Читать книгу Collins Introducing English to Young Children: Reading and Writing - Opal Dunn - Страница 4

Cover

Copyright

Title Page

About the author

About this book

List of figures

1 Acquiring language – The Playful Approach

1.1 Absorbing another language

1.2 Transitions

1.3 Play as a form of learning

1.4 The Playful Approach

1.5 Free-choice time

2 Tuned-in teaching

2.1 Acquiring English

2.2 Tuning in

2.3 The child’s expectations of the teacher

2.4 Enabling learning

2.5 Motivation and emotional literacy

2.6 Monitoring and assessing

2.7 Teacher input

3 Listening to the maturing child

3.1 Self-educators

3.2 Motivation

3.3 Evaluating success

3.4 Autonomy

4 Cooperating with parents

4.1 Tuning in

4.2 Parents’ involvement

4.3 Teaching for a test

4.4 Bringing English into the home

4.5 Assessments for parents

5 Planning, managing and assessing

5.1 Planning lessons

5.2 Managing the autonomous learner

5.3 Self-assessment

6 Extending spoken ability

6.1 Developing autonomy in the classroom

6.2 English input

6.3 Extending vocabulary

7 Introducing reading English

7.1 Reading as a skill

7.2 A multi-strategy English reading scheme

7.3 Finding out about words

7.4 Teacher’s role

8 Introducing handwriting

8.1 The role of handwriting

8.2 Beginning handwriting

8.3 Initial assessment

8.4 Stimulating children to handwrite

8.5 Style

8.6 Materials

8.7 Handwriting size

8.8 Handwriting programme

8.9 Beginning handwriting for L1 non-handwriters

9 Learning to spell

9.1 Spelling (encoding)

9.2 Introducing spelling

9.3 Assessing spelling

9.4 Introducing syllables

9.5 Recognising patterns of ‘onset and rime’

9.6 Developing analogy strategies

9.7 Learning new spellings

9.8 Involving parents

9.9 Fun facts

9.10 Introducing first grammar concepts

9.11 Word origins

10 Projects and activities

10.1 Why projects and activities?

10.2 Selecting projects and activities

10.3 Parents’ involvement

10.4 Suggested projects or activities

10.5 Assessing

11 Enjoying reading and writing creatively

11.1 Attitudes to creative writing and reading

11.2 Starting from the child’s ideas

11.3 Modelling and scaffolding

11.4 Types of books children can make

11.5 Towards fluent reading

Final thoughts

List of terminology

References and further reading

Appendix

Searchable Terms

About the Publisher