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Instructor Manual For
Literacy Development in the Early Years:
Helping Children Read and Write Ninth Edition Leslie Mandel Morrow Prepared by Rebecca R. Maddas Holly L. Diehl 1 / 4
iii Copyright © 2020, 2015, 2013 Pearson Education, Inc. All rights reserved.Table of Contents Introduction iii
Chapter 1: Looking at an Exemplary Early Literacy Classroom 1
Chapter 2: Foundations of Early Literacy: From the Past to the Present 3
Chapter 3: Assessment in Early Literacy 7
Chapter 4: Literacy and Diversity: Teaching Children with Different Needs 11 Chapter 5: Early Childhood Language Development: From Birth to Age Two 15 Chapter 6: Language and Vocabulary Development: Preschool Through Third Grade 19 Chapter 7: Emergent Literacy Skills and Strategies: Helping Children to Figure 24 Out Words
Chapter 8: Phonological Awareness and Phonics Instruction 27
Chapter 9: Developing Comprehension of Text and Fluency 30
Chapter 10: Writing, Spelling, and Literacy Development 35
Chapter 11: Using Children’s Literature in the Classroom 39
Chapter 12: Creating a Motivating Environment for Literacy Development: 42 Positive Mindset, Technology, Integration, and Play
Chapter 13: Organizing and Managing Literacy Instruction 45
Chapter 14: Family Literacy Partnerships 48 2 / 4
iv Copyright © 2020, 2015, 2013 Pearson Education, Inc. All rights reserved.Introduction This instructor’s manual and test bank provide activities to do in and out of the university classroom for each chapter in Literacy Development in the Early Years: Helping Children Read and Write. Many of the same types of features and activities are suggested in each chapter of the handbook and are described below.Chapter Objectives The objectives list the key points and information contained in the chapter. They can guide the student’s reading.Chapter Overview The chapter overview provides a brief summary of the chapter’s main points.Teaching Suggestions This section offers a variety of suggestions for in-class activities as well as activities for students to do out of class. There activities are both instructor-based and student-based.Vocabulary The vocabulary at the beginning of the chapter can be introduced to students in advance of studying the section to provide prior knowledge. Suggest that students keep a learning log with all key terms, definitions in their own words, and sketches to help them remember them.Lecture In this section, important topics from the chapter are highlighted to assist in planning a presentation.Discussion Protocol A specific discussion protocol is suggested to assist students in digging deeper into the material of the text. The idea is to discuss the important concepts of the chapter in an engaging and meaningful way.Small Group Activities These activities require students to work together in small groups to explore topics related to the chapter material. Working together and exchanging ideas help motivate students to learn.Journal Students are given the opportunity to reflect on important points from the chapter. Depending on the assignment, journal entries can be for the student’s own use or they can be shared with classmates for comment and discussion. 3 / 4
v Copyright © 2020, 2015, 2013 Pearson Education, Inc. All rights reserved.Case Study Case studies are vignettes or scenarios about a classroom situation that ask the student to identify problems, apply theoretical principles, and figure out solutions to real classroom situations. The case study experience gives students the opportunity to see the complexity of classrooms. Case study discussions engage students actively and help them become problem solvers and decision makers.Action Research Project Action research engages students in instructional decision making based on data or evidence. In this handbook the students are asked to observe in classrooms to collect specific data, interview students, teachers, and parents for information, and assess progress.Word Wall Students are given the opportunity to practice their knowledge and understanding of key terms and theories by utilizing a word wall, which is found in many early childhood classrooms. The word wall cards can be made from rectangular oak tag cards or laminated sentence strips with Velcro or magnets on the back. The cards can also be taped to a wall or used by sliding them into a pocket chart. It can also serve as a review tool throughout the semester.Examination of the Common Core State Standards Students are given the opportunity to examine the CCSS as related to the content of each chapter.Reflective questions require students to think about how the CCSS will be implemented in their classrooms and what they will do to ensure all students meet them.
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