Your all-in-one guide to selecting the very best early literacy materials Learning to read and write is too important to be left to chance, so its absolutely critical that the early literacy curriculum and literature you use in PreK and kindergarten environments reflect the very best research and instructional practices. But, with the proliferation of new products, whats the best way to start? What criteria should the curriculum meet? Which research-based best practices should be represented? Early Literacy Materials Selector (ELMS)-the first dedicated evaluation tool for early childhood literacy materials-provides all the answers. Step by step, this one-of-a-kind toolkit will help you: Recognize the characteristics of high-quality literacy materials Work in teams or individually to evaluate your resources Understand the importance of the research base Establish a baseline against which new literacy materials can be compared All in all, theres no better resource to ensure we put our youngest students on the right path to school readiness and success.
The research is clear: the ability to read for understanding requires a great deal of knowledge and vocabulary, as well as reading skills. By linking early literacy to content area learning, we can provide children with the purposeful, knowledge-building experiences they need to be successful readers and writers. In this comprehensive and practical resource, early literacy experts Susan Neuman and Kathy Roskos give you the tools to do this. They share five essential early literacy practicesâe"creating a supportive learning environment; shared book reading; songs, rhymes, and word play; developmental writing; and playâe"and show how and why to apply these in math, science, social studies, and art so children acquire the knowledge and the skills they need for academic success. For use with Grades PreKâe"K.
A supplemental text for reading diagnosis/remediation courses. Can also be used as a core text for clinical reading/practica courses. This unique interactive handbook offers thirty-two “hands-on” activities, plus concise coverage of concepts, which together help students learn to help youngsters become better, more independent readers. It's an approach that gets students “learning by doing”—that really gets them involved in reading diagnosis! Every chapter offers brief coverage of fundamentals, followed by interactive exercises designed to involve students in activities similar to those they will use with their elementary students. Accompanying case studies in each text section help students visualize how strategies are used in real classrooms, with real readers. The authors focus on a core group of strategies based on a whole language/literacy approach to teaching reading, and proven effective by reading research. They emphasize the need to match teaching technique to a young reader's needs—thus helping children develop crucial critical thinking and problem-solving skills, and empowering problem readers to become more proficient, and more autonomous.
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. How children acquire language and literacy knowledge in many different contexts—and how teachers can effectively promote the development of oral and written language—is the focus of this highly regarded resource. Readers get an authoritative look at how children acquire language and literacy in a variety of contexts and how teachers can effectively promote development in oral and written language. Teaching Language and Literacy integrates a constructivist/emergent literacy perspective with scientifically-based instructional practices that are successful in supporting children’s reading, writing, listening and speaking development. This new edition features the work of a new author, Kathleen Roskos, and includes numerous up to date references, examples, and hands-on activities for putting theory into practice in today’s classrooms.
Your all-in-one guide to selecting the very best early literacy materials Learning to read and write is too important to be left to chance, so its absolutely critical that the early literacy curriculum and literature you use in PreK and kindergarten environments reflect the very best research and instructional practices. But, with the proliferation of new products, whats the best way to start? What criteria should the curriculum meet? Which research-based best practices should be represented? Early Literacy Materials Selector (ELMS)-the first dedicated evaluation tool for early childhood literacy materials-provides all the answers. Step by step, this one-of-a-kind toolkit will help you: Recognize the characteristics of high-quality literacy materials Work in teams or individually to evaluate your resources Understand the importance of the research base Establish a baseline against which new literacy materials can be compared All in all, theres no better resource to ensure we put our youngest students on the right path to school readiness and success.
In Play=Learning, top experts in child development and learning contend that in over-emphasizing academic achievement, our culture has forgotten about the importance of play for children's development.
Being literate in the twenty-first century means being an empowered receiver, user and creator of diverse text types communicated across multiple and rapidly changing modalities. English and Literacies: Learning to make meaning in primary classrooms is an accessible resource that introduces pre-service teachers to the many facets of literacies and English education for primary students. Addressing the requirements of the Australian Curriculum and the Early Years Learning Framework, English and Literacies explores how students develop oracy and literacy. Reading, viewing and writing are discussed alongside the importance of children's literature. Taking an inclusive and positive approach to teaching and learning for all students, it explores the creation of texts using spelling, grammar in context and handwriting/keyboarding skills, as well as the need for authentic assessment and reporting. Finally, the text explores the importance of literacy partnerships and how teachers can address literacy challenges across the curriculum.
