Contents |
Introduction | 4 |
Chapter 1: Building on what children know | 6 |
Engaging with parents' knowledge | 8 |
Chapter 2: Motivation for reading and writing | 11 |
Continuous provision and intrinsic motivation | 12 |
Rhyme time | 14 |
Interactive story time | 15 |
Chapter 3: High-quality literacy teaching | 16 |
Teaching reading: an overview | 16 |
Teaching writing: an overview | 17 |
Reading sessions for four-year-olds | 18 |
Reading sessions for six-year-olds | 20 |
Writing sessions for four-year-olds | 23 |
Writing sessions for six-year-olds | 26 |
Chapter 4: Interacting with children | 29 |
Two children interacting with an adult | 30 |
Connecting interactions with literacy | 33 |
Chapter 5: Bilingualism and multilingualism | 34 |
Te reo Mäori in New Zealand curricula | 35 |
Languages in Australian curricula | 35 |
Support for new migrant children | 36 |
Planning for multilingual learners | 38 |
Bilingual sessions with three-year-olds | 39 |
Building on language discussions in junior classes | 40 |
Working with multilingual reading resources | 42 |
Working with multilingual writing resources | 43 |
Chapter 6: Assessing language and literacy | 44 |
Assessing talk | 45 |
Assessing children's literacy learning | 45 |
Index | 55 |