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"Kindergarten Fiction."
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Kindergarten, here I come!
Follows a child through kindergarten, from checking off a list of supplies for the first day through saying goodbye to the teacher on the last one.
Book
Walking Books and Pixie Dust: The True Magic at Arm's Length
Within the depths of souls lies a glimmer of hope for even the tiniest twinkle of magic to sprinkle upon their lives and send their hopes and dreams into shining fruition. Some wish to fall into love that lasts; others wish on stars like children for longer, healthy lives filled with contentment and peace. In the age of modern technology, this can feel impossible to obtain. With one swipe of their thumb, the lives of millions spread out like a canvas before their eyes, making it impossible to ignore that the colors on theirs are more vibrant than the dimness of theirs. One single swipe has the power to pull the seed of their wants and dreams right from the soil of their hearts. Alyse, dare say, perhaps the spark of magic they hope to fuel the gnawing within them isn't found in the experiences they have. Perhaps it isn't even in the size of their bank accounts. Maybe the all-encompassing peace and contentment they crave exists right before their eyes, and it is all--yes, every piece of it--at arm's length. Words are magic. So are people.
Journal Article
Miss Bindergarten celebrates the last day of kindergarten
Miss Bindergarten and her class celebrate the last day of kindergarten with a party and good wishes.
Book
“Reading is Social”: Dialogic Responses to Interactive Read-Alouds with Nonfiction Picturebooks
Children often prefer nonfiction to fiction books but historically, teachers have neglected nonfiction books during reads alouds. The present study examined how young readers collectively make meaning of nonfiction picturebooks with the help of the teacher and their peers during a whole group interactive read-aloud in one kindergarten classroom. Using Bakhtin’s dialogism and Rosenblatt’s reader response theory, this study captured videos of nonfiction read-alouds, interviews, and formal observations to examine how children make sense of nonfiction picturebooks during whole group read-alouds. This study exposes the social nature of learning. Findings indicate that readers of nonfiction consider the responses of those around them in their takeaways, that making sense of nonfiction is a continual and discursive process, and that children used nonfiction books as a way to connect with one another. Implications for conducting nonfiction read-alouds with young children are discussed. This research exposes the power and potential for interactive read-alouds using nonfiction picturebooks with kindergarteners.
Journal Article
Mabel Beecher : future teacher
\"When Mrs. Ampersand announces that she'll be leaving for the rest of the year, and the substitute is just not as good, Mabel decides to take matters into her own hands\"-- Provided by publisher.
Book
Supporting inference-making during COVID-19 through individualized scaffolding and feedback: a natural experiment
The purpose of this study is to evaluate the role of the Early Language Comprehension Individualized Instruction (ELCII) program in supporting kindergarteners’ learning of inference-making during the COVID-19 pandemic. Two different cohorts of pre- and in-pandemic students completed the ELCII program, which was designed to teach them how to make inferences. Results suggest that kindergarteners during COVID-19 made slower growth over the course of the intervention compared to their counterparts who completed the intervention before the pandemic. However, when growth rates between the two cohorts were compared accounting for the scaffolding and feedback provided by the ELCII program, the growth rates were similar. These findings suggest that the individualized scaffolding and feedback component of ELCII may have supported kindergarteners’ learning of inference-making during the pandemic.
Journal Article
The 12 days of kindergarten
\"A family counts the first days of kindergarten in this spin on the traditional holiday song The 12 Days of Christmas\"-- Provided by publisher.
Book
Supporting Climate Change Education and Justice with Children through the English Language Arts
Climate change is not a problem for the future. It is already rapidly changing the world people live in, and places where there is high poverty, weak government, and poor access to resources are expected to fare the worst. To increase awareness of climate change as an urgent socioecological challenge and issue of justice and to support hopeful perspectives and action for collective future, climate change education (CCE) that helps people understand and address this issue needs to be a focus in schools. While many see this as the domain of science teachers, many other literacy educators argue that climate change education can and should happen through literacy instruction too. The National Council of Teachers of English (NCTE) (2019) has a Resolution on Literacy Teaching on Climate Change that notes particular ways literacy educators and teacher educators can contribute, including by \"evaluating curricular texts for scientific credibility\" and leading \"students to engage thoughtfully with texts focusing on social and political debates surrounding climate change.\"
Journal Article
Kindergarten luck
After he finds a brand new shiny penny, Theodore has a perfect day in kindergarten.
Book
The Durable, Dynamic Nature of Genre and Science
The authors conducted a qualitative content analysis of the 400 National Science Teachers Association Outstanding Science Trade Books for Students K-12 from 2010-2017 selected for their instructional usefulness in science classrooms. The authors examined these expert-recommended science trade books to better understand their design and to identify the various aspects of science education to which various genres may contribute. In light of previous research demonstrating the importance of texts used in science classrooms, the authors attended to the books’ scientific discourses and features. The authors present a typology helpful for understanding the books as related to science education broadly. The authors found general alignment between books that use expository language and those genres most likely to present knowledge accepted as reliable by the relevant scientific community. Genres apt to support the development of understandings about the nature of science and scientific inquiry, however, were more often composed of narrative. Given the richness of the text set and the multiple discourses therein, the authors were unable to bring their typology into alignment with arguments that certain kinds of trade books are unsuitable for science classrooms (e.g., biography, realistic fiction). A challenge with much of the existing research on science trade books and their use is that it has used oversimplified binary categories of narrative/expository to encourage limiting exposure to a single discourse or genre. Ultimately, through the typology presented, the authors seek to support the ability of science educators and researchers in identifying how