INSTRUCTOR’S RESOURCE MANUAL AND TEST @xd @xd @xd @xd
BANK @xd
to accompany
@xd
EARLY LITERACY IN PRESCHOOL @xd @xd @xd
AND KINDERGARTEN @xd @xd
A Multicultural Perspective
@xd @xd
Fourth Edition @xd
Janice J. Beaty @xd @xd
Professor Emerita, Elmira College @xd @xd @xd
Linda Pratt @xd
Elmira College @xd
Boston @ x d
Columbus @ x d
Indianapolis @ x d
New York @xd @ x d
San Francisco
@xd @ x d
Upper
@xd
Saddle River Amsterdam
@xd @xd @ x d
Cape Town @xd @ x d
Dubai @ x d
London @ x d
Madrid @ x d
Milan
@ x d
Munich @ x d
Paris @ x d
Montreal @ x d
Toronto Delhi @xd @ x d
Mexico City @xd @ x d
Sao Paulo @xd @ x d
Sydney
@ x d
Hong Kong @xd @ x d
Seoul @ x d
Singapore @ x d
Taipei @ x d
Tokyo
,Copyright © 2015, 2011, 2007, by Pearson Education, Inc.
@xd @xd @xd @xd @xd @xd @xd @xd
All rights reserved. The contents, or parts thereof, may be reproduced with Early
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Literacy In Preschool and Kindergarten, Fourth Edition, by Janice J. Beaty and
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Linda Pratt, provided such reproductions bear copyright notice, but may not be
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
reproduced in any form for any other purpose without written permission from
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
the copyright owner.
@xd @xd @xd
To obtain permission(s) to use the material from this work, please submit a
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
written request to Pearson Education, Inc., Permissions Department, One Lake
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Street, Upper Saddle River, NJ 07458, or fax your request to 201-236-3290.
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
ISBN-10: 0-13-356389-8 @xd
www.pearsonhighered.com ISBN-13: 978-0-13-356389-4 @xd
, CONTENTS
Instructor’s Resource Manual and Test Bank
@xd @xd @xd @xd @xd
Chapter 1: Foundations of Early Literacy ................................................................. 1
@xd @xd @xd @xd @xd
Chapter 2: A Multicultural Perspective ...................................................................... 9
@xd @xd @xd @xd
Chapter 3: Language Emergence in Young Children… ....................................... 17
@xd @xd @xd @xd @xd @xd
Chapter 4: Music as a Natural Language ............................................................... 24
@xd @xd @xd @xd @xd @xd
Chapter 5: Speaking and Listening .......................................................................... 32
@xd @xd @xd @xd
Chapter 6: Art as a Natural Language .................................................................... 41
@xd @xd @xd @xd @xd @xd
Chapter 7: Becoming a Writer ................................................................................. 48
@xd @xd @xd @xd
Chapter 8: How Reading Emerges ........................................................................... 56
@xd @xd @xd @xd
Chapter 9: Home Book Experience.......................................................................... 64
@xd @xd @xd @xd
Chapter 10: Becoming a Reader .............................................................................. 72
@xd @xd @xd @xd
Appendix A: Answer Key ........................................................... 81
@xd @xd @xd
Appendix B: Handouts ................................................................ 90
@xd @xd
, INTRODUCTION
Welcome to the Instructor’s Manual for Early Literacy in Preschool and
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Kindergarten, A Multicultural Perspective, 4th Ed. This manual will assist you
@xd @xd @xd @xd @xd @xd @ x d @xd @xd @xd @xd
in planning your teaching, involving your students in literacy activities, and
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
assessing their learning. The first section of the manual outlines the Essential
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Content of each chapter, followed by Teaching Strategies, Multimedia Resources,
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Book and Journal Resources, and Web Sites.
