{"product_id":"literacy-in-australia-pedagogies-for-engagement-3rd-edition-isbn-9780730369240","title":"Literacy in Australia: Pedagogies for Engagement, 3rd Edition","description":"\u003cp\u003eInfused with our authors’ personal experiences teaching, \u003ci\u003eLiteracy in Australia, 3\u003csup\u003erd\u003c\/sup\u003e Edition\u003c\/i\u003e is delivered as a full colour printed textbook with an interactive eBook code included. This enables students to master concepts and succeed in assessment by taking the roadblocks out of self-study, with features designed to get the most out of learning such as animations, interactivities, concept check questions and videos.\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e \u003cp\u003eWith a prioritised focus on the Aboriginal and Torres Strait Islander histories and cultures featured throughout the text, pre-service teachers will be well-equipped with the knowledge of what kinds of activities they can include in and out of the classroom for an enriching learning experience for their students. \u003c\/p\u003e \u003cp\u003eAbout the adapting authors viii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Examining literacy in the twenty-first century 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1 Mind the gap: literacy practices in school and outside of school 5\u003c\/p\u003e \u003cp\u003e1.2 Perspectives on what it means to be literate 7\u003c\/p\u003e \u003cp\u003e1.3 Models of schooling that affect literacy development 8\u003c\/p\u003e \u003cp\u003eLearning as skill building: industrial model 9\u003c\/p\u003e \u003cp\u003eInvestigating a question: inquiry model 12\u003c\/p\u003e \u003cp\u003eProblematising the status quo: critical model 14\u003c\/p\u003e \u003cp\u003e1.4 Six guiding principles for teaching reading and writing in the twenty-first century 16\u003c\/p\u003e \u003cp\u003ePrinciple 1: literacy practices are socially and culturally constructed 16\u003c\/p\u003e \u003cp\u003ePrinciple 2: literacy practices are purposeful 17\u003c\/p\u003e \u003cp\u003ePrinciple 3: literacy practices contain ideologies and values 18\u003c\/p\u003e \u003cp\u003ePrinciple 4: literacy practices are learned through inquiry 19\u003c\/p\u003e \u003cp\u003ePrinciple 5: literacy practices invite readers and writers to use their background knowledge and cultural understandings to make sense of texts 20\u003c\/p\u003e \u003cp\u003ePrinciple 6: literacy practices expand to include everyday texts and multimodal texts 22\u003c\/p\u003e \u003cp\u003e1.5 The Australian Curriculum 24\u003c\/p\u003e \u003cp\u003e1.6 Creating a vision for effective literacy instruction 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Talking to learn in and out of the classroom 31\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1 Spoken language development 33\u003c\/p\u003e \u003cp\u003eLearning to talk 33\u003c\/p\u003e \u003cp\u003ePointing, imitating and pretending: the origins of literacy 34\u003c\/p\u003e \u003cp\u003eMeaning, language and learning 35\u003c\/p\u003e \u003cp\u003eFrom home to school 36\u003c\/p\u003e \u003cp\u003eFrom everyday knowledge to educational knowledge 36\u003c\/p\u003e \u003cp\u003eLearning language, learning through language, learning about language 37\u003c\/p\u003e \u003cp\u003eConditions for language learning 37\u003c\/p\u003e \u003cp\u003e2.2 Spoken language use and language variation 38\u003c\/p\u003e \u003cp\u003eLanguage variation in response to cultural and social contexts 40\u003c\/p\u003e \u003cp\u003eVariations in spoken language 40\u003c\/p\u003e \u003cp\u003eEnglish language variation and language standard 41\u003c\/p\u003e \u003cp\u003eLanguage variation as a resource for learning 47\u003c\/p\u003e \u003cp\u003e2.3 Language and literacy in the curriculum: implications for teaching literacy 50\u003c\/p\u003e \u003cp\u003e2.4 Learning language 52\u003c\/p\u003e \u003cp\u003eLearning through language 55\u003c\/p\u003e \u003cp\u003e2.5 Learning about language 56\u003c\/p\u003e \u003cp\u003eA language for talking about language: metalanguage 57\u003c\/p\u003e \u003cp\u003eKnowledge about sounds and graphic symbols 58\u003c\/p\u003e \u003cp\u003eKnowledge about grammar, words and punctuation 61\u003c\/p\u003e \u003cp\u003eMeaning 62\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Getting to know students: Developing culturally relevant practices for reading and writing 68\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1 Examining cultural diversity in classroom settings 70\u003c\/p\u003e \u003cp\u003eRecognising differences in literacy learning within the classroom 71\u003c\/p\u003e \u003cp\u003eLearning about home and community practices 72\u003c\/p\u003e \u003cp\u003e3.2 Teaching from a culturally relevant perspective 75\u003c\/p\u003e \u003cp\u003e3.3 Supporting linguistically diverse learners in reading and writing 76\u003c\/p\u003e \u003cp\u003eConnecting students’ background knowledge and personal experiences to literacy events 77\u003c\/p\u003e \u003cp\u003eCreating opportunities for students to meaningfully and authentically apply oral language skills 78\u003c\/p\u003e \u003cp\u003eEncouraging students’ primary language and\/or code switching during literacy events 79\u003c\/p\u003e \u003cp\u003eContextualising instruction of language through authentic literature 79\u003c\/p\u003e \u003cp\u003eDocumenting students’ home and community literacy practices 80\u003c\/p\u003e \u003cp\u003eEstablishing culturally relevant interaction patterns in literacy events 82\u003c\/p\u003e \u003cp\u003e3.4 Using early assessment to know your students 85\u003c\/p\u003e \u003cp\u003e3.5 Kid-watching 86\u003c\/p\u003e \u003cp\u003e3.6 Attitudes and interest in reading and writing 89\u003c\/p\u003e \u003cp\u003eAttitude questionnaires and surveys 89\u003c\/p\u003e \u003cp\u003eInterviews 90\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Theories of literacy development 95\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1 What does theory have to do with curriculum building? 98\u003c\/p\u003e \u003cp\u003eUncovering your beliefs about teaching and instruction 99\u003c\/p\u003e \u003cp\u003e4.2 Four classroom portraits and four theories of literacy development 99\u003c\/p\u003e \u003cp\u003eMs Robyn Teal’s classroom: learning to read means focusing on skills 100\u003c\/p\u003e \u003cp\u003eBottom-up theory of literacy development 102\u003c\/p\u003e \u003cp\u003eMs Cheryl Battle’s classroom: learning to read means understanding the meaning of words 104\u003c\/p\u003e \u003cp\u003eMr Thomas Ruby’s classroom: learning to read means learning how to respond to a text 109\u003c\/p\u003e \u003cp\u003eMs Pauline Fuller’s classroom: learning to read means critically examining the text 114\u003c\/p\u003e \u003cp\u003e4.3 Reading models for the twenty-first century classroom 119\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Literacy programs and approaches 124\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1 Approaches to literacy education 126\u003c\/p\u003e \u003cp\u003eBasic skills: grammar conventions, decoding and drills 127\u003c\/p\u003e \u003cp\u003eWhole language: authentic texts and meaning making 129\u003c\/p\u003e \u003cp\u003eFocus on social practice: situated literacies 130\u003c\/p\u003e \u003cp\u003eText-based literacy and multiliteracy approaches 130\u003c\/p\u003e \u003cp\u003eThe current situation in Australia 131\u003c\/p\u003e \u003cp\u003e5.2 Classroom approaches to literacy programs 133\u003c\/p\u003e \u003cp\u003eDeveloping or adapting a program 133\u003c\/p\u003e \u003cp\u003eTheme and concept-based units 134\u003c\/p\u003e \u003cp\u003eLiterature-based units 135\u003c\/p\u003e \u003cp\u003e5.3 Resourcing your classroom literacy program 137\u003c\/p\u003e \u003cp\u003e5.4 Scaffolding for literacy 139\u003c\/p\u003e \u003cp\u003eThe gradual release of responsibility model 140\u003c\/p\u003e \u003cp\u003eThe teaching learning cycle 140\u003c\/p\u003e \u003cp\u003eReading to learn 141\u003c\/p\u003e \u003cp\u003e5.5 Reading and writing procedures within a scaffolding cycle 141\u003c\/p\u003e \u003cp\u003eEstablishing a shared context 141\u003c\/p\u003e \u003cp\u003eScaffolding for reading and viewing 142\u003c\/p\u003e \u003cp\u003eModelling language and strategies for reading 143\u003c\/p\u003e \u003cp\u003eScaffolding for composition 147\u003c\/p\u003e \u003cp\u003e5.6 Structure of literacy instruction 152\u003c\/p\u003e \u003cp\u003eCommercial literacy programs 153\u003c\/p\u003e \u003cp\u003e5.7 Creating a literacy-rich environment 154\u003c\/p\u003e \u003cp\u003eSpaces and places in the classroom to support literacy development 154\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Entering into the literacy landscape: Emergent readers and writers 162\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1 Historical beginnings of emergent literacy 164\u003c\/p\u003e \u003cp\u003eReading readiness 165\u003c\/p\u003e \u003cp\u003eEmergent literacy 167\u003c\/p\u003e \u003cp\u003e6.2 Oral language learning: what it means for emergent reading and writing practices 170\u003c\/p\u003e \u003cp\u003eConditions for developing oral language skills 171\u003c\/p\u003e \u003cp\u003eConditions to support young English language learners (ELLs) in preschool settings 172\u003c\/p\u003e \u003cp\u003eDimensions of emergent literacy 173\u003c\/p\u003e \u003cp\u003eConcepts of texts 175\u003c\/p\u003e \u003cp\u003eConcepts of words 177\u003c\/p\u003e \u003cp\u003eConcepts of letters and sounds 178\u003c\/p\u003e \u003cp\u003eAssessing the dimensions of emergent literacy 180\u003c\/p\u003e \u003cp\u003e6.3 Emergent writing 181\u003c\/p\u003e \u003cp\u003eInventing and refining written language forms 182\u003c\/p\u003e \u003cp\u003eEmergent spelling 183\u003c\/p\u003e \u003cp\u003eEmergent writing and meaning making 187\u003c\/p\u003e \u003cp\u003e6.4 Literacy and technology in early literacy settings 188\u003c\/p\u003e \u003cp\u003eConcepts of screen 188\u003c\/p\u003e \u003cp\u003eReading on devices 188\u003c\/p\u003e \u003cp\u003e6.5 Literacy events and practices: promoting emergent reading and writing 190\u003c\/p\u003e \u003cp\u003eMake use of environmental print 190\u003c\/p\u003e \u003cp\u003eWriting centres 191\u003c\/p\u003e \u003cp\u003eReading aloud 192\u003c\/p\u003e \u003cp\u003eReading aloud as a cultural practice 193\u003c\/p\u003e \u003cp\u003eSociodramatic play settings 194\u003c\/p\u003e \u003cp\u003eLanguage experience approach stories (LEA) and the digital language experience approach (D-LEA) 195\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Beginning readers and writers 203\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1 Guiding principles to promote beginning reading and writing 205\u003c\/p\u003e \u003cp\u003e7.2 Exploring beginning reading through the four-resource model 210\u003c\/p\u003e \u003cp\u003eCode breaking to exemplify how words work 211\u003c\/p\u003e \u003cp\u003eBecoming a text participant 221\u003c\/p\u003e \u003cp\u003eUnderstanding how texts are used 225\u003c\/p\u003e \u003cp\u003eText analyst — thinking critically about texts 226\u003c\/p\u003e \u003cp\u003e7.3 Literacy blocks for beginning readers 227\u003c\/p\u003e \u003cp\u003eCreating a routine for primary level literacy blocks 228\u003c\/p\u003e \u003cp\u003eTeacher-led inquiries 229\u003c\/p\u003e \u003cp\u003eReading and responding 230\u003c\/p\u003e \u003cp\u003e7.4 Connections to national achievement standards 243\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Intermediate and accomplished readers and writers 250\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1 Needs and characteristics of students in middle to upper primary 252\u003c\/p\u003e \u003cp\u003e8.2 Guiding principles for intermediate and accomplished readers and writers 253\u003c\/p\u003e \u003cp\u003e8.3 What do we teach intermediate and accomplished readers and writers? 