Who are our concrete Angels, you ask? They are the pure innocence of this world. They are the children who are living with people whose only attention that is bestowed upon them is pain and neglect. They are the children who are taughtat a very young age how cruel the world can be. These are the children that society wantsto hide. My book is written from the eyes of a concrete Angel and we are not hiding anymore. The names in my bookhave been changed to protect theinnocent but my words are true.My life is real. My voice will now be heardbecause I want every child to know you are not to blame and youdo not have to identify with how you were, or are being treated. Remember let those who hurt you carry the pain, for they bare the consequences of their actions, not you. This book is also for all those who can make a difference in a childs life. Please let that be you! Author: Audrey Rose Addison
Literacy Assessment and Instructional Strategies prepares literacy educators to conduct reading and writing assessments and develop appropriate corrective literacy strategies for use with their grade K–5 students. Connecting Common Core Literacy Learning Standards to effective strategies and creative activities, the book includes authentic literacy assessments and formal evaluations to support reading teaching in the elementary classroom. Initial chapters discuss literacy assessment and evaluation, data-driven instruction, high-stakes testing, and instructional shifts in teaching reading, while later chapters focus on the latest instructional and assessment shifts, including pre-assessing literacy knowledge bases, using informational texts for vocabulary development, and close reading of text. Written by reading practitioners and researchers, this book is a must-have for novices as well as for veteran classroom teachers who want to stay on top of changing literacy trends.
Accessible and comprehensive, this text introduces a transdisciplinary framework for literacy instruction in grades K–12. This cutting-edge volume addresses the need for literacy instruction that crosses disciplines to provide students with a skillset that is not constrained or siloed, but rather knowledge that students can apply to existing and emerging fields. The text begins with a clear, theoretical understanding of literacy instruction, delves into practical aspects of select instructional practices by grade level, and expands to the creation of schoolwide Multi-Tiered Systems of Support to ensure a continuous improvement system. The authors’ inviting and innovative approach walks through real-world pathways for meaningful and inclusive literacy practices at distinct grade levels and includes authentic examples that show what the successful implementation of a K–12 transdisciplinary framework looks like. Covering key topics such as MTSS, RtI, Professional Communities of Practice, national and state standards, this book supports pre-service ELA teachers, literacy coaches, reading specialists, and administrators, and is ideal for courses in literacy instruction and content area literacy.
This trusted teacher resource and course text provides a comprehensive approach to assessing and building children's word knowledge (grades K–8). Kathy Ganske shows how carefully planned word study can improve students' reading and writing skills while fostering their appreciation of language. Complete instructions are provided for implementing the Developmental Spelling Analysis (DSA), an easy-to-use assessment tool, and for tailoring instruction to learners' strengths and weaknesses. Numerous word lists, student work samples, and "Literature Links" are included, along with 27 reproducible forms. The large-size format facilitates photocopying. Purchasers also get access to a webpage where they can download and print the reproducible materials. New to This Edition: *Addresses the Common Core State Standards. *Incorporates additional activities and technology tips, plus updated research findings. *Chapter explaining the meaning of word study and its role in literacy instruction, including "Researcher Voices" perspectives from noted experts. *Ideas for making the most of small-group instructional time. *Expanded "Literature Links" book lists, now including informational texts. *DSA answer sheets have been enhanced for easier scoring and several new reproducibles added. See also the companion volumes from Ganske, Word Sorts and More, Second Edition: Sound, Pattern, and Meaning Explorations K–3 and Mindful of Words, Second Edition: Spelling and Vocabulary Explorations, Grades 4–8, which provide a wealth of ready-to-use word study activities.
Viewing Art with Babies demonstrates how to facilitate quality art viewing experiences with babies from as young as 2 months old. Such experiences can help to nurture early literacy and receptive language skills, sensory stimulation, and early brain development. Based on the author’s research with babies in New Zealand, Australia, Romania, England, and the U.S., the book provides the reader with information about early brain, vision, sensory and language development, and the aesthetic preferences of babies. Danko-McGhee provides details about the type of art that babies like, how to display art in the learning environment, and how to interact with a baby when viewing art. Case studies of international museums, national museums, and community agencies that have had success with engaging babies in art viewing experiences have been included in the book as a way of demonstrating how theory and research can be successfully put into practice. Viewing Art with Babies details practical ways through which museum practitioners, early childhood and community educators, and parents can provide artviewing experiences in the museum, early childhood classroom or even their own home. It will be of interest to practitioners and parents around the world, and those engaged in the study of museum education.
The nurse had just stopped by my bedside with a black and white photograph of our new little baby boy. The inscription on the cardboard frame said "God's Gift to You." Just moments before, they had flown my husband and newborn baby by Lear jet to the nearest Children's Hospital, three hundred miles away. My baby was born with a severe birth defect. The words just didn't seem to fitA[a¬A]but God knew betterA[a¬A]
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