDED BY MEANING IN TEACHING LESSONS Karla James 22 The Arenas of Writing and Spelling: A Gradual Progression of Writing and Spelling Development An Overview of the Arenas of Writing and Spelling Application The Progression Consider This 23 Ready, Set, Go! Practical Lessons to Engage, Explore, and Execute the Writing Process Getting Started with Writing Workshop The Launch What Is Writing Workshop? Interactive Writing Oral Storytelling Consider This 24 The Writing Process Prewriting Drafting Revising Editing Publishing Self-Reflection Consider This 25 Units of Study Personal Narrative Unit of Study How-To Unit of Study Poetry Unit of Study Consider This Part IV References Epilogue Joyce Armstrong Carroll To Recap Appendix A: Mentor Texts for Library Lessons Appendix B: Abydos Customized Book Bundle List of Titles for Grades PreK-2 Index
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