Language and Literacy 3-7: Creative Approaches to TeachingSAGE, 2006. okt. 2. - 280 oldal This practical guide considers the research evidence that is needed to inform enlightened practice, and offers concrete suggestions and teaching approaches for early years settings and classrooms. This comprehensive book shows the ′what′ the ′how′ and the ′why′ of innovative, creative practice for teaching language and literacy. The author clearly examines how young children learn to use both spoken and written language, and shows how to assess, plan and teach for the effective learning of speaking, listening, reading and writing. Each chapter includes case studies, learning and teaching suggestions and further reading, and topics covered include: o Learning to communicate o Developing spoken language in early years settings and classrooms o The links between oracy and literacy o The inter-relatedness of the literacy process o Teaching literacy holistically o The assessment of language and literacy o Supporting literacy in Keystage 1, teaching reading and teaching writing for different purposes o Children and books o Teaching children for whom English is an additional language o Language, literacy, learning and ICT. |
Tartalomjegyzék
| 8 | |
| 22 | |
| 38 | |
| 49 | |
| 63 | |
Chapter 6 A Holistic Approach to the Assessment and Teaching of Literacy | 88 |
Chapter 7 A Creative Approach to Planning Communication Language and Literacy | 108 |
Chapter 8 Supporting Writing and Developing Writing for Different Purposes | 125 |
Chapter 9 Childrens Books in the Early Years of Education | 176 |
Chapter 10 Supporting Children for whom English is an Additional Language | 202 |
Chapter 11 Supporting Learning Language and Literacy with ICT | 220 |
Chapter 12 Children who Find Learning to Read and Write Difficult | 232 |
Bibliography | 251 |
Index | 263 |
Más kiadások - Összes megtekintése
Gyakori szavak és kifejezések
ability able activities additional language adult approach appropriate assessment become beginning Bialystok bilingual Chapter chil child child’s classroom communicate complex context conventions cultural decoding demonstrated DfES discussed early years practitioners early years settings enable English example experience Foundation Stage Framework for teaching genre grapheme guage individual interactive Key Stage knowledge language and literacy language development LeapPad learning to read letters linguistic listening literacy development logograms logographic London meaning narrative National Curriculum National Literacy Strategy non-fiction texts nursery opportunities orthographic phonemes phonics phonological awareness picture book poem poetry practitioners and teachers pre-school Primary National Strategy Print awareness print processing programme progress pupils reader reading and writing Reading Recovery reception class rhyme sentence Shared Reading sight vocabulary skills spelling spoken language story structure synthetic phonics task thinking topic understanding word recognition wordless books written language young children
Népszerű szakaszok
131. oldal - ... happened to me more than once— I will write a great deal, then find it just doesn't work, and have to throw the whole thing away. I like to have a chapter finished before I begin on the next one. But I'm never entirely certain what's going to happen in the next chapter until I've worked it out. Things come to me in driblets, and when the driblets come I have to work hard to make them into something coherent.
77. oldal - A feature of this system is that it is second-order symbolism, which gradually becomes direct symbolism. This means that written language consists of a system of signs that designate the sounds and words of spoken language, which, in turn, are signs for real entities and relations.
100. oldal - ... involving observations and systematic record keeping; • selected appropriate tasks to suit their children's needs: • had a clear system of organisation; • used the diagnostic information they had gathered on children to inform their planning and teaching. Importance of assessment and planning Our best policy is to monitor actual behaviour as the child carries out the task in a meaningful situation - such as normal reading and writing within the programme and to compare such observations...
131. oldal - I have a whole bunch of ideas and write down until my supply of ideas is exhausted. Then I might try to think of more ideas up to the point when you can't get any more ideas that are worth putting down on paper and then I would end it.