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 discusses how to assess preschoolers' reading and writing progress. Reproducible checklists and parent handouts can be downloaded and printed in a convenient 8 1/2" x 11" size.
Format: HardbackCONTRIBUTORS: Renée M. CasbergueEAN: 9781462523481COUNTRY: United StatesPAGES: WEIGHT: 528 gHEIGHT: 254 cm
Pre-school and kindergarten, Teaching skills and techniques, Teaching of a specific subject
"Informative, objective, insightful, and filled with practical applications. Both authors are experts in the field, which greatly contributes to the book’s significance. Casbergue and Strickland have done an outstanding job synthesizing the most current, relevant research on teaching reading and writing in preschool. This book should be on every preschool teacher’s shelf."--Susan J. Kimmel, PhD, Executive Director, Center for Early Childhood Professional Development, University of Oklahoma "This book is such a wonderful resource for all teachers, especially new teachers. It gives background and insight on how to organize activities that will stimulate early reading skills and promote writing."--Shawn B. Tolliver, MAT, PreK teacher, Fannie C. Williams Charter School, New Orleans "Casbergue and Strickland have succeeded in turning findings from scientifically based reading research into strategies for supporting children’s print and alphabetic knowledge. The best thing about this book is that it situates early literacy both developmentally and within the child's family and school relationships. It provides a much deeper presentation of foundational literacy skills than the many other books that cover these skills in isolation or offer a cookbook-like approach to activities. Of particular note is the care and attention given to the often-neglected area of writing development. This book would be an excellent text for an undergraduate course on supporting early literacy or an inservice teacher study group."--Martha Buell, PhD, Department of Human Development and Family Studies, University of Delaware -
Renée M. Casbergue, PhD, is the Vira Franklin and James R. Eagle Professor of Education at Louisiana State University, where she currently serves as director of the early childhood teacher preparation program and is a member of the literacy faculty. A former classroom teacher and reading specialist, she has served as president of the Literacy Development in Young Children Special Interest Group of the International Reading Association (IRA; now International Literacy Association). Dr. Casbergue received a grant from the U.S. Department of Education's Early Reading First (ERF) program to create centers of excellence for early literacy in preschool classrooms in New Orleans public schools after serving as a consultant and external evaluator for ERF projects in four other states. She has published widely on effective learning and teaching in preschool and the primary grades. Dorothy S. Strickland, PhD, is the Samuel DeWitt Proctor Professor of Education (Emerita) at Rutgers, The State University of New Jersey, and Distinguished Research Fellow of the National Institute for Early Education Research. A former classroom teacher, reading consultant, and learning disabilities specialist, she is a past president of both the IRA and the Reading Hall of Fame. Dr. Strickland is a recipient of the Outstanding Teacher Educator of Reading Award from IRA, the Outstanding Educator in the Language Arts Award from the National Council of Teachers of English, and the Ferguson Award for Outstanding Contributions to Early Childhood Education from National Louis University. She has published numerous articles, book chapters, and books on early childhood education.
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 discusses how to assess preschoolers' reading and writing progress. Reproducible checklists and parent handouts can be downloaded and printed in a convenient 8 1/2" x 11" size.
Format: HardbackCONTRIBUTORS: Renée M. CasbergueEAN: 9781462523481COUNTRY: United StatesPAGES: WEIGHT: 528 gHEIGHT: 254 cm
Renée M. Casbergue, PhD, is the Vira Franklin and James R. Eagle Professor of Education at Louisiana State University, where she currently serves as director of the early childhood teacher preparation program and is a member of the literacy faculty. A former classroom teacher and reading specialist, she has served as president of the Literacy Development in Young Children Special Interest Group of the International Reading Association (IRA; now International Literacy Association). Dr. Casbergue received a grant from the U.S. Department of Education's Early Reading First (ERF) program to create centers of excellence for early literacy in preschool classrooms in New Orleans public schools after serving as a consultant and external evaluator for ERF projects in four other states. She has published widely on effective learning and teaching in preschool and the primary grades. Dorothy S. Strickland, PhD, is the Samuel DeWitt Proctor Professor of Education (Emerita) at Rutgers, The State University of New Jersey, and Distinguished Research Fellow of the National Institute for Early Education Research. A former classroom teacher, reading consultant, and learning disabilities specialist, she is a past president of both the IRA and the Reading Hall of Fame. Dr. Strickland is a recipient of the Outstanding Teacher Educator of Reading Award from IRA, the Outstanding Educator in the Language Arts Award from the National Council of Teachers of English, and the Ferguson Award for Outstanding Contributions to Early Childhood Education from National Louis University. She has published numerous articles, book chapters, and books on early childhood education.
