Developing conceptual knowledge through oral and written language : perspectives and practices, preK-12 /
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| Other Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
New York :
The Guilford Press,
[2020]
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| Subjects: | |
| Online Access: | Connect to the full text of this electronic book |
Table of 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.