Developing conceptual knowledge through oral and written language :: perspectives and practices, preK-12 /
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York :
The Guilford Press,
[2020]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Beschreibung: | 1 online resource (xviii, 238 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781462542659 1462542654 |
Internformat
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| 505 | 0 | |a 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. | |
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| 650 | 0 | |a Language arts |x Psychological aspects. |0 http://id.loc.gov/authorities/subjects/sh85074548 | |
| 650 | 6 | |a Apprentissage de concepts. | |
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| contents | 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. |
| ctrlnum | (OCoLC)1144916069 |
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| spelling | Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12 / edited by Melanie R. Kuhn, Mariam Jean Dreher ; foreword by Elfrieda H. Hiebert. New York : The Guilford Press, [2020] ©2020 1 online resource (xviii, 238 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references and index. 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. Online resource; title from PDF title page (ProQuest Ebook Central, viewed April 17, 2020). Concept learning. http://id.loc.gov/authorities/subjects/sh85029615 Language arts Psychological aspects. http://id.loc.gov/authorities/subjects/sh85074548 Apprentissage de concepts. Arts du langage Aspect psychologique. Concept learning fast Language arts Psychological aspects fast Kuhn, Melanie R., editor. http://id.loc.gov/authorities/names/no2003028964 Dreher, Mariam Jean, editor. http://id.loc.gov/authorities/names/n99274819 has work: Developing conceptual knowledge through oral and written language (Text) https://id.oclc.org/worldcat/entity/E39PCGG8ggYBF4kwk3Bwjxy6Dm https://id.oclc.org/worldcat/ontology/hasWork Print version: Developing conceptual knowledge through oral and written language. New York : The Guilford Press, [2020] 9781462542611 (DLC) 2019054722 (OCoLC)1148201575 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2291084 Volltext |
| spellingShingle | Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12 / 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. Concept learning. http://id.loc.gov/authorities/subjects/sh85029615 Language arts Psychological aspects. http://id.loc.gov/authorities/subjects/sh85074548 Apprentissage de concepts. Arts du langage Aspect psychologique. Concept learning fast Language arts Psychological aspects fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85029615 http://id.loc.gov/authorities/subjects/sh85074548 |
| title | Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12 / |
| title_auth | Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12 / |
| title_exact_search | Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12 / |
| title_full | Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12 / edited by Melanie R. Kuhn, Mariam Jean Dreher ; foreword by Elfrieda H. Hiebert. |
| title_fullStr | Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12 / edited by Melanie R. Kuhn, Mariam Jean Dreher ; foreword by Elfrieda H. Hiebert. |
| title_full_unstemmed | Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12 / edited by Melanie R. Kuhn, Mariam Jean Dreher ; foreword by Elfrieda H. Hiebert. |
| title_short | Developing conceptual knowledge through oral and written language : |
| title_sort | developing conceptual knowledge through oral and written language perspectives and practices prek 12 |
| title_sub | perspectives and practices, preK-12 / |
| topic | Concept learning. http://id.loc.gov/authorities/subjects/sh85029615 Language arts Psychological aspects. http://id.loc.gov/authorities/subjects/sh85074548 Apprentissage de concepts. Arts du langage Aspect psychologique. Concept learning fast Language arts Psychological aspects fast |
| topic_facet | Concept learning. Language arts Psychological aspects. Apprentissage de concepts. Arts du langage Aspect psychologique. Concept learning Language arts Psychological aspects |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2291084 |
| work_keys_str_mv | AT kuhnmelanier developingconceptualknowledgethroughoralandwrittenlanguageperspectivesandpracticesprek12 AT drehermariamjean developingconceptualknowledgethroughoralandwrittenlanguageperspectivesandpracticesprek12 |