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Reading and writing in preschool : teaching the essentials /
This book describes effective, engaging ways to build young children's print concepts and alphabetic knowledge, which are crucial for both reading and writing development. Presenting shared reading, shared writing, and targeted instructional activities, each chapter features helpful classroom v...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
The Guilford Press,
[2016]
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| Colección: | Best practices in action (Guilford Press)
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 049 | |a UAMI | ||
| 100 | 1 | |a Casbergue, Renee M., |e author. | |
| 245 | 1 | 0 | |a Reading and writing in preschool : |b teaching the essentials / |c Renée M. Casbergue, Dorothy S. Strickland ; series editors' note by Linda B. Gambrell and Lesley Mandel Morrow. |
| 264 | 1 | |a New York : |b The Guilford Press, |c [2016] | |
| 264 | 4 | |c ©2016 | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Best practices in action | |
| 588 | 0 | |a Print version record. | |
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a Cover; Half Title Page; Series Page; Title Page; Copyright; About the Authors; Series Editors' Note; Preface; Acknowledgments; Contents; 1. Where Reading and Writing Begin; Understanding Early Literacy; Balancing Attention to Print and Meaning; Bridging the Oral and Graphic Worlds; Myths about Preschool Literacy; Ideas for Discussion, Reflection, and Action; 2. Preschool Contexts for Literacy Development and Learning; Providing Print-Rich Classroom Environments; Supporting Print-Rich Home Environments; Myths about Preschool Literacy Environments; Ideas for Discussion, Reflection, and Action. | |
| 505 | 8 | |a 3. Connecting Oral Language to Print KnowledgeConnections between Oral Language and Reading; Connections between Oral Language and Composition; Supporting Attention to the Language of Books; Using Technology to Foster Oral Composition; Scaffolding Children's Attention to Language; A Myth about Supporting Oral Language in Preschool; Ideas for Discussion, Reflection, and Action; 4. Developing Print and Alphabetic Knowledge for Reading; Shared Reading: An Integrated Instructional Strategy; Focused Strategies for Shared Reading; Name Games: An Integrated Instructional Strategy. | |
| 505 | 8 | |a Focused Strategies for Name GamesMaking Connections between Home and School; Myths about Phonemic Awareness, Concepts of Print, and Alphabet Knowledge; Ideas for Discussion, Reflection, and Action; 5. Developing Alphabetic Knowledge for Writing; The Journey from Scribbles to Script; The Journey from Mock Words to Alphabetic Spelling; Shared Writing: Another Integrated Instructional Strategy; Focused Strategies for Shared Writing; Making Connections between Home and School; Myths about Alphabetic Knowledge for Writing; Ideas for Discussion, Reflection, and Action. | |
| 505 | 8 | |a 6. Assessing Print Knowledge for Reading in PreschoolStandardized Assessments of Print Knowledge; Classroom-Based Assessment of Early Literacy Learning; Knowing What to Look For; Checklists of Early Print Knowledge; Instructional Implications of Reading Assessment; A Myth about Preschool Literacy Assessment; Ideas for Discussion, Reflection, and Action; 7. Assessing Writing Development in Preschool; Capturing Multiple Dimensions of Writing; The Continuum of Writing Development; Assessing Mark Making; Assessing Word Creation; Assessing Levels of Messages. | |
| 505 | 8 | |a Instructional Implications from Writing AssessmentConclusions: Understanding What Children Are Learning about Writing; A Myth about Preschool Writing Assessment; Ideas for Discussion, Reflection, and Action; References; Children's Literature; Index. | |
| 520 | |a This book describes effective, engaging ways to build young children's print concepts and alphabetic knowledge, which are crucial for both reading and writing development. Presenting shared reading, shared writing, and targeted instructional activities, each chapter features helpful classroom vignettes, a section debunking myths about preschool literacy, and Ideas for Discussion, Reflection, and Action. Strategies are provided for creating print-rich classroom and home environments and differentiating instruction for diverse students, including English language learners. The book also discusse. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Language arts (Preschool) | |
| 650 | 6 | |a Arts du langage (Préscolaire) | |
| 650 | 7 | |a EDUCATION |x Elementary. |2 bisacsh | |
| 650 | 7 | |a Language arts (Preschool) |2 fast | |
| 700 | 1 | |a Strickland, Dorothy S., |e author. | |
| 758 | |i has work: |a Reading and writing in preschool (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGtRbbjbb6c6wJpCyDdd43 |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Casbergue, Renee Michelet. |t Reading and writing in preschool |z 9781462523474 |w (DLC) 2015016849 |w (OCoLC)921141144 |
| 830 | 0 | |a Best practices in action (Guilford Press) | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=4000660 |z Texto completo |
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