Literacy in Australia Pedagogies for Engagement 2nd Edition by Amy Seely Flint, Lisbeth Kitson, Kaye Lowe, Kylie Shaw, Mark Vicars, Susan Feez, Sally Humphrey – Ebook PDF Instant Download/Delivery: 0730328322, 978-0730328322
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ISBN 10: 0730328322
ISBN 13: 978-0730328322
Author: Amy Seely Flint, Lisbeth Kitson, Kaye Lowe, Kylie Shaw, Mark Vicars, Susan Feez, Sally Humphrey
With Australian students’ literacy skills under scrutiny, universities are under pressure to produce teaching graduates that are up to the task of educating the next generation. From an all-star team of local and international ICT-learning-and-teaching experts, this second edition of Literacy in Australia is designed to equip students for the reality of today’s classroom. Infused with our authors’ personal experience teaching in primary schools and universities, Literacy in Australia 2e is delivered as a WileyPLUS Learning Space interactive textbook – offering an engaging and immersive learning experience and preparing students to teach in a digital environment.
Literacy in Australia Pedagogies for Engagement 2nd Table of contents:
About the adapting authors viii
Chapter 1 Examining literacy in the twenty?-first century 1
1.1 Mind the gap: Literacy practices in school and outside of school 5
1.2 Perspectives on what it means to be literate 7
1.3 Models of schooling that affect literacy development 9
1.4 Six guiding principles for teaching reading and writing in the twenty?-first century 16
1.5 The Australian Curriculum 25
1.6 Creating a vision for effective literacy instruction 27
Summary 28
Key terms 28
From theory to practice 29
References 29
Children’s literature references 31
Acknowledgements 31
Chapter 2 Talking to learn in and out of the classroom 32
2.1 Spoken language development 35
2.2 Spoken language use and language variation 40
2.3 Language and literacy in the curriculum: Implications for teaching literacy 52
2.4 Learning language 55
2.5 Learning about language 59
Summary 67
Key terms 67
From theory to practice 68
References 68
Children’s literature references 70
Acknowledgements 71
Chapter 3 Getting to know students: Developing culturally relevant practices for reading and writing 72
3.1 Examining cultural diversity in classroom settings 75
3.2 Teaching from a culturally relevant perspective 81
3.3 Supporting linguistically diverse learners in reading and writing 81
3.4 Using early assessment to know your students 91
3.5 Kid?-watching 91
3.6 Attitudes and interest in reading and writing 94
Summary 98
Key terms 98
From theory to practice 98
References 99
Children’s literature references 99
Acknowledgements 100
Chapter 4 Theories of literacy development 101
4.1 What does theory have to do with curriculum building? 105
4.2 Four classroom portraits and four theories of literacy development 106
4.3 Looking across the four reading models 128
Summary 130
Key terms 130
From theory to practice 131
References 131
Children’s literature references 132
Acknowledgements 132
Chapter 5 Literacy programs and approaches 133
5.1 Approaches to literacy education 136
5.2 Classroom approaches to literacy programs 144
5.3 Resourcing your classroom literacy program 148
5.4 Scaffolding for literacy 150
5.5 Reading and writing procedures within a scaffolding cycle 153
5.6 Structure of literacy instruction 163
5.7 Creating a literacy?-rich environment 165
Summary 169
Key terms 169
From theory to practice 170
References 170
Children’s literature references 173
Acknowledgements 173
Chapter 6 Entering into the literacy landscape: Emergent readers and writers 174
6.1 Historical beginnings of emergent literacy 177
6.2 Oral language learning: What it means for emergent reading and writing practices 182
6.3 Emergent writing 193
6.4 Literacy and technology in early literacy settings 200
6.5 Literacy events and practices: Promoting emergent reading and writing 202
Summary 211
Key terms 211
From theory to practice 211
References 212
Children’s literature references 215
Acknowledgements 215
Chapter 7 Beginning readers and writers 216
7.1 Guiding principles to promote beginning reading and writing 219
7.2 Exploring beginning reading through the four?-resource model 223
7.3 Literacy blocks for beginning readers 239
7.4 Connections to national achievement standards 256
Summary 259
Key terms 259
From theory to practice 260
References 260
Children’s literature references 261
Acknowledgements 262
Chapter 8 Intermediate and accomplished readers and writers 263
8.1 Needs and characteristics of students in middle to upper primary 266
8.2 Guiding principles for intermediate and accomplished readers and writers 267
8.3 What do we teach intermediate and accomplished readers and writers? 270
8.4 Key understandings about multimodal and digital texts 274
8.5 How do we teach intermediate and accomplished readers and writers? 276
8.6 The four?-resource model for intermediate and accomplished readers and writers 279
Summary 305
Key terms 305
From theory to practice 306
References 306
Children’s literature connections 309
Acknowledgements 310
Chapter 9 Effective assessment practices for reading and writing 311
9.1 Formative and summative assessments 314
9.2 Tests and assessments in schools 315
9.3 The cycle of reflection–assessment–instruction 321
9.4 Traditional and authentic assessment practices 323
9.5 Gathering information to use in assessing readers’ and writers’ growth in literacy development 337
9.6 Assessment practices align with code breaking, text meaning, text use and critical practices 338
Summary 348
Key terms 348
From theory to practice 348
References 349
Children’s literature references 349
Acknowledgements 350
Chapter 10 Literature in the classroom 351
10.1 What is literature? 354
10.2 Literature and context 361
10.3 Responding to literature 363
10.4 Goals for literature discussions 369
10.5 Examining literature for its features and language 374
10.6 Creating literary texts 378
Summary 382
Key terms 382
From theory to practice 382
References 383
Children’s literature references 384
Acknowledgements 385
Chapter 11 ICTs and reading to learn in the content areas 387
11.1 Reading to learn: The literacy demands in content areas 390
11.2 Technology and literacy 398
11.3 Integrating ICTs and literacy in the content areas 400
11.4 Using inquiry-based learning 405
11.5 Using texts to develop knowledge and literacy in the content areas 413
11.6 Teaching strategies for reading and writing in the content areas 420
11.7 Developing literate practices in the content areas: The four-resource model 423
Summary 430
Key terms 430
From theory to practice 430
References 431
Other references 433
Children’s literature connections 433
Acknowledgements 434
Chapter 12 Working with struggling readers and writers 435
12.1 Factors that contribute to struggling reading and writing 439
12.2 Identifying struggling readers and writer during literacy events 445
12.3 Instructional practices for struggling readers and writers 447
12.4 Supporting struggling readers through parent education 458
12.5 Teaching all children to lead literate lives in the twenty?-first century 462
Summary 464
Key terms 465
From theory to practice 465
References 465
Children’s literature references 468
Acknowledgements 469
Appendix 470
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Tags: Amy Seely Flint, Lisbeth Kitson, Kaye Lowe, Kylie Shaw, Mark Vicars, Susan Feez, Sally Humphrey, Australia Pedagogies


