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Collins Introducing English to Young Children: Reading and Writing. Opal DunnЧитать онлайн книгу.

Collins Introducing English to Young Children: Reading and Writing - Opal Dunn


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       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

       About the author

      Award-winning author Opal Dunn has many years of experience in teaching children aged up to 8 years, and has trained teachers all over the world. She has also authored picture books for nursery and young primary children, organised Bunko (mini-libraries) for bilingual, multilingual and double children (children growing up with two languages and two cultures) and has written information books and articles for parents. Opal is the co-founder of IATEFL YLT SIG (Young Learners & Teenagers Special Interest Group of the International Association of Teachers of English as a Foreign Language).

       About this book

      In the evolution of man spoken language preceded written language.

      (Anon)

      Introducing English to Young Children: Reading and Writing gives guidance for the transition period from pre-school English experiences to the more formal first years of written literacy in lower-primary education, up to the age of 8 or 9.

      At this lower-primary age there are noticeable holistic and developmental changes, not only physical, but in attitude. Children start to feel they are more grown up. They want to be independent doers and learners. They are beginning to be aware of themselves and what they can do, and how, with effort, they can achieve and make progress. They need help to progress and to develop their own autonomy and we, as teachers, need to tune in to them and listen to their needs if they are to mature holistically and feel good.

      For the child, English is still not a school subject; it’s another way of communicating and talking within the class, school and beyond. Young children continue to pick up English in the same way as they learned their first language (L1), if the adult helping inserts the Playful Approach to motivate them. However, language content and enabling activities, although more


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