Parallel Learning of Reading and Writing in Early Childhood explores why it’s important to provide a balanced language learning environment for young children and offers approaches for children to practice and explore language. Writing – a different but parallel process – can open the door to reading, and an effective writing approach in the home and early childhood classrooms leads to the development of phonemic awareness, understanding of phonetic principles, vocabulary, fluency, and comprehension. Effective early childhood teachers are those that extend the knowledge children have amassed at home and use the knowledge of how children learn naturally in the world to inform their practice. This book offers the purpose, context, and outcomes of including writing right from the start in young children’s literacy learning. Through analysis of writing samples, research, and principles of best practices, Shea outlines the essential ingredients for early language learning and provides a developmentally appropriate approach to language learning. Throughout the chapters, Shea integrates discussion of assessment, classroom environment, instructional/teacher scaffolding, and differentiating instruction across developmental levels along with the supporting theory. Special features: vignettes and descriptions of Pre-K, K, and Grade 1 classrooms that incorporate writing across the day artifacts of children’s writing that demonstrate an evolution of knowledge related to both message and word construction concept labeling words and topic specific terms defined throughout the book to support the reader’s understanding of professional terminology discussion of seminal and current research as well as best practices Companion Website with lesson ideas and abundant writing samples from a wide range of demographic, cultural, and language contexts for readers to view, analyze, and discuss. This text offers pre- and in-service early childhood education teachers the content and resources to develop a deeper understanding of language learning, to prompt an examination of current practice, and to stimulate curricular re-designs that foster meaningful, joyful, and motivated learning.
In Using FIVES for Writing: Communicating, Thinking, and Learning Effectively, Shea and Roberts help educators of all grades have their students meet the standards for writing competence-covering everything from constructed response paragraphs and integrated response essays to practical written expression.
The Church of the Nazarene embraces American attachments to democratic rule, individual initiative, efficiency, and a strong sense of responsibility as "a city on a hill." It is also present in more than 150 world areas. These attributes are reflected in the astounding story of one of the founders of the denomination, H. F. Reynolds, who has been long hidden in the shadow of his early colleague, Phineas Bresee. While the church points to Bresee as its founding father, Reynolds lived and served for an additional two decades following Bresee's death, shaping the role of the General Superintendency, clarifying and expanding the church's Manual to meet the needs of the growing denomination, and establishing mission policies and practices that took it from a US church to a global presence. Reynolds maintained a lively devotion to Christ as he survived train wrecks, war, dread disease, and the sheer volume of meetings, correspondence, and explosive scandal that came with the nurturing of a new church. His vision and methods have profoundly influenced a denomination that does not know his name. This volume is designed to make the introduction.
Hadewijch of Antwerp (c.1200?-1240), Beatrice of Nazareth (1200-1268), Margaret Ebner (1291-1351), and Julian of Norwich (1343-1416/19) are best known for their mystical experiences and literary styles. Medieval Women on Sin and Salvation explores the reality that these women understood their encounters in primarily theological categories. It is well documented that Anselm of Canterbury's 1098 Cur Deus Homo was quickly and widely adopted by late medieval religious men. Given the deeply relational, somewhat unconventional, yet clearly orthodox interpretations of Anselm's theory expressed by Hadewijch, Beatrice, Margaret, and Julian, it would seem that nuns, beguines, and devout lay women were compelled by the same understanding of Atonement as the priests, monks, brothers, and lay men of the era. Unable to offer academic theological treatises, given the constraints of their age, these women managed to convey, through their writings, profoundly theological insights into the crucial Christian concepts of the natures of soul and sin, the Fall, and the Incarnation and its benefits, both for God and for humanity. This book offers valuable new insights and is suitable for upper division undergraduate classes and graduate courses in the history of Christianity/Medieval Christianity, theology, spirituality, and women's studies.
This text is designed to assist preservice and inservice teachers in creating a critical and reflective dialogue with themselves, their assigned classroom cultures, and the larger school environment. It engages readers in a series of classroom and school-based activities, observations, and exercises that can be used in any teacher education course with a field component. Different from other field experience guides, this text aims to disrupt traditional conceptions of teacher education and field experiences--by emphasizing the problematic nature and dynamics of public schooling, and encouraging readers to seek a greater awareness of their own attitudes toward and connections with these educational processes.Learning to Teach: A Critical Approach to the Field Experience, Second Edition: *dramatically reconceptualizes the field experience by asking preservice and inservice teachers to be active and critical researchers of classroom practices and processes; *provides a coherent framework for analyzing both structural and cultural aspects of schooling; *provides specific exercises to help preservice and inservice teachers evaluate and understand the intersections of race, class, gender, and culture in "real life" school settings; and *grounds the observations of everyday school life within critical, feminist, and poststructuralist discourses. New in the Second Edition: A new section,"No Child Left Untested," has been added to help preservice teachers explore the implications of a very changed post-September 11world in which xenophobia, violence, patriotism, citizenship, and democracy have taken on new meanings. The introduction to the book as a whole, the section introductions, the retained activities in existing sections, and the references have been throughly updated.
