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Articles 1 - 7 of 7
Full-Text Articles in Education
Exploring Science And Engineering Practices In Children’S Picture Books, Derrick A. Nero, Kathleen Everts Danielson
Exploring Science And Engineering Practices In Children’S Picture Books, Derrick A. Nero, Kathleen Everts Danielson
Michigan Reading Journal
This article features an annotated bibliography of children’s books that illustrate engineering concepts tied to the Next Generation Science Standards (NGSS) Science and Engineering Practices for K-2 students (National Science Teaching Association -NSTA, n.d., see Appendix A) and NGSS K-2 Engineering Design performance expectations (NSTA, n.d., see Appendix B). The selected children’s books encourage discussion and model the process of inquiry and problem solving that may inspire young children to explore STEM (Science, Technology, Engineering, and Mathematics) questions of their own.
Great Lakes Great Books: Making Classroom Connections, Lynette Suckow
Great Lakes Great Books: Making Classroom Connections, Lynette Suckow
Michigan Reading Journal
Use stories from the Great Lakes Great Books list to connect readers to the classroom curriculum.
Great Lakes Great Books: Encourage The Joy Of Reading, Lynette Marten Suckow
Great Lakes Great Books: Encourage The Joy Of Reading, Lynette Marten Suckow
Michigan Reading Journal
A sampling of books from the Great Lakes Great Books list for 2022 that includes grade levels from K-12 and addresses the importance of engaging text, as well as artwork that enhances the story.
Why Not Sign? Classrooms As Sites Of D/Deaf And Multilingual Literacy Development, Dawnavyn James, Brianne R. Pitts
Why Not Sign? Classrooms As Sites Of D/Deaf And Multilingual Literacy Development, Dawnavyn James, Brianne R. Pitts
Michigan Reading Journal
While often, “bilingual” literacy instruction has overlooked the potential of incorporating ASL in classrooms (U.S.DPE, 2021), this article engages discussions of practice from a Missouri Kindergarten classroom to argue that teachers can improve student literacy outcomes by leveraging d/Deaf and hard of hearing multilingual learning (DML) strategies as a way of (re)imagining students’ multimodal literacy development. By engaging with a variety of strategies learned from DML students, readers may conceptualize DML inclusive classroom practices. Following a review of the literature and discussion, games, instructional strategies, and text recommendations for educators seeking DML inclusive literacy environments are provided.
The Magic Of The Morning Message: Literacy Strategies Used In Preschool Classrooms, Jill B. Claxton, Tomoko Wakabayashi, Katherine Homant, Beth Hardin, Shun Takai
The Magic Of The Morning Message: Literacy Strategies Used In Preschool Classrooms, Jill B. Claxton, Tomoko Wakabayashi, Katherine Homant, Beth Hardin, Shun Takai
Michigan Reading Journal
Monthly in-depth, dynamic, ethnographic video recordings of preschool teaching practices were gathered in state-funded preschool programs in Michigan. We identified and coded teaching practices used by lead teachers during three parts of the daily routine using the Essential Instructional Practices in Early Literacy - Prekindergarten (MAISA-GELN, 2016). Using a mixed methods approach, the findings indicate that morning message time may be one of the most literacy rich times of the day. Preschool teachers engaged in literacy promoting strategies more during morning message time than even during small group time or read alouds. Co-occurrences of literacy strategies were also found most …
Assessing Young Children’S Language And Nonverbal Communication In Oral Personal Narratives, Shelley Stagg Peterson, Nazila Eisazadeh, Andrea Liendo
Assessing Young Children’S Language And Nonverbal Communication In Oral Personal Narratives, Shelley Stagg Peterson, Nazila Eisazadeh, Andrea Liendo
Michigan Reading Journal
In this article, we describe tasks and an assessment framework, collaboratively designed with kindergarten teachers in a northern rural Canadian school district, to assess young children’s language and nonverbal communication. Our analysis of 44 five-year old children’s language samples showed that children usually provided information about the name or role of at least one character in their narrative, although a few children referred to characters only using pronouns and a few provided information about multiple features of characters. The events and ideas in most children’s narratives were loosely connected, although some children used conjunctions to connect them and even explained …
From A Distance: Teaching, Learning, And Parenting During The Covid-19 Pandemic, Melanie Love
From A Distance: Teaching, Learning, And Parenting During The Covid-19 Pandemic, Melanie Love
Michigan Reading Journal
No abstract provided.