Die verhaal van die kasarm en die Calitze kom tot 'n mooi einde
Ek kan nie ’n boek summier toemaak nadat die slotsin geskryf is nie. Ek lees álles, tot by die outeursnotas en die bronnelys (gewoonlik gooi ek darem net vlugtig ’n oog oor die bonne!). Chanette Paul maak in die nota oor Maanschijnbaai 2, die verdere verhaal van Nan en Jeannie, die stelling: “Lesers moet my asseblief vergewe dat my verbeelding altyd die oorhand oor die werklikheid kry en verdigsel voorkeur bo feite.” (p.635) Ek wil daarby aanhaak en bieg dat ’n uitstekende verhoudingsroman soos hierdie tydelik die oorhand gekry het oor my traagheid om te lees oor reïnkarnasie en die esoteriese. Die klomp Calitzse het my tyd en aandag totaal gekaap.
Die skrywer wy die laaste bladsye aan ’n verduideliking oor hoe die Maanschijnbaai-tweeluik ontstaan het. Sy beweer dat die Calitze haar “onkant” betrap het. Sy wou ’n romanse skryf maar uiteindelik was die karakters so kompleks dat dit op twee dik boeke en ’n intense familiedrama uitgeloop het.
Van die onderskeie karakters raak diep waarhede kwyt wat die moeite werd is om te onderstreep en te onthou, soos Zach wat dit gehad het oor die risiko om iemand op ’n pedestal te plaas omdat jy daardeur die persoon ’n onreg aandoen. (p.539) En Nan, wat die hele klomp Calitze moes grootkry, se wyse raad: “Met eerlikheid, Jeannie, kom ’n mens baie verder as met opoffering. Met eerlikheid gee jy almal ’n regverdige kans. Opoffering beteken bloot jy doen iets teen jou sin omdat jy glo dit sal ander baat.” (p.613)
Maak seker dat jy genoeg tyd op hande het, dan lees jy hierdie tweeluik in volgorde, Jo & Sue, gevolg deur Nan & Jeannie. Dit is hersien en met splinternuwe, pragtige baadjies uitgegee deur Lapa Uitgewers.
A very practical approach and the tools to go along with it
Very useful. The book provides a structure and an approach that I would have been useful earlier in my investing. I like the five gates and in particular the attention to quality and management's capital allocation decisions. I will also apply the idea of the stewardship log to get more explicit on my investment theses. This is kind of the practical aspect of what I learned from the Psychology of Money.
the title ties in really nicley the more towards the end but the title for the book suits it real...
the book is very slow burn and takes a while for like captivating parts of the book .but the middle to the end the pace of the book is really nice the beginning is just repetitive and and trust the processes
Skuld en vergifnis word nie versuiker in hierdie jeugverhaal nie
Twee halwes maak ’n hele is die wenner van ’n jeugboekprys. Ek moes myself gedurig herinner wat die teikenmark nou eintlik is, want die sake wat aangeraak word, is geensins beperk tot jeugdige lesers nie. Die sterk newe-karakters dra daartoe by die selfs baie ouer lesers goed aanklank kan vind by die storielyn wat ontvou.
“Hulle sê as jy iemand vergewe, lig jy ’n vrag van daardie persoon se skouers af. Maar miskien is sommige dinge net te swaar om van iemand anders se skouers te lig?” (p.178) Baie aandag word gegee aan skuld en vergifnis, maar geen suikeromhulde kitsoplossings word aangebied nie. Dit sou die storie beslis vervlak het.
Na die aardskuddende ontdekking wat Lira gemaak het, gaan sy vir drie maande na ’n Griekse eiland en maak sy kennis met haar ander helfte, ’n halfsuster wat presies die teenoorgestelde is van haar eie ingetoë, overthinking self. Ek het daarvan gehou dat hulle, die verskille ten spyt, nie in heftige konflik was nie. Eerder besig om algaande te ontdek dat hulle by mekaar kan aanpas en albei sterker daardeur kan kom.
Marita van der Vyver is ’n waardige wenner van die Tafelberg Jeugboekprys en hierdie boek hoort beslis in van der Vyver versamelings. Dit is uitgegee deur Tafelberg, ’n druknaam van Jonathan Ball Uitgewers.
