Format:
1 Online-Ressource (xviii, 238 pages)
,
illustrations
ISBN:
1462542654
,
9781462542659
Content:
Cover -- Halftitle Page -- Also from the Editors -- Title Page -- Copyright -- Dedication -- About the Editors -- Contributors -- Foreword -- Acknowledgments -- Contents -- 1. Introduction -- The Need for Focused Attention on Conceptual Development -- Overview of This Book -- Conclusion -- References -- 2. Developing Vocabulary Skills while Developing Conceptual Knowledge: Strategies from the PAVEd for Success Kindergarten and Prekindergarten Program -- Why Focus on Vocabulary? -- Building Bridges -- Explicit Vocabulary Enhancement Practices for Young Children: New VEhicles and CAR Quest -- PAVEd for Success in Practice -- Conclusion -- References -- 3. "I Don't Just Want to Read, I Want to Learn Something": Best Practices for Using Informational Texts to Build Young Children's Conceptual Knowledge -- What Are Concepts, and How Are Concepts and Vocabulary Related? -- How Might Informational Texts Contribute to Conceptual Knowledge and Vocabulary? -- How Might Information Books Be Used for Conceptual Development/Vocabulary Acquisition? -- Conclusion -- References -- 4. What Does Discussion Add to Reading for Conceptual Learning? -- Why Do Discussions Lead to Improved Reading Comprehension? -- What Kind of Discussion? -- The Collaborative Reasoning Approach to Classroom Discussion -- Multilink Causal Reasoning for Conceptual Learning -- Analogical Reasoning for Empathy -- Metacognition for Conceptual Learning -- Conclusion -- References -- 5. Using Multimodal Text Sets to Support Conceptual Understandings -- What Are Text Sets? -- Text Sets: A New Name for an Old Idea? -- Scaffolding Concept-Based Instruction -- Resources for Building and Teaching with Multimodal Text Sets -- Conclusion -- References -- 6. Developing Conceptual Knowledge in the Content Areas: Overlooked Features of Texts That Influence Complexity -- Text Complexity: Some Background -- How Does Text Enhance Conceptual Knowledge? -- Word Familiarity (Frequency) in Literary, Science/Social Science, and Math Texts -- Text Cohesion -- Word Concreteness and Imageability -- Conclusion -- References -- 7. Teaching and Learning in a Digital World: Digital Literacies for Disciplinary Learning -- Learning in a Digital World -- The Growing Importance of Disciplinary Literacies -- Digital Literacies for Disciplinary Learning -- Three Potentials Addressed by Interweaving Digital Literacies for Disciplinary Learning -- Addressing the Three Potentials: An Instructional Framework -- Implementing Digital Literacies for Disciplinary Learning -- Conclusion -- References -- 8. Teaching to Write and Writing to Learn: Conceptual Development through Discipline-Specific Writing -- Teaching Discipline-Specific Literacy -- How We Can Learn by Writing -- Writing and Conceptual Knowledge in Social Studies -- Writing and Conceptual Knowledge in Mathematics -- Writing and Conceptual Knowledge in Science -- Conclusion -- References.
Note:
Includes bibliographical references and index
Additional Edition:
9781462542611
Additional Edition:
1462542611
Additional Edition:
9781462542628
Additional Edition:
146254262X
Additional Edition:
9781462542611
Additional Edition:
Erscheint auch als Druck-Ausgabe Developing conceptual knowledge through oral and written language New York : The Guilford Press, [2020]
Language:
English
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