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Literacy in Australia : pedagogies for engagement

Author: Amy Seely Flint
Publisher: Milton, Qld. : John Wiley & Sons Australia, Ltd, 2014.
Edition/Format:   eBook : Document : EnglishView all editions and formats
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Flint, Amy Seely.
Literacy in Australia : Pedagogies for Engagement.
Milton : Wiley, ©2079
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Amy Seely Flint
ISBN: 9780730316107 0730316106
OCLC Number: 964610006
Description: 1 online resource
Contents: ""Cover""; ""Title Page""; ""Copyright Page""; ""Contents""; ""Preface""; ""About the adapting authors""; ""How to use this book""; ""Additional resources""; ""Acknowledgements""; ""CHAPTER 1 Examining literacy in the twenty-first century""; ""OPENING VIGNETTE Discovering what makes a good reader and a good teacher of readers""; ""The gap: Literacy practices in school and outside of school""; ""Perspectives on what it means to be literate""; ""Models of schooling that impact literacy development""; ""Six guiding principles for teaching reading and writing in the twenty-first century"" ""The Australian Curriculum""""Creating a vision for effective literacy instruction""; ""Summary""; ""CHAPTER 2 Oral language learning in and out of the classroom""; ""OPENING VIGNETTE Ms Fisher learns from Mi Sun""; ""Oral language development from a sociocritical perspective""; ""Variations in oral language""; ""Conditions and models for oral language acquisition""; ""Language cueing systems that support reading and writing development""; ""Summary""; ""CHAPTER 3 Getting to know students: Developing culturally relevant practices for reading and writing"" ""OPENING VIGNETTE Mr Brown learns from Allora""""Examining cultural diversity in classroom settings""; ""Teaching from a culturally relevant perspective""; ""Using early assessment to know your students""; ""Summary""; ""CHAPTER 4 Theories of literacy development""; ""OPENING VIGNETTE Ms Campbell discovers the role of theory in creating curriculum""; ""What does theory have to do with curriculum building?""; ""Four classroom portraits and four theories of literacy development""; ""Looking across the four reading models""; ""Summary""; ""CHAPTER 5 Literacy programs and approaches"" ""OPENING VIGNETTE Ms Binns rethinks sustained silent reading time""""Changes in reading and writing""; ""Classroom approaches to literacy programs""; ""Resourcing your classroom literacy program""; ""Organising for literacy""; ""Structure of the literacy block""; ""Creating a literacy-rich environment""; ""Summary""; ""CHAPTER 6 Entering into the literacy landscape: Emergent readers and writers""; ""OPENING VIGNETTE Zac reads at home""; ""Historical beginnings of emergent literacy""; ""Oral language learning: What it means for emergent reading and writing practices""; ""Emergent writing"" ""Literacy and technology in early literacy settings""""Literacy events and practices: Promoting emergent reading and writing""; ""Summary""; ""CHAPTER 7 Beginning readers and writers""; ""OPENING VIGNETTE Ms Simon�s class reads There was an old lady who swallowed a fly""; ""Guiding principles to promote beginning reading and writing""; ""Exploring beginning reading through the four-resource model""; ""Literacy blocks for beginning readers""; ""Connections to national achievement standards""; ""Summary""; ""CHAPTER 8 Intermediate and accomplished readers and writers""
Responsibility: Amy Seely Flint [and 3 others].

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