Creative Literacy in Action: Birth through Age Nine 1st Edition
Janet Leigh Towell | Katherine C. Powell | Susannah Brown
ISBN-13: 9781285171272 | ISBN-10: 1285171276
© 2018 | Published |  304  Pages

Binding Format:

Paperback/Softcover Book/Jrnal
US $108.95
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This new early literacy textbook (birth through age nine) focuses on creative literacy instruction through active participation of teachers, parents, and children, providing preservice teachers with practical strategies and activities that can be adapted to meet the needs of diverse learners. It offers a comprehensive view of literacy development and instruction, including assessment, phonemic awareness, and emergent literacy, as well as phonics, vocabulary, reading, writing, and arts integration in diverse classrooms. The authors' holistic approach explains why and how reading and language arts should be taught from the perspective of the whole child, with an emphasis on creativity in a nurturing learning environment. Their unique perspective integrates the arts, educational psychology, and literacy instruction, represented throughout the text by the incorporation of the cognitive, socio-emotional, and physical parts of the self into a visual Holistic Model of Literacy.

    1. Theoretical Foundations in Literacy, Psychology, and the Arts.
    2. Emergent and Early Literacy.
    3. Literacy Assessment.
    4. Phonics and Word Identification.
    5. Vocabulary Development and Instruction.
    6. Reading Comprehension.
    7. Writing and Spelling Development.
    8. Family Literacy and Classroom Connections.
    9. Diverse Learners and Literacy.
    10. Teaching Literacy Through the Arts.
    Lesson 1: Accepting Diversity and Self Identity.
    Lesson 2: Planting the Seeds of Literacy.
    Lesson 3: Expressing Ideas and Connecting with Others.
    Lesson 4: Exploring Word Study.
    Lesson 5: Thinking Creatively for Vocabulary Comprehension.
    References for Children's Literature.

    • This text integrates literacy, psychology, and the arts to prepare preservice educators to effectively teach children (birth through age nine) using Developmentally Appropriate Practices (DAP). The text builds a flexible foundation of curriculum design that can easily be adapted for select groups of children. Sample activities by age groups (0–3, 3–6, and 6–9) facilitate this process.
    • Apply and Reflect boxed features present hands-on activities that ask pre-service teachers to practice applying what they have read/learned. For example, in Chapter 2, readers are asked to design a reading area for the classroom, and to create an example for one stage of writing development and share it with peers to compare characteristics at different stages of development.
    • A Literacy Assessment boxed feature presents assessment-type rubrics for measuring skills related to the chapter topic, plus a critical thinking question.
    • Literacy Strategies and Practices tables summarize key guidance from the chapter topic by age groups; where appropriate, they include a Family Involvement category.
    • Key terms and concepts are presented in boldface when introduced and accompanied by a marginal glossary.
    • Chapter-ending material includes a brief summary and chapter exercises (extension activities to be completed individually or in small groups), both aligned with the Learning Objectives; a Teacher Toolbox that presents a practical lesson idea to help readers connect chapter content to classroom practice; and a list of key terms and concepts presented in the chapter.
    • Content throughout the text is aligned with key standards. Each chapter opens with a list of Common Core State Standards for English Language Arts, NAEYC Standards, and National Core Arts standards to be addressed in the material that follows.
    • Numbered Learning Objectives, listed at the beginning of each chapter and correlated with main headings throughout the chapter, guide students as they read. The objectives also make it easy for students and instructors to find key content and understand expected outcomes.
    • Each chapter's Vignette describes a teaching scenario featuring a classroom literacy activity, children's literature, and concepts related to the chapter. Linked to relevant standards, the Vignette also presents DAP adaptations for various age groups and includes a Classroom Connection question that asks preservice teachers to reflect upon the scenario and apply what they have read.
    • Professional Resource Downloads include summaries of strategies and practices, sample assessments, sample letters to parents, and other useful documents that are downloadable and often customizable. The Professional Resource Download label identifies these items throughout the text.
    • Lesson Ideas boxed features include Purpose, Procedure, and Teaching Analysis sections as well as suggestions (Links) for adapting the lesson to technology, DAP, executive function, and different age groups in the classroom.
    • Brain Briefs, each with a critical thinking question, present snapshots of recent research linked to the brain.
    • Diverse Learners boxed features, each with a critical thinking question, present strategies for teaching children with different learning styles and abilities.
    • Consider This boxed features are short items designed to spark in-class discussion of material just covered in each section.
    • "The research is up to date with a variety of strategies, supplemental materials, and resources for students."

    For more information about these supplements, or to obtain them, contact your Learning Consultant

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    • Janet Leigh Towell, Ed.D is Professor of Reading/Language Arts & Children's Literature in the Department of Teaching and Learning, Florida Atlantic University, and Professor, Emerita at the California State University, Stanislaus. Her teaching and research interests include family literacy, bilingual education, multicultural education, global literacy, and integrated reading & arts curriculum development. Dr. Towell was winner of the Constance McCullough Award from the International Reading Association for her project, Promoting Literacy in Jamaican Schools, and the Outstanding Article Award from the Journal of Reading Education. She has published widely on topics ranging from vocabulary development to children's literature to preschool literacy to ethnicity in literature. She is former Editor-in-Chief of The California Reader. She has published articles in The Reading Teacher, Kappa Delta Pi Record, Reading Today, The Journal of Reading Education, and others.

      Katherine C. Powell, Ed.D. teaches courses in applied learning theory, child and adolescent development, program evaluation, social group dynamics, among others, in the Teacher Preparation Program at Florida Atlantic University. Previously, she taught middle and high school Spanish and English, in addition to being a guidance counselor. Before entering the education field, Dr. Powell had a successful career in project management and instructional technology design in firms such as J.P. Morgan, John Hancock/Sun Life, and Sheraton/ITT Corporation. Her research and teaching interests include the development of constructivist teaching strategies in effective learning environments; non-verbal communication and self-regulation skills to overcome obstacles; and, development of self and confidence. She has published articles in Adult Education, The Journal of Education, Essential Teacher, Forum on Public Policy, and others.

      Susannah Brown, Ph.D. is Associate Professor and Art Education Program Coordinator in the Department of Teaching and Learning at Florida Atlantic University. Previously she taught at the University of North Carolina at Charlotte and was also an elementary art teacher. She has been Principal Investigator for several elementary arts integration studies, and published research articles in Art Education: The Journal of the National Art Education Association; School Arts; Childhood Education, Infancy through Early Adolescence-The Journal of the Association for Childhood Education International; and others. Dr. Brown has won several teaching awards, including the Florida Atlantic University Innovative Undergraduate Teaching Award and the Florida Higher Education Art Educator of the Year Award, awarded by the Florida Art Education Association. Her research and teaching interests include environmental issues and arts integration and global citizenship and the arts. Dr. Brown is also a studio artist, and has exhibited visual art works in galleries and museums.