The instructional framework presented in this book is intended to help teachers provide all young children, but especially English-language learners, with rich, meaningful, and interactive literacy instruction. Referred to as LEALE, the instruction is grounded in the traditional Language Experience Approach (LEA). It has been expanded to encompass principles and practices of research-based early literacy instruction as understood and presented in current professional literature. The approach is presented in an attractive, easily understood style that invites both beginning and experienced teachers to engage their students in literacy. The LEALE instructional framework presented here grew out of the many happy hours that the author spent working with children and their teachers over the years. Included are pictures and examples of classroom materials (chart stories and journals) from children in Belize, Central America, and children in urban centres in Alberta, Canada. This title also features: a brief history of LEA and its enduring merits an overview of the research that supports the enhancements of LEA included in LEALE a full description of LEALE, with examples a guide for planning instruction, including examples of unit topics and related resources descriptions of supplementary learning activities designed to enhance children's learnin recommended assessment procedures reproducible materials to aid teacher planning and record-keeping

The information contained in this text covers literacy instruction in kindergarten, primary grades, middle school, and secondary school. It gives the background on the developmental aspects of all attributes needed for successful reading. It presents a balanced body of information for instruction between wholistic approaches and traditional approaches for the total literacy curriculum. This book includes the complete developmental aspects of skills necessary for competence in all literacy tasks from birth to adolescent literacy, the need for availability for teachers to assess the progress of all these skills as they are presented in a wholistic fashion on a regular basis, the criteria of how decisions are made for remedial reading instruction, the interface of special education considerations for students experiencing literacy deficits, approaches for adolescent literacy programs, and extensive information on teaching English language learners.

Packed with lessons, sample texts, and strategies, this book helps teachers use ELL students' personal experiences to improve their oral language, reading comprehension, and writing skills.

The definitive encyclopedic resource on literacy, literacy instruction, and literacy assessment in the United States. Once upon a time, the three "R"s sufficed. Not any more—not for students, not for Americans. Gone the way of the little red school house is simple reading and writing instruction. Surveying an increasingly complex discipline, Literacy in America: An Encyclopedia offers a comprehensive overview of all the latest trends in literacy education—conceptual understanding of texts, familiarity with electronic content, and the ability to create meaning from visual imagery and media messages. Educators and academicians call these skills "multiple literacies," shorthand for the kind of literacy skills and abilities needed in an age of information overload, media hype, and Internet connectedness. With its 400 A–Z entries, researched by experts and written in accessible prose, Literacy in America is the only reference tool students, teachers, and parents will need to understand what it means to be—and become—literate in 21st-century America.

The question of how the problems of slow readers can be caught early and remedied has been much in the news lately. In this very practical book for teachers and support teachers, based on extensive work in the classroom, Brigid Smith shows how to exploit the links between writing and reading to give children the all-important experience of literacy. The children with whom she works are encouraged to dictate their own stories to a helper and then to read these back. From their success in this, they are gradually guided towards the skills needed to decode unfamiliar text. At the same time the stories increasingly acquire features characteristic of written rather than oral language and in editing them, the children practice compositional skills which would otherwise be beyond their reach. Brigid Smith explains how teachers can use this approach in their own classrooms with different kinds of texts, with individuals, with groups and with children of all abilities. While her emphasis is on enjoyment and independence for the reader, she also shows how the method she suggests can fulfil the requirements of the National Curriculum and how progress can be monitored for assessment purposes.

This edited book is a comprehensive resource for understanding the history as well as the current status of educational practices in Singapore. It is a one-stop reference guide to education and educational issues/concerns here. There are three sections: Part 1 provides a sectorial overview of how education has been organized in this country such as preschool, special needs, primary and secondary, and adult education divisions. In Part 2, contributors critically delve into issues and policies that are pertinent to understanding education here such as underachievement, leadership, language education, assessment, and meritocracy to question what Part 1 might have taken for granted. Part 3 contains the largest number of contributors because it offers a scholarly examination into specific subject histories. This section stands out because of the comparative rarity of its subject matter (history of Physical Education, Art, Music, Geography Education, etc.) in Singapore.