256\u003c\/p\u003e \u003cp\u003e8.4 Key understandings about multimodal and digital texts 259\u003c\/p\u003e \u003cp\u003e8.5 How do we teach intermediate and accomplished readers and writers? 261\u003c\/p\u003e \u003cp\u003eSelecting texts for intermediate and accomplished readers 262\u003c\/p\u003e \u003cp\u003eReading and writing conferences 263\u003c\/p\u003e \u003cp\u003e8.6 The four-resource model for intermediate and accomplished readers and writers 264\u003c\/p\u003e \u003cp\u003eCode breaking for intermediate and accomplished readers 265\u003c\/p\u003e \u003cp\u003eText participant practices with intermediate and accomplished readers 272\u003c\/p\u003e \u003cp\u003eText use with intermediate and accomplished readers and writers 282\u003c\/p\u003e \u003cp\u003eDeveloping critical practices with intermediate and accomplished readers 284\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Effective assessment practices for reading and writing 293\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1 Formative and summative assessments 295\u003c\/p\u003e \u003cp\u003e9.2 Tests and assessments in schools 296\u003c\/p\u003e \u003cp\u003eNational Assessment Program — Literacy and Numeracy (NAPLAN) 296\u003c\/p\u003e \u003cp\u003ePurposes for assessments 299\u003c\/p\u003e \u003cp\u003eLiteracy assessments reveal ideologies about learning and literacy 301\u003c\/p\u003e \u003cp\u003e9.3 The cycle of reflection–assessment–instruction 302\u003c\/p\u003e \u003cp\u003e9.4 Traditional and authentic assessment practices 304\u003c\/p\u003e \u003cp\u003eWho is interested in assessment? High stakes for parents, teachers and schools 304\u003c\/p\u003e \u003cp\u003eAuthentic assessment practices 305\u003c\/p\u003e \u003cp\u003eTypes of authentic assessment practices 306\u003c\/p\u003e \u003cp\u003e9.5 Gathering information to use in assessing readers’ and writers’ growth in literacy development 316\u003c\/p\u003e \u003cp\u003ePortfolio systems 317\u003c\/p\u003e \u003cp\u003e9.6 Assessment practices align with code breaking, text meaning, text use and critical practices 318\u003c\/p\u003e \u003cp\u003eCode-breaking assessment 319\u003c\/p\u003e \u003cp\u003eText participant assessments 322\u003c\/p\u003e \u003cp\u003eText use assessments 325\u003c\/p\u003e \u003cp\u003eCritical practices assessments 325\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10 Literature in the classroom 329\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1 What is literature? 331\u003c\/p\u003e \u003cp\u003eThe picturebook 332\u003c\/p\u003e \u003cp\u003eGraphic novels and manga 334\u003c\/p\u003e \u003cp\u003eE-literature 336\u003c\/p\u003e \u003cp\u003eFilm and television 337\u003c\/p\u003e \u003cp\u003e10.2 Literature and context 338\u003c\/p\u003e \u003cp\u003eHistorical, cultural and social contexts 338\u003c\/p\u003e \u003cp\u003e10.3 Responding to literature 340\u003c\/p\u003e \u003cp\u003eReader-response theory 341\u003c\/p\u003e \u003cp\u003eTake a stance: a reader’s purpose and attitude 342\u003c\/p\u003e \u003cp\u003e10.4 Goals for literature discussions 345\u003c\/p\u003e \u003cp\u003eResponse and interpretive authority 346\u003c\/p\u003e \u003cp\u003eTeacher-led discussions 347\u003c\/p\u003e \u003cp\u003eTeacher-led, student-centred discussions 347\u003c\/p\u003e \u003cp\u003eStudent-led discussions 348\u003c\/p\u003e \u003cp\u003e10.5 Examining literature for its features and language 350\u003c\/p\u003e \u003cp\u003eKey features of literary texts 351\u003c\/p\u003e \u003cp\u003eThe language of literary texts 352\u003c\/p\u003e \u003cp\u003e10.6 Creating literary texts 355\u003c\/p\u003e \u003cp\u003eAuthor craft 356\u003c\/p\u003e \u003cp\u003ePoetry 357\u003c\/p\u003e \u003cp\u003eInnovation on a text 357\u003c\/p\u003e \u003cp\u003eDigital storytelling 358\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11 ICTs and reading to learn in the content areas 365\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11.1 Reading to learn: the literacy demands in content areas 367\u003c\/p\u003e \u003cp\u003eLiteracy demands in humanities and social sciences 371\u003c\/p\u003e \u003cp\u003eLiteracy demands in science 372\u003c\/p\u003e \u003cp\u003eLiteracy demands in mathematics 373\u003c\/p\u003e \u003cp\u003e11.2 Technology and literacy 374\u003c\/p\u003e \u003cp\u003e11.3 Integrating ICTs and literacy in the content areas 377\u003c\/p\u003e \u003cp\u003eICT capability across the content areas 380\u003c\/p\u003e \u003cp\u003e11.4 Using inquiry-based learning 382\u003c\/p\u003e \u003cp\u003eKey principles of inquiry-based learning 383\u003c\/p\u003e \u003cp\u003eThe teacher’s role in inquiry-based learning 384\u003c\/p\u003e \u003cp\u003eSelecting an inquiry topic 385\u003c\/p\u003e \u003cp\u003ePlanning for inquiry in the classroom 386\u003c\/p\u003e \u003cp\u003e11.5 Using texts to develop knowledge and literacy in the content areas 389\u003c\/p\u003e \u003cp\u003eReading and writing to learn in the content areas 389\u003c\/p\u003e \u003cp\u003eUsing resources to develop knowledge and understanding in the content areas 390\u003c\/p\u003e \u003cp\u003e11.6 Teaching strategies for reading and writing in the content areas 396\u003c\/p\u003e \u003cp\u003eRead informative texts aloud 397\u003c\/p\u003e \u003cp\u003eProvide time to read in content areas 398\u003c\/p\u003e \u003cp\u003eScaffolding creating and communicating with ICTs 398\u003c\/p\u003e \u003cp\u003e11.7 Developing literate practices in the content areas: the four-resource model 399\u003c\/p\u003e \u003cp\u003eCode-breaking practices 399\u003c\/p\u003e \u003cp\u003eText participant practices 402\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12 Working with struggling readers and writers 411\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e12.1 Factors that contribute to struggling reading and writing 413\u003c\/p\u003e \u003cp\u003eCognitive processing 414\u003c\/p\u003e \u003cp\u003eMotivation and engagement 414\u003c\/p\u003e \u003cp\u003eTeachers’ and parents’ beliefs and attitudes 419\u003c\/p\u003e \u003cp\u003e12.2 Identifying struggling readers and writers during literacy events 420\u003c\/p\u003e \u003cp\u003e12.3 Instructional practices for struggling readers and writers 421\u003c\/p\u003e \u003cp\u003eEcho reading 422\u003c\/p\u003e \u003cp\u003eShared reading 423\u003c\/p\u003e \u003cp\u003eNeurological impress method (NIM) 423\u003c\/p\u003e \u003cp\u003eInterest and background 423\u003c\/p\u003e \u003cp\u003eRead-alouds to extend comprehension and pave the way forward for readers’ choices 424\u003c\/p\u003e \u003cp\u003eVoluntary free reading time 425\u003c\/p\u003e \u003cp\u003eBuddy reading 426\u003c\/p\u003e \u003cp\u003eReading all day across all curriculum areas 427\u003c\/p\u003e \u003cp\u003eScaffolding 428\u003c\/p\u003e \u003cp\u003eComprehension monitoring strategies 429\u003c\/p\u003e \u003cp\u003e12.4 Supporting struggling readers through parent education 431\u003c\/p\u003e \u003cp\u003eCreating partnerships with parents and carers 433\u003c\/p\u003e \u003cp\u003e12.5 Teaching all children to lead literate lives in the twenty-first century 435\u003c\/p\u003e \u003cp\u003eIndex 443\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default 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