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| ERIC #: | ED481894 |
| Title: | Teaching and Learning in Preschool: Using Individually Appropriate Practices in Early Childhood Literacy Instruction. |
| Authors: | Venn, Elizabeth Claire; Jahn, Monica Dacy |
| Descriptors: | Bibliographies; Classroom Techniques; Developmentally Appropriate Practices; Educational Quality; Emergent Literacy; Individual Differences; Individual Needs; Individualized Instruction; Integrated Curriculum; Learning Activities; Models; Parent School Relationship; Performance Based Assessment; Play; Preschool Curriculum; Preschool Education; Reading Instruction; Student Centered Curriculum; Student Educational Objectives; Teacher Student Relationship |
| Source: | N/A |
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| Publisher: | International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021 ($30.95). Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; Web site: http://www.reading.org. |
| Publication Date: | 2004-00-00 |
| Pages: | 336 |
| Pub Types: | Books; Guides - Classroom - Teacher |
| Abstract: | This book presents a preschool framework that integrates literacy activities into content area lessons while embedding instruction within adult-child social interactions and realistic, playful activities tailored to each child's individual needs. Chapter 1 of the book delineates the theory and rationale behind the framework, and outlines essential preschool components. Chapter 2 discusses three critical teacher competencies necessary for quality preschool instruction. Chapter 3 outlines a variety of formal and informal assessments and curriculum outcomes as they relate to lesson design and instruction. Chapter 4 addresses children's social and emotional development and includes information on classroom management, self-regulation, risk taking, and dramatic play. Chapter 5 discusses the critical role of oral language development and phonological awareness in early literacy. Chapter 6 explores the different reading components of shared reading, read-alouds, grouping students based on zone of proximal development (ZPD), independent reading, print concepts, and listening comprehension. Chapter 7 focuses on the vital areas of early writing, including language experience and shared, scaffolded, ZPD, and independent writing. The central theme of Chapter 8 is learning about print, including letter knowledge and sound-symbol correspondence. Chapter 9 describes the content areas of mathematics, social studies, and science, and highlights the importance of free exploration, discovery time, literacy links, and thematic integration. Chapter 10 describes music, movement, and the creative arts as they relate to literacy. Chapter 11 covers gross and fine motor development and health and safety topics. Chapter 12 presents information about transitioning families comfortably from the home to the school culture. The book concludes with recommendations for improving early childhood preservice and inservice teacher education. Six appendices supplement the text with lesson plans, outco |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | N/A |
| Identifiers: | Risk Taking; Transitional Activities; Vygotsky (Lev S); Zone of Proximal Development |
| Record Type: | Non-Journal |
| Level: | 2 - Available on microfiche |
| Institutions: | International Reading Association, Newark, DE. |
| Sponsors: | N/A |
| ISBN: | ISBN-0-87207-535-4 |
| ISSN: | N/A |
| Audiences: | Practitioners; Teachers |
| Languages: | English |
| Education Level: | Preschool Education |
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