About the adapting authors viii Chapter 1 Examining literacy in the twenty-first century 1 1.1 Mind the gap: literacy practices in school and outside of school 5 1.2 Perspectives on what it means to be literate 7 1.3 Models of schooling that affect literacy development 8 Learning as skill building: industrial model 9 Investigating a question: inquiry model 12 Problematising the status quo: critical model 14 1.4 Six guiding principles for teaching reading and writing in the twenty-first century 16 Principle 1: literacy practices are socially and culturally constructed 16 Principle 2: literacy practices are purposeful 17 Principle 3: literacy practices contain ideologies and values 18 Principle 4: literacy practices are learned through inquiry 19 Principle 5: literacy practices invite readers and writers to use their background knowledge and cultural understandings to make sense of texts 20 Principle 6: literacy practices expand to include everyday texts and multimodal texts 22 1.5 The Australian Curriculum 24 1.6 Creating a vision for effective literacy instruction 25 Chapter 2 Talking to learn in and out of the classroom 31 2.1 Spoken language development 33 Learning to talk 33 Pointing, imitating and pretending: the origins of literacy 34 Meaning, language and learning 35 From home to school 36 From everyday knowledge to educational knowledge 36 Learning language, learning through language, learning about language 37 Conditions for language learning 37 2.

2 Spoken language use and language variation 38 Language variation in response to cultural and social contexts 40 Variations in spoken language 40 English language variation and language standard 41 Language variation as a resource for learning 47 2.3 Language and literacy in the curriculum: implications for teaching literacy 50 2.4 Learning language 52 Learning through language 55 2.5 Learning about language 56 A language for talking about language: metalanguage 57 Knowledge about sounds and graphic symbols 58 Knowledge about grammar, words and punctuation 61 Meaning 62 Chapter 3 Getting to know students: Developing culturally relevant practices for reading and writing 68 3.1 Examining cultural diversity in classroom settings 70 Recognising differences in literacy learning within the classroom 71 Learning about home and community practices 72 3.2 Teaching from a culturally relevant perspective 75 3.3 Supporting linguistically diverse learners in reading and writing 76 Connecting students'' background knowledge and personal experiences to literacy events 77 Creating opportunities for students to meaningfully and authentically apply oral language skills 78 Encouraging students'' primary language and/or code switching during literacy events 79 Contextualising instruction of language through authentic literature 79 Documenting students'' home and community literacy practices 80 Establishing culturally relevant interaction patterns in literacy events 82 3.4 Using early assessment to know your students 85 3.

5 Kid-watching 86 3.6 Attitudes and interest in reading and writing 89 Attitude questionnaires and surveys 89 Interviews 90 Chapter 4 Theories of literacy development 95 4.1 What does theory have to do with curriculum building? 98 Uncovering your beliefs about teaching and instruction 99 4.2 Four classroom portraits and four theories of literacy development 99 Ms Robyn Teal''s classroom: learning to read means focusing on skills 100 Bottom-up theory of literacy development 102 Ms Cheryl Battle''s classroom: learning to read means understanding the meaning of words 104 Mr Thomas Ruby''s classroom: learning to read means learning how to respond to a text 109 Ms Pauline Fuller''s classroom: learning to read means critically examining the text 114 4.3 Reading models for the twenty-first century classroom 119 Chapter 5 Literacy programs and approaches 124 5.1 Approaches to literacy education 126 Basic skills: grammar conventions, decoding and drills 127 Whole language: authentic texts and meaning making 129 Focus on social practice: situated literacies 130 Text-based literacy and multiliteracy approaches 130 The current situation in Australia 131 5.2 Classroom approaches to literacy programs 133 Developing or adapting a program 133 Theme and concept-based units 134 Literature-based units 135 5.3 Resourcing your classroom literacy program 137 5.

4 Scaffolding for literacy 139 The gradual release of responsibility model 140 The teaching learning cycle 140 Reading to learn 141 5.5 Reading and writing procedures within a scaffolding cycle 141 Establishing a shared context 141 Scaffolding for reading and viewing 142 Modelling language and strategies for reading 143 Scaffolding for composition 147 5.6 Structure of literacy instruction 152 Commercial literacy programs 153 5.7 Creating a literacy-rich environment 154 Spaces and places in the classroom to support literacy development 154 Chapter 6 Entering into the literacy landscape: Emergent readers and writers 162 6.1 Historical beginnings of emergent literacy 164 Reading readiness 165 Emergent literacy 167 6.2 Oral language learning: what it means for emergent reading and writing practices 170 Conditions for developing oral language skills 171 Conditions to support young English language learners (ELLs) in preschool settings 172 Dimensions of emergent literacy 173 Concepts of texts 175 Concepts of words 177 Concepts of letters and sounds 178 Assessing the dimensions of emergent literacy 180 6.3 Emergent writing 181 Inventing and refining written language forms 182 Emergent spelling 183 Emergent writing and meaning making 187 6.4 Literacy and technology in early literacy settings 188 Concepts of screen 188 Reading on devices 188 6.

5 Literacy events and practices: promoting emergent reading and writing 190 Make use of environmental print 190 Writing centres 191 Reading aloud 192 Reading aloud as a cultural practice 193 Sociodramatic play settings 194 Language experience approach stories (LEA) and the digital language experience approach (D-LEA) 195 Chapter 7 Beginning readers and writers 203 7.1 Guiding principles to promote beginning reading and writing 205 7.2 Exploring beginning reading through the four-resource model 210 Code breaking to exemplify how words work 211 Becoming a text participant 221 Understanding how texts are used 225 Text analyst -- thinking critically about texts 226 7.3 Literacy blocks for beginning readers 227 Creating a routine for primary level literacy blocks 228 Teacher-led inquiries 229 Reading and responding 230 7.4 Connections to national achievement standards 243 Chapter 8 Intermediate and accomplished readers and writers 250 8.1 Needs and characteristics of students in middle to upper primary 252 8.2 Guiding principles for intermediate and accomplished readers and writers 253 8.3 What do we teach intermediate and accomplished readers and writers? 256 8.

4 Key understandings about multimodal and digital texts 259 8.5 How do we teach intermediate and accomplished readers and writers? 261 Selecting texts for intermediate and accomplished readers 262 Reading and writing conferences 263 8.6 The four-resource model for intermediate and accomplished readers and writers 264 Code breaking for intermediate and accomplished readers 265 Text participant practices with intermediate and accomplished readers 272 Text use with intermediate and accomplished readers and writers 282 Developing critical practices with intermediate and accomplished readers 284 Chapter 9 Effective assessment practices for reading and writing 293 9.1 Formative and summative assessments 295 9.2 Tests and assessments in schools 296 National Assessment Program -- Literacy and Numeracy (NAPLAN) 296 Purposes for assessments 299 Literacy assessments reveal ideologies about learning and literacy 301 9.3 The cycle of reflection-assessment-instruction 302 9.4 Traditional and authentic assessment practices 304 Who is interested in assessment? High stakes for parents, teachers and schools 304 Authentic assessment practices 305 Types of authentic assessment practices 306 9.5 Gathering information to use in assessing readers'' and writers'' growth in literacy development 316 Portfolio systems 317 9.

6 Assessment practices align with code breaking, text meaning, text use and critical practices 318 Code-breaking assessment 319 Text participant assessments 322 Text use assessments 325 Critical practices assessments 325 Chapter 10 Literature in the classroom 329 10.1 What is literature? 331 The picturebook 332 Graphic novels and manga 334 E-literature 336 Film and television 337 10.2 Literature and context 338 Historical, cultural and social contexts 338 10.3 Responding to literature 340 Reader-response theory 341