Building Kindergartener's Independence with Text-Based Conversations

Autor/inn/en	Pilonieta, Paola; Hathaway, Jennifer I.
Titel	Building Kindergartener's Independence with Text-Based Conversations
Quelle	In: Reading Teacher, 77 (2023) 1, S.131-136 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2209
Schlagwörter	Kindergarten; Young Children; Interpersonal Communication; Communication Skills; Listening Skills; Skill Development; Discussion (Teaching Technique); Modeling (Psychology) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Interpersonale Kommunikation; Kommunikationsstil; Kompetenzentwicklung; Qualifikationsentwicklung; Modeling; Modelling; Modellierung
Abstract	In primary-grade classrooms, young children are expected to participate in rich conversations as they build their speaking and listening skills. One way to support students' success with these types of conversations is to explicitly teach them academic conversation skills. Academic conversations are intentional, focused on school-related topics, and sustained over multiple turns (Zwiers & Hamerla, 2018). The skills needed to participate in these conversations include posing, clarifying, supporting, and evaluating ideas along with focused listening. In this article we offer five steps to help teachers build students' academic conversation skills in their classrooms starting with assessment, selecting books, determining the focus of the conversation, teaching and modeling conversation skills, and building student independence. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01