Coverart for item
The Resource Essentials of literacy from 0-7 : children's journeys into literacy, Tina Bruce and Jenny Spratt

Essentials of literacy from 0-7 : children's journeys into literacy, Tina Bruce and Jenny Spratt

Label
Essentials of literacy from 0-7 : children's journeys into literacy
Title
Essentials of literacy from 0-7
Title remainder
children's journeys into literacy
Statement of responsibility
Tina Bruce and Jenny Spratt
Creator
Contributor
Subject
Language
eng
Cataloging source
UKM
http://library.link/vocab/creatorName
Bruce, Tina
Illustrations
illustrations
Index
index present
Literary form
non fiction
Nature of contents
bibliography
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 : children's journeys into literacy, Tina Bruce and Jenny Spratt
Instantiates
Publication
Bibliography note
Includes bibliographical references (p. [132]-137) and index
Contents
Introducing the community of learners -- The importance of a rich language environment, with multi-sensory experience -- 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 literacy -- When should children be taught to read and write? -- Key moments in the journey towards literacy: walking, talking and pretending -- 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 -- The Early Years Foundation Stage Profile -- Continuing the learning journey -- 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 understanding of rhymes -- Opening up the world of communication, language and literacy in an enabling environment -- 3. Baby songs -- 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 -- Baby songs -- 4. Finger rhymes -- Sitting - 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 'writing' -- 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? -- 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 -- Why sing action songs with young children? -- 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: on the spot -- 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 -- 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 -- 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 -- Where is each child in their unique journey into literacy? -- Summary -- 9. Poetry cards -- Understanding comes before competence -- What are poetry cards? -- Making the poetry card -- Poetry cards make a bridge between language development, reading and writing -- Making human sense of reading and writing -- In what order should children be introduced to the linking of sounds with letters? -- English is one of the most irregular and inconsistent languages in the world -- Poetry cards give children anchor points -- Summary
Control code
11663347
Dimensions
25 cm
Extent
vii, 140 p.
Isbn
9781847872425
Isbn Type
(pbk.)
Other physical details
col. ill.
System control number
  • (OCoLC)182664161
  • (Nz)11663347
  • (BNAtoc)V9N26242
  • (BNAtoc)B1830354
Label
Essentials of literacy from 0-7 : children's journeys into literacy, Tina Bruce and Jenny Spratt
Publication
Bibliography note
Includes bibliographical references (p. [132]-137) and index
Contents
Introducing the community of learners -- The importance of a rich language environment, with multi-sensory experience -- 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 literacy -- When should children be taught to read and write? -- Key moments in the journey towards literacy: walking, talking and pretending -- 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 -- The Early Years Foundation Stage Profile -- Continuing the learning journey -- 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 understanding of rhymes -- Opening up the world of communication, language and literacy in an enabling environment -- 3. Baby songs -- 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 -- Baby songs -- 4. Finger rhymes -- Sitting - 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 'writing' -- 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? -- 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 -- Why sing action songs with young children? -- 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: on the spot -- 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 -- 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 -- 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 -- Where is each child in their unique journey into literacy? -- Summary -- 9. Poetry cards -- Understanding comes before competence -- What are poetry cards? -- Making the poetry card -- Poetry cards make a bridge between language development, reading and writing -- Making human sense of reading and writing -- In what order should children be introduced to the linking of sounds with letters? -- English is one of the most irregular and inconsistent languages in the world -- Poetry cards give children anchor points -- Summary
Control code
11663347
Dimensions
25 cm
Extent
vii, 140 p.
Isbn
9781847872425
Isbn Type
(pbk.)
Other physical details
col. ill.
System control number
  • (OCoLC)182664161
  • (Nz)11663347
  • (BNAtoc)V9N26242
  • (BNAtoc)B1830354

Library Locations

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