Description

Book Synopsis
Explore how one classroom community played with and engaged in authorship. The authors illustrate how curriculum can be authentically and meaningfully integrated. They also offer a unique perspective on the development of language and literacy practices by framing children's play narratives as the foundation from which rich curricula can grow.

Table of Contents
  • CONTENTS
  • Acknowledgments ix
  • Introduction 1
  • Storying the Pre-K East Classroom 3
  • The Journey 6
  • Part I: “How Do Stories Come into Our Class?”: Laying the Foundations 11
  • 1. The Classroom and Its Practices 13
  • Small Moments and Everyday Stories Lead to Big Curricula 15
  • Building Blocks for Constructing Literacy Curricula in the Early Childhood Classroom 17
  • The Classroom and Its Practices: Conclusion 22
  • 2. Storying in Play: Investigating the Purpose of Authoring 24
  • Making Sense of Play-Based Authorship 25
  • Understanding Authorship in the Pre-K Classroom 28
  • 3. Investigating the Purposes of Writing and Publishing with Young Children 32
  • On the Pressure to Read and Write Earlier and Earlier 33
  • Asking Questions: A Pathway for Investigating and Learning 34
  • Young Children Speak, Read, and Author with Purpose 37
  • Part II: “But How Can Our Stories Turn into a Book?”: Planning and Making 43
  • 4. Creative Writing and The Book Project 45
  • What the Children Already Knew About Books and Stories 47
  • The Authoring Process: Writing The Whole Pre-K East Book 49
  • The Book Project: Children as Authors, Play as Authorship 52
  • 5. Investigating the Body of the Book: Unveiling Children’s Knowledge About Books and About Print 57
  • Honoring Children’s Conceptualization of Publishing 58
  • Rethinking the Roles of the Teacher and the Curriculum 60
  • Teachers as Learners, Emergent Curriculum as Meeting Expectations 63
  • 6. Science, Mathematics, and The Book Project 67
  • Science and Mathematics in Paper Airplane Flying and Story Authoring 68
  • The Investigation: Reading and Writing Toward Acquiring Information 72
  • From Experimenting with Paper Airplanes to Authoring “How-To” Books 77
  • 7. Observation, Language, Poetry, and The Book Project 81
  • On the Importance of Circles 84
  • Children’s Observations: Reading the World 85
  • Poetry as a Language Art: Making Meaning and Making Sense Through Art 87
  • Reflecting on Children’s Language and Literacy Development in and Through Poetry 96
  • 8. Social Studies and The Book Project 98
  • How Social Studies Comes to Life in the Pre-K Classroom 98
  • Families at the Heart of the Social Studies Curriculum 102
  • Authoring Our History as a Community 107
  • Conclusion of This Chapter and of Part II 115
  • Part III: Reflecting on The Book Project in the Larger Context of Teaching and Learning 117
  • 9. Perspectives and Insights on Authorship in an Emergent, Child-Centered Classroom 119
  • Exploring Children’s Development of Traditional Literacy Skills 123
  • Understanding the Development of a Learning Community 129
  • 10. “Look at Us! We’re All So Different!”: Remembering and Reflecting 3 Years Later 134
  • References 141
  • Index 147
  • About the Authors 153

PreK Stories Playing with Authorship and

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    RRP £29.95 – you save £1.50 (5%)

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    A Paperback / softback by Dana Frantz-Bentley, Mariana Souto-Manning

    3 in stock

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      Publisher: Teachers' College Press
      Publication Date: 30/08/2019
      ISBN13: 9780807761311, 978-0807761311
      ISBN10: 0807761311

      Description

      Book Synopsis
      Explore how one classroom community played with and engaged in authorship. The authors illustrate how curriculum can be authentically and meaningfully integrated. They also offer a unique perspective on the development of language and literacy practices by framing children's play narratives as the foundation from which rich curricula can grow.

      Table of Contents
      • CONTENTS
      • Acknowledgments ix
      • Introduction 1
      • Storying the Pre-K East Classroom 3
      • The Journey 6
      • Part I: “How Do Stories Come into Our Class?”: Laying the Foundations 11
      • 1. The Classroom and Its Practices 13
      • Small Moments and Everyday Stories Lead to Big Curricula 15
      • Building Blocks for Constructing Literacy Curricula in the Early Childhood Classroom 17
      • The Classroom and Its Practices: Conclusion 22
      • 2. Storying in Play: Investigating the Purpose of Authoring 24
      • Making Sense of Play-Based Authorship 25
      • Understanding Authorship in the Pre-K Classroom 28
      • 3. Investigating the Purposes of Writing and Publishing with Young Children 32
      • On the Pressure to Read and Write Earlier and Earlier 33
      • Asking Questions: A Pathway for Investigating and Learning 34
      • Young Children Speak, Read, and Author with Purpose 37
      • Part II: “But How Can Our Stories Turn into a Book?”: Planning and Making 43
      • 4. Creative Writing and The Book Project 45
      • What the Children Already Knew About Books and Stories 47
      • The Authoring Process: Writing The Whole Pre-K East Book 49
      • The Book Project: Children as Authors, Play as Authorship 52
      • 5. Investigating the Body of the Book: Unveiling Children’s Knowledge About Books and About Print 57
      • Honoring Children’s Conceptualization of Publishing 58
      • Rethinking the Roles of the Teacher and the Curriculum 60
      • Teachers as Learners, Emergent Curriculum as Meeting Expectations 63
      • 6. Science, Mathematics, and The Book Project 67
      • Science and Mathematics in Paper Airplane Flying and Story Authoring 68
      • The Investigation: Reading and Writing Toward Acquiring Information 72
      • From Experimenting with Paper Airplanes to Authoring “How-To” Books 77
      • 7. Observation, Language, Poetry, and The Book Project 81
      • On the Importance of Circles 84
      • Children’s Observations: Reading the World 85
      • Poetry as a Language Art: Making Meaning and Making Sense Through Art 87
      • Reflecting on Children’s Language and Literacy Development in and Through Poetry 96
      • 8. Social Studies and The Book Project 98
      • How Social Studies Comes to Life in the Pre-K Classroom 98
      • Families at the Heart of the Social Studies Curriculum 102
      • Authoring Our History as a Community 107
      • Conclusion of This Chapter and of Part II 115
      • Part III: Reflecting on The Book Project in the Larger Context of Teaching and Learning 117
      • 9. Perspectives and Insights on Authorship in an Emergent, Child-Centered Classroom 119
      • Exploring Children’s Development of Traditional Literacy Skills 123
      • Understanding the Development of a Learning Community 129
      • 10. “Look at Us! We’re All So Different!”: Remembering and Reflecting 3 Years Later 134
      • References 141
      • Index 147
      • About the Authors 153

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