Discover the joy of birthday magic as you turn each page to celebrate with Ducky as he turns five. Ducky cannot wait to celebrate his birthday. You are invited to join him and his friends for a fun-filled birthday party. Come to Duckys big day! 3
PREFACE. THE Author of this very practical treatise on Scotch Loch - Fishing desires clearly that it may be of use to all who had it. He does not pretend to have written anything new, but to have attempted to put what he has to say in as readable a form as possible. Everything in the way of the history and habits of fish has been studiously avoided, and technicalities have been used as sparingly as possible. The writing of this book has afforded him pleasure in his leisure moments, and that pleasure would be much increased if he knew that the perusal of it would create any bond of sympathy between himself and the angling community in general. This section is interleaved with blank shects for the readers notes. The Author need hardly say that any suggestions addressed to the case of the publishers, will meet with consideration in a future edition. We do not pretend to write or enlarge upon a new subject. Much has been said and written-and well said and written too on the art of fishing but loch-fishing has been rather looked upon as a second-rate performance, and to dispel this idea is one of the objects for which this present treatise has been written. Far be it from us to say anything against fishing, lawfully practised in any form but many pent up in our large towns will bear us out when me say that, on the whole, a days loch-fishing is the most convenient. One great matter is, that the loch-fisher is depend- ent on nothing but enough wind to curl the water, -and on a large loch it is very seldom that a dead calm prevails all day, -and can make his arrangements for a day, weeks beforehand whereas the stream- fisher is dependent for a good take on the state of the water and however pleasant and easy it may be for one living near the banks of a good trout stream or river, it is quite another matter to arrange for a days river-fishing, if one is looking forward to a holiday at a date some weeks ahead. Providence may favour the expectant angler with a good day, and the water in order but experience has taught most of us that the good days are in the minority, and that, as is the case with our rapid running streams, -such as many of our northern streams are, -the water is either too large or too small, unless, as previously remarked, you live near at hand, and can catch it at its best. A common belief in regard to loch-fishing is, that the tyro and the experienced angler have nearly the same chance in fishing, -the one from the stern and the other from the bow of the same boat. Of all the absurd beliefs as to loch-fishing, this is one of the most absurd. Try it. Give the tyro either end of the boat he likes give him a cast of ally flies he may fancy, or even a cast similar to those which a crack may be using and if he catches one for every three the other has, he may consider himself very lucky. Of course there are lochs where the fish are not abundant, and a beginner may come across as many as an older fisher but we speak of lochs where there are fish to be caught, and where each has a fair chance. Again, it is said that the boatman has as much to do with catching trout in a loch as the angler. Well, we dont deny that. In an untried loch it is necessary to have the guidance of a good boatman but the same argument holds good as to stream-fishing...
The strange-looking sea mammal called the manatee is a gentle creature. This book invites readers to imagine themselves as a manatee living its slow-moving, quiet life. Readers will picture themselves with algae and barnacles growing on their skin, coming up to take a breath every few minutes, and always searching for a tasty plant to eat. Cute and colorful photographs of manatees support the fascinating text, and the Florida manatee's struggle to stay alive is closely examined.
The book covers everything you need to know about interpreting Solar Return charts. There are interpretations of each planet in every house and expanded interpretations of planets in aspects. Mary Shea gives a complete description of positive and negative possibilities. Interpretations include all life events and situations.
Moose are the largest members of the deer familyand they are large! The most massive moose are 7 feet (2 m) tall at the shoulder and weigh 1,300 pounds (600 kg). These herbivores arent always gentle. They can use their colossal bodies to defend themselves from black bears, wolves, and other carnivores. Even hunters fear moose because angry moose sometimes cant be stopped by guns! This informative book, including a graphic organizer and essential science vocabulary, is a fresh look at the magnificent mammal called the moose.
Grammar Lost and Found is an accessible, humorous approach designed to teach you twenty common grammar, punctuation and spelling errors. It explains the basic rules in a conversational tone, using straightforward examples, designed to explain the complexities of the language while being easily understood. What makes this workbook unique is that each concept covered is accompanied by a fictional story in the chapter following a student on his first day of school. Each chapter emphasizes the one rule it is matched with. Exercises at the end of every five chapters encourage you to synthesize the topics you have learned and apply them to your writing.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.