Parallel Learning of Reading and Writing in Early Childhood

ISBN-10: 0415882990
ISBN-13: 9780415882996
Edition: 2011
Authors: Mary Shea
List price: $23.99
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Book details

List price: $23.99
Copyright year: 2011
Publisher: Taylor & Francis Group
Publication date: 4/13/2011
Binding: Paperback
Pages: 240
Size: 7.00" wide x 10.00" long x 0.50" tall
Weight: 0.946
Language: English

Mary Shea is an associate professor at Canisius College in Buffalo, New York, where she teaches in and directs the graduate literacy programs. Previously, she worked for many years in western New York schools as a classroom teacher, literacy specialist, and language-arts coordinator.

Preface
Acknowledgements
A Strong Foundation for Learning Language
Introduction
Essential Ingredients for Reading Competency
Synchronous Learning of Language Processes
Literate Before Schooling
Literacy at Home
Literacy at School
Toward a Reading-writing Classroom
Classrooms That Work
Extending the Discussion
Function Before Form-Building Concepts About Print
Research in Emergent Literacy
A Study of Preschool Children's Concepts About Print
Children Experiment "With the Functions and Forms of Print
From Experimenting to Concept Building
Literacy Curriculum That Works: Start Where They Are
Ensuring a Solid Foundation for Literacy Learning
Extending the Discussion
Talk: An Essential Tool for Writing
A Bridge to Written Communication
Building Language Reservoirs
Write Like That
Talk: Practicing How to Express Ideas
A Time and Place for Written Expression
Extending the Discussion
The Writing We Need-At Home, At School
Changing Assumptions
Conditions for Becoming Literate
Toward a Writing Classroom
Extending the Discussion
Mindfully Mediating Language Learning
Getting Writing Started
Tools for Drawing and Writing
Drawing to Communicate
Drawing a Plan for Writing
Centers and Tools
Nurture Naturally
Developmental Stages for Message Construction
Writing in Pre-K., Kindergarten, and Grade 1 Classrooms
Extending the Discussion
Writing in Pre-K
Playful With Intention
Developmentally Appropriate Practice (DAP) Includes Literacy
Writing in a Private Urban Pre-K
Writing in a Campus Early Childhood Center Pre-K
Analyzing Writing Samples From the Pre-K Sites
Common Threads in Pre-K Classrooms That Foster Literacy Growth
Saturated in Language Experiences
Approaches for Engaging Young Writers and Readers
Putting It Together
Assessing Children's Writing
Classrooms of Diversity
Moving Into Kindergarten
Extending the Discussion
Writing in Kindergarten
Accommodating a Range of Literacy Beginnings
Becoming Literate: A Journey Not a Race
Developmentally Appropriate Practices as Literacy Play in Kindergarten
Measuring Achievement: Teacher-created Assessments
Observations of "Writing in an Urban Kindergarten Classroom
Observations of Kindergarten Writing in a Rural Northwest Community
A Scaffolding Process for Writing
Mini Lessons: Small Bites for Big Learning
Multi Genre Read-alouds
Moving Forward
Extending the Discussion
Writing in First Grade
A Curricular Emphasis on Writing
Window to a Northeast Small City Grade 1 Classroom
Literacy Learning in a Grade 1 Urban Charter School Classroom
Research-based, Child-centered Literacy Instruction for Reading-writing Classrooms
Writing Workshop in First Grade
Extending the Discussion
Differentiating for Fluent Young Writers
Advanced First Grade Writers
Gathering Evidence Anthropologically
Talking With Writers
Teaching the Traits: Balancing Function, Style, and Form
Documenting a Continuum of Learning
Multiple Assessments for a Complete Picture
Enjoying the Journey
Extending the Discussion
Conclusion
Complementing Developmental Learning
Experimenting Through Play
Self-directed Learning
Social Aspects of Learning
Learning in Harmony
Why Write Right Now?
Bibliography
Index

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