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Literacy Beginnings
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Table of Contents

  • Section One: Living and Learning in the Prekindergarten Classroom
  • Introduction: A Day in the Life of Two Prekindergarten Children
  • Chapter 1: Growing Up Literate: Prekindergartens for the Future Generation
  • Chapter 2: Building a Community of Learners
  • Chapter 3: Promoting Constructive Learning: Engaging Children in Inquiry
  • Chapter 4: An Organized, Engaging Environment for Learning
  • Chapter 5: Using a Framework for Language and Literacy Teaching
  • Section Two: Language: The Foundation for Learning
  • Introduction
  • Chapter 6: The Critical Role of Language in Learning: Using Language to Learn
  • Chapter 7: Developing Strong Oral Vocabularies in Prekindergarten
  • Chapter 8: Phonemic Awareness and Phonics: The Sounds of Language
  • Chapter 9: Supporting English Language Learners in the Prekindergarten Classroom
  • Section Three: Supporting Emergent Readers
  • Introduction
  • Chapter 10: Learning to Read: Three Critical Areas of Early Learning
  • Chapter 11: Using Interactive Read-Aloud to Support Emergent Readers
  • Chapter 12: Using Shared Reading to Support Emergent Readers
  • Chapter 13: Developing Early Reading Behaviours in Shared and Independent Reading
  • Chapter 14: Learning to Read: Understanding the Reading Process
  • Section Four: Supporting Emergent Writers
  • Introduction
  • Chapter 15: Learning to Write: Understanding Early Writing Behaviors
  • Chapter 16: Using Shared and Interactive Writing to Develop Emergent Writers
  • Chapter 17: Developing Early Writing Behaviours Through Teaching Interactions
  • Chapter 18: The Reading-Writing Connection
  • Section Five: Learning About Letters, Sounds, and Words
  • Introduction
  • Chapter 19: Learning About Letters and Words
  • Chapter 20: Names: A Powerful Resource for Literacy Learning
  • Chapter 21: Using Group Games to Increase Language and Print Awareness Section Six: Assessment of Literacy Learning Introduction
  • Chapter 22: Observing Reading Behaviours
  • Chapter 23: Observing Writing Behaviours
  • Chapter 24: Observing for Evidence of Sound, Letter, and Word Knowledge
  • Chapter 25: Systematic Assessment: An End-of-Prekindergarten Checkup
  • Section Seven: The Continuum of Literacy Learning, PreK
  • Introduction
  • Chapter 26: Using the Prekindergarten Continuum to Plan for and Assess Teaching The Continuum of Literacy Learning, PreK

About the Author

Gay Su Pinnell is a professor in the School of Teaching and Learning at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and in developing comprehensive approaches to literacy education. She has received the International Reading Association's Albert J. Harris Award for research and the Charles A. Dana Foundation Award for her contributions to the field of education. She is also a member of the Reading Hall of Fame. Together with Irene Fountas she has authored numerous books, videos, and websites with Heinemann that are considered standards in the field of literacy instruction and staff development. Their latest innovations are The Fountas & Pinnell Leveled Literacy Intervention and The Fountas & Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K-8. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling titles such as: The Fountas & Pinnell Prompting Guide 1 (2008) When Readers Struggle (2008) The Fountas & Pinnell Leveled Book List, K-8+ (2009-2011 Edition, Print Version) The Continuum of Literacy Learning, Grades K-8 (2007) The Continuum of Literacy Learning, Grades K-2 (2007) The Continuum of Literacy Learning, Grades 3-8 (2007) Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 (2006) www.FountasandPinnellLeveledBooks.com Leveled Books, K-8: Matching Texts to Readers for Effective Teaching (2005) Guided Reading: Good First Teaching for All Children (1996) Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy (2001) Interactive Writing: How Language & Literacy Come Together, K-2 (2000) The Primary Literacy Video Collection Series of DVDs: Guided Reading; Classroom Management; and Word Study (2006) Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom (1998) The Reader's Notebook Help America Read and Coordinator's Guide (1997) In addition, through Heinemann's firsthand line of classroom materials, Fountas and Pinnell have authored Phonics Lessons (Grades K, 1, and 2), Word Study Lessons (Grade 3), Sing a Song of Poetry, and their corresponding word and picture cards. These materials are used in thousands of classrooms throughout the country. Fountas and Pinnell together present workshops nationwide on a variety of literacy-instruction topics through Heinemann Professional Development. Irene C. Fountas, a professor in the School of Education at Lesley University in Cambridge, Massachusetts, has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She works extensively in the literacy education field and directs the Literacy Collaborative in the School of Education at Lesley University. Together with Gay Su Pinnell she has authored numerous books, videos, and websites with Heinemann that are now considered standards in the field of literacy instruction and staff development. Their latest innovations are The Fountas & Pinnell Leveled Literacy Intervention and The Fountas & Pinnell Benchmark Assessment System, a comprehensive assessment system for grades K-8. Fountas and Pinnell have influenced the classroom practices of teachers nationwide through bestselling books such as: The Fountas & Pinnell Prompting Guide 1 (2008) When Readers Struggle (2008) The Fountas & Pinnell Leveled Book List, K-8+ (2009-2011 Edition, Print Version) The Continuum of Literacy Learning, Grades K-8 (2007) The Continuum of Literacy Learning, Grades K-2 (2007) The Continuum of Literacy Learning, Grades 3-8 (2007) Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 (2006) www.FountasandPinnellLeveledBooks.com Leveled Books, K-8: Matching Texts to Readers for Effective Teaching (2005) Guided Reading: Good First Teaching for All Children (1996) Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy (2001) Interactive Writing: How Language & Literacy Come Together, K-2 (2000) The Primary Literacy Video Collection Series of DVDs: Guided Reading; Classroom Management; and Word Study (2006) Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom (1998) The Reader's Notebook Help America Read and Coordinator's Guide (1997) In addition, through Heinemann's firsthand line of classroom materials, Fountas and Pinnell have authored Phonics Lessons (Grades K, 1, and 2), Word Study Lessons (Grade 3), Sing a Song of Poetry, and their corresponding word and picture cards. These materials are used in thousands of classrooms throughout the country. Fountas and Pinnell together present workshops nationwide on a variety of literacy-instruction topics through Heinemann Professional Development.

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