@xd @xd @xd @xd @xd @xd @xd
For example, Chapter 1, Foundations of Early Literacy, lists nine learning
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
objectives for students, then outlines each of these objectives. Students using the
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
text will be learning what early literacy consists of, what is emergent literacy,
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
what are the literacy goals for preschool and for kindergarten, what are the core
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
literacy knowledge and skills for young children identified by research, what
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
are the current NAEYC curriculum criteria for programs, how they can assess
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
children’s literacy achievements, and what appropriate technology devices can be
@xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
used in preschool programs—especially important in this day and age.
@xd @xd @xd @xd @xd @xd @xd @xd @xd
Following each chapter’s content outline are Teaching Strategies you may
@xd @xd @xd @xd @xd @xd @xd @xd @xd
want to use in your classroom presentations. Each chapter briefly describes five
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
or six text Learning Activities that groups of students can choose, prepare, and
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
then present to the entire class. Several additional strategies are presented to use
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
as you see fit with the entire class. All call for students to become involved in
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
their learning, afterwards sharing what they learned with the others. Multimedia
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Resources, Book and Journal Resources, and Web Sites follow for use by you
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
or the students. Each chapter follows this order.
@xd @xd @xd @xd @xd @xd @xd @xd
Strategies for both students and you include assessment evaluations, book
@xd @xd @xd @xd @xd @xd @xd @xd @xd
critiques, book demonstrations, chanting, character cutouts, classroom visits, dual
@xd @xd @xd @xd @xd @xd @xd @xd @xd
language speakers, e-book demonstrations, group discussions, interviews, library
@xd @xd @xd @xd @xd @xd @xd @xd
research, making alphabet books, musical demonstrations, poster shows,
@xd @xd @xd @xd @xd @xd @xd @xd
portfolios, rhythm instruments, children’s writing, scribbling, and drawing, sign
@xd @xd @xd @xd @xd @xd @xd @xd @xd
boards, storytelling, story drama, and tool demonstrations to name a few.
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Handouts, Power Point slides, films, and web sites can be used wherever
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
appropriate.
@xd
Appendix A includes Text Banks and Answer Keys for each of the chapters.
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Appendix B includes 13 handouts from the text to be scanned and used by you
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
and the students.
@xd @xd @xd
BANK @xd
to accompany
@xd
EARLY LITERACY IN PRESCHOOL @xd @xd @xd
AND KINDERGARTEN @xd @xd
A Multicultural Perspective
@xd @xd
Fourth Edition @xd
Janice J. Beaty @xd @xd
Professor Emerita, Elmira College @xd @xd @xd
Linda Pratt @xd
Elmira College @xd
Boston @ x d
Columbus @ x d
Indianapolis @ x d
New York @xd @ x d
San Francisco
@xd @ x d
Upper
@xd
Saddle River Amsterdam
@xd @xd @ x d
Cape Town @xd @ x d
Dubai @ x d
London @ x d
Madrid @ x d
Milan
@ x d
Munich @ x d
Paris @ x d
Montreal @ x d
Toronto Delhi @xd @ x d
Mexico City @xd @ x d
Sao Paulo @xd @ x d
Sydney
@ x d
Hong Kong @xd @ x d
Seoul @ x d
Singapore @ x d
Taipei @ x d
Tokyo
,Copyright © 2015, 2011, 2007, by Pearson Education, Inc.
@xd @xd @xd @xd @xd @xd @xd @xd
All rights reserved. The contents, or parts thereof, may be reproduced with Early
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Literacy In Preschool and Kindergarten, Fourth Edition, by Janice J. Beaty and
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Linda Pratt, provided such reproductions bear copyright notice, but may not be
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
reproduced in any form for any other purpose without written permission from
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
the copyright owner.
@xd @xd @xd
To obtain permission(s) to use the material from this work, please submit a
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
written request to Pearson Education, Inc., Permissions Department, One Lake
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Street, Upper Saddle River, NJ 07458, or fax your request to 201-236-3290.
