Atnaujinkite slapukų nuostatas

El. knyga: Engaging Young Children With Informational Books

3.50/5 (4 ratings by Goodreads)
Edited by , Edited by
Kitos knygos pagal šią temą:
Engaging Young Children With Informational BooksDidesnis paveikslėlis
Kitos knygos pagal šią temą:

DRM apribojimai

  • Kopijuoti:

    neleidžiama

  • Spausdinti:

    neleidžiama

  • El. knygos naudojimas:

    Skaitmeninių teisių valdymas (DRM)
    Leidykla pateikė šią knygą šifruota forma, o tai reiškia, kad norint ją atrakinti ir perskaityti reikia įdiegti nemokamą programinę įrangą. Norint skaityti šią el. knygą, turite susikurti Adobe ID . Daugiau informacijos  čia. El. knygą galima atsisiųsti į 6 įrenginius (vienas vartotojas su tuo pačiu Adobe ID).

    Reikalinga programinė įranga
    Norint skaityti šią el. knygą mobiliajame įrenginyje (telefone ar planšetiniame kompiuteryje), turite įdiegti šią nemokamą programėlę: PocketBook Reader (iOS / Android)

    Norint skaityti šią el. knygą asmeniniame arba „Mac“ kompiuteryje, Jums reikalinga  Adobe Digital Editions “ (tai nemokama programa, specialiai sukurta el. knygoms. Tai nėra tas pats, kas „Adobe Reader“, kurią tikriausiai jau turite savo kompiuteryje.)

    Negalite skaityti šios el. knygos naudodami „Amazon Kindle“.

Patrick and Mantzicopoulos (educational psychology, Purdue U.) show practicing and preservice teachers how to engage young children with informational books in English language arts and reading, as well as subject areas. They note the current concerns that children who do not read nonfiction lack the skills to comprehend informational texts and are deficient in analysis, synthesis, and argumentation skills, and that there is a shortage of workers in science, technology, engineering, and math. They describe core instructional strategies aligned with the Common Core State Standards emphasis on explicit preparation to read informational text, reading materials that are linked to content areas, the use of more academic or technical vocabulary, and more informational writing. They discuss the characteristics of narrative and fictional texts and the reasons for the predominance of fiction, what children learn from informational texts and the consequences of only focusing on fiction, and educator arguments that children learn more easily from narrative. They provide evidence against these arguments and show that children do find informational texts interesting, then detail criteria for deciding which books to use. They describe the evidence on the role of shared reading in literacy development and research-based strategies to promote literacy, how to pair informational texts in subject-area disciplines with writing, and how to improve children's access to and engagement with informational books at home. They use examples from science-related texts in kindergarten. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)

Because nonfiction and young readers are a natural fit!

Common Core or not, providing our youngest readers with a thorough grounding in nonfiction is just good teaching. There’s no better way to ensure our students acquire the background knowledge and vocabulary so essential to their understanding of subjects like science and social studies. Helen Patrick and Panayota Mantzicopoulos have written this book to assist you with this all-important effort.

Inside you’ll find:

  • Criteria for choosing books
  • Strategies for shared reading and reading aloud
  • Informational writing activities
  • Ways to guide parent involvement
  • Real-life classroom success stories


This book offers an approach to and examples of integrating language arts and science. Each chapter contains one or more Windows into Practice - brief descriptions or accounts by teachers of events in their classrooms; teachers' narratives provide specific illustrations of principles or activities presented. The book also contains examples of teacher guides, children's work samples, and supplementary materials that can be used by family members or individuals who provide after-school activities.

Recenzijos

"This book is an urgent read for all teachers and parents of young children who want their kids to achieve long-term academic success! This book will drastically change how I read and how I encourage writing with my students and children. I am very grateful to Mantzicopoulos and Patrick for reminding me how essential informational reading and writing are, not only to the development of language arts skills, but to the reintroduction of science and social studies to daily elementary education. Including informational texts in the classroom is necessary if we are to produce students prepared for success on an international scale." -- Nina Orellana, Title I Teacher "This book is a must have for elementary educators, teachers, and professional faculty.  It illustrates the power of reading while also introducing the whole idea of students and how others interpret success with them." -- Robert E. Yager, Professor of Science Education

Series Preface to Classroom Insights vii
Acknowledgments xi
About the Authors xiii
Introduction 1(8)
Chapter 1 English Language Arts in the Early Years of School: Priorities and Consequences
9(20)
Chapter 2 Do Young Children Find Informational Books Hard to Understand?
29(24)
Chapter 3 Are Young Children Really Interested in Informational Books?
53(12)
Chapter 4 What Should I Consider When Selecting Informational Books?
65(26)
Chapter 5 How Can I Use Shared Informational Book Reading in My Classroom to Build Children's Reading Skills and Background Knowledge?
91(30)
Chapter 6 How Can I Incorporate Writing With Informational Books?
121(32)
Chapter 7 How Can Parents Use Informational Books to Support Children's Learning?
153(32)
References for Children's Books 185(2)
References for Research Sources 187(20)
Index 207
Dr. Helen Patrick is a Professor of Educational Psychology in Purdue Universitys College of Education. Her teaching and research focus on promoting positive classroom environments that promote students learning, understanding, and motivation. She has worked in numerous elementary schools in Michigan, Illinois, and Indiana. For the past seven years she has worked with teachers and children in ethnically-diverse kindergartens, focusing on ways to successfully integrate teaching big ideas of science with reading and writing activities. Read more about this Scientific Literacy Project, funded by the US Department of Education, at http://www.purduescientificliteracyproject.org/.

Dr. Panayota (Youli) Mantzicopoulos is Professor of Educational Psychology in Purdue Universitys College of Education. Her interests include early personal-social development and learning in diverse environments. Her research has examined the effectiveness of early grade-retention practices, the development of self-competence beliefs, early teacher-child relationships, and shared-reading of informational texts as a context for learning both at home and school. Her most recent work has been associated with the Scientific Literacy Project (http://www.purduescientificliteracyproject.org/) where she has focused on the integration of informational texts with science inquiry activities and on investigating the development of childrens socially derived meanings about science. Visit her at https://collaborate.education.purdue.edu/edst/youli/default.aspx
Daugiau apie elektronines knygas Daugiau apie elektronines knygas
Pastovi nuoroda: https://www.kriso.lt/db/97814522848972e.html
Raktažodžiai: