Coverart for item
The Resource Essentials of literacy from 0-7 : a whole-child approach to communication, language and literacy, Tina Bruce, Jenny Spratt

Essentials of literacy from 0-7 : a whole-child approach to communication, language and literacy, Tina Bruce, Jenny Spratt

Label
Essentials of literacy from 0-7 : a whole-child approach to communication, language and literacy
Title
Essentials of literacy from 0-7
Title remainder
a whole-child approach to communication, language and literacy
Statement of responsibility
Tina Bruce, Jenny Spratt
Creator
Contributor
Subject
Language
eng
Cataloging source
EQO
http://library.link/vocab/creatorName
Bruce, Tina
Index
no index present
Literary form
non fiction
http://library.link/vocab/relatedWorkOrContributorName
Spratt, Jenny
http://library.link/vocab/subjectName
  • Literacy
  • Language arts (Early childhood)
  • Language arts (Elementary)
Label
Essentials of literacy from 0-7 : a whole-child approach to communication, language and literacy, Tina Bruce, Jenny Spratt
Instantiates
Publication
Note
Previous ed.: 2008
Contents
Introducing the community of learners -- The importance of a rich language environment, with multi-sensory experiences -- A broad, rich and deep curriculum, across all areas of development and learning -- Learning together, adults and children -- Thoughts to take with you as you read the book -- Summary --- the essentials of literacy -- 1. Introducing the essentials of communication, language and literacy -- When should children be taught to read and write? -- Key moments in the journey towards literacy -- In order for young children to (later) be able to read and write independently, these are the essentials of literacy -- Taking traditional practice forward in a learning community -- 2. Observing children in an enabling environment -- Observing children -- Assessment -- Continuing the learning journey: moving to a school where there is good early years practice until children are seven years old -- Creating the atmosphere -- The (hidden) importance of play -- Sharing books together, as well as looking at books alone -- Meaningful print -- Movement, dance and music -- Powerful first-hand experiences which support children's understanding of rhymes -- Opening up the world of communication, language and literacy in an enabling environment -- 3. Parent/baby songs -- The development of the brain -- The first few months - looking, listening and moving -- Parents and carers interacting with very young children through movement and non-verbal communication in dance-like ways -- Parent/baby songs -- In summary -- 4. Finger rhymes -- The relationship between finger rhymes and action songs - on the spot and moving around -- Sitting - looking at fingers and thumbs -- Crawling - balancing and travelling at the same time -- Introducing finger rhymes to children -- Stage 1 -- Stage 2 -- Stage 3 -- Finger dexterity as emergent ẁriting' -- Finger rhymes should not be used in isolation from other types of rhyme -- Stage 1 -- What were the results (outcomes) for Stage 1 finger rhymes? -- Stage 2 -- What were the results (outcomes) for Stage 2 finger rhymes? -- Stage 3 -- What are the results (outcomes) for Stage 3 finger rhymes? -- In summary -- 5. Mark-making and writing -- Mark-making -- Getting the idea of flow in writing -- From a three-dimensional world to a two-dimensional world -- Key messages about children beginning to write -- 6. Action songs - on the spot -- Who started the tradition of singing action songs with children? -- Why does the tradition continue today? Is it still a valuable tradition? -- The upper body: non-locomotion action songs -- Head to feet - the order in which the brain develops co-ordinated movement -- Action songs using the body, but on the spot (non-locomotion) -- Stage 1 Action songs - upper body, simple rhymes and movements -- Stage 2 Action songs - more upper body movement sequences and several verses -- Stage 3 Whole-body non-locomotion action songs -- In summary -- 7. Action songs - moving around -- Why locomotion action songs come later -- Action songs involving locomotion -- Action songs that become ring games -- Action songs that create a drama -- In summary -- 8. Nursery rhymes -- Nursery rhymes are part of the canon of literature in the English language -- The sounds of language -- Using nursery rhymes - strengthening what comes naturally to children -- Traditional nursery rhymes selected to develop phonemic awareness -- The importance of not rushing children through their journey into literacy -- In summary -- 9. Poetry cards: mapping sounds onto letters -- Why use poetry cards? -- What are poetry cards? -- Making the poetry card -- Poetry cards give children anchor points -- Recognizing words and understanding what they mean -- In what order should children be introduced to the linking of sounds with letters? -- In summary
Control code
ocn710018314
Dimensions
24 cm
Edition
2nd ed
Extent
viii, 171 p.
Isbn
9781849205986
Isbn Type
(hbk.)
System control number
(OCoLC)710018314
Label
Essentials of literacy from 0-7 : a whole-child approach to communication, language and literacy, Tina Bruce, Jenny Spratt
Publication
Note
Previous ed.: 2008
Contents
Introducing the community of learners -- The importance of a rich language environment, with multi-sensory experiences -- A broad, rich and deep curriculum, across all areas of development and learning -- Learning together, adults and children -- Thoughts to take with you as you read the book -- Summary --- the essentials of literacy -- 1. Introducing the essentials of communication, language and literacy -- When should children be taught to read and write? -- Key moments in the journey towards literacy -- In order for young children to (later) be able to read and write independently, these are the essentials of literacy -- Taking traditional practice forward in a learning community -- 2. Observing children in an enabling environment -- Observing children -- Assessment -- Continuing the learning journey: moving to a school where there is good early years practice until children are seven years old -- Creating the atmosphere -- The (hidden) importance of play -- Sharing books together, as well as looking at books alone -- Meaningful print -- Movement, dance and music -- Powerful first-hand experiences which support children's understanding of rhymes -- Opening up the world of communication, language and literacy in an enabling environment -- 3. Parent/baby songs -- The development of the brain -- The first few months - looking, listening and moving -- Parents and carers interacting with very young children through movement and non-verbal communication in dance-like ways -- Parent/baby songs -- In summary -- 4. Finger rhymes -- The relationship between finger rhymes and action songs - on the spot and moving around -- Sitting - looking at fingers and thumbs -- Crawling - balancing and travelling at the same time -- Introducing finger rhymes to children -- Stage 1 -- Stage 2 -- Stage 3 -- Finger dexterity as emergent ẁriting' -- Finger rhymes should not be used in isolation from other types of rhyme -- Stage 1 -- What were the results (outcomes) for Stage 1 finger rhymes? -- Stage 2 -- What were the results (outcomes) for Stage 2 finger rhymes? -- Stage 3 -- What are the results (outcomes) for Stage 3 finger rhymes? -- In summary -- 5. Mark-making and writing -- Mark-making -- Getting the idea of flow in writing -- From a three-dimensional world to a two-dimensional world -- Key messages about children beginning to write -- 6. Action songs - on the spot -- Who started the tradition of singing action songs with children? -- Why does the tradition continue today? Is it still a valuable tradition? -- The upper body: non-locomotion action songs -- Head to feet - the order in which the brain develops co-ordinated movement -- Action songs using the body, but on the spot (non-locomotion) -- Stage 1 Action songs - upper body, simple rhymes and movements -- Stage 2 Action songs - more upper body movement sequences and several verses -- Stage 3 Whole-body non-locomotion action songs -- In summary -- 7. Action songs - moving around -- Why locomotion action songs come later -- Action songs involving locomotion -- Action songs that become ring games -- Action songs that create a drama -- In summary -- 8. Nursery rhymes -- Nursery rhymes are part of the canon of literature in the English language -- The sounds of language -- Using nursery rhymes - strengthening what comes naturally to children -- Traditional nursery rhymes selected to develop phonemic awareness -- The importance of not rushing children through their journey into literacy -- In summary -- 9. Poetry cards: mapping sounds onto letters -- Why use poetry cards? -- What are poetry cards? -- Making the poetry card -- Poetry cards give children anchor points -- Recognizing words and understanding what they mean -- In what order should children be introduced to the linking of sounds with letters? -- In summary
Control code
ocn710018314
Dimensions
24 cm
Edition
2nd ed
Extent
viii, 171 p.
Isbn
9781849205986
Isbn Type
(hbk.)
System control number
(OCoLC)710018314

Library Locations

    • Manawatū LibraryBorrow it
      Tennent Drive, Palmerston North, Palmerston North, 4472, NZ
      -40.385340 175.617349
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