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
ISBN-10: 0-13-356389-8 @xd
www.pearsonhighered.com ISBN-13: 978-0-13-356389-4 @xd
, CONTENTS
Instructor’s Resource Manual and Test Bank
@xd @xd @xd @xd @xd
Chapter 1: Foundations of Early Literacy ................................................................. 1
@xd @xd @xd @xd @xd
Chapter 2: A Multicultural Perspective ...................................................................... 9
@xd @xd @xd @xd
Chapter 3: Language Emergence in Young Children… ....................................... 17
@xd @xd @xd @xd @xd @xd
Chapter 4: Music as a Natural Language ............................................................... 24
@xd @xd @xd @xd @xd @xd
Chapter 5: Speaking and Listening .......................................................................... 32
@xd @xd @xd @xd
Chapter 6: Art as a Natural Language .................................................................... 41
@xd @xd @xd @xd @xd @xd
Chapter 7: Becoming a Writer ................................................................................. 48
@xd @xd @xd @xd
Chapter 8: How Reading Emerges ........................................................................... 56
@xd @xd @xd @xd
Chapter 9: Home Book Experience.......................................................................... 64
@xd @xd @xd @xd
Chapter 10: Becoming a Reader .............................................................................. 72
@xd @xd @xd @xd
Appendix A: Answer Key ........................................................... 81
@xd @xd @xd
Appendix B: Handouts ................................................................ 90
@xd @xd
, INTRODUCTION
Welcome to the Instructor’s Manual for Early Literacy in Preschool and
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Kindergarten, A Multicultural Perspective, 4th Ed. This manual will assist you
@xd @xd @xd @xd @xd @xd @ x d @xd @xd @xd @xd
in planning your teaching, involving your students in literacy activities, and
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
assessing their learning. The first section of the manual outlines the Essential
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Content of each chapter, followed by Teaching Strategies, Multimedia Resources,
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Book and Journal Resources, and Web Sites.
@xd @xd @xd @xd @xd @xd @xd
For example, Chapter 1, Foundations of Early Literacy, lists nine learning
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
objectives for students, then outlines each of these objectives. Students using the
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
text will be learning what early literacy consists of, what is emergent literacy,
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
what are the literacy goals for preschool and for kindergarten, what are the core
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
literacy knowledge and skills for young children identified by research, what
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
are the current NAEYC curriculum criteria for programs, how they can assess
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
children’s literacy achievements, and what appropriate technology devices can be
@xd @xd @xd @xd @xd @xd @xd @xd @xd
@xd
used in preschool programs—especially important in this day and age.
@xd @xd @xd @xd @xd @xd @xd @xd @xd
Following each chapter’s content outline are Teaching Strategies you may
@xd @xd @xd @xd @xd @xd @xd @xd @xd
want to use in your classroom presentations. Each chapter briefly describes five
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
or six text Learning Activities that groups of students can choose, prepare, and
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
then present to the entire class. Several additional strategies are presented to use
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
as you see fit with the entire class. All call for students to become involved in
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
their learning, afterwards sharing what they learned with the others. Multimedia
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Resources, Book and Journal Resources, and Web Sites follow for use by you
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
or the students. Each chapter follows this order.
@xd @xd @xd @xd @xd @xd @xd @xd
Strategies for both students and you include assessment evaluations, book
@xd @xd @xd @xd @xd @xd @xd @xd @xd
critiques, book demonstrations, chanting, character cutouts, classroom visits, dual
@xd @xd @xd @xd @xd @xd @xd @xd @xd
language speakers, e-book demonstrations, group discussions, interviews, library
@xd @xd @xd @xd @xd @xd @xd @xd
research, making alphabet books, musical demonstrations, poster shows,
@xd @xd @xd @xd @xd @xd @xd @xd
portfolios, rhythm instruments, children’s writing, scribbling, and drawing, sign
@xd @xd @xd @xd @xd @xd @xd @xd @xd
boards, storytelling, story drama, and tool demonstrations to name a few.
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Handouts, Power Point slides, films, and web sites can be used wherever
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
appropriate.
@xd
Appendix A includes Text Banks and Answer Keys for each of the chapters.
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
Appendix B includes 13 handouts from the text to be scanned and used by you
@xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd @xd
and the students.
@xd @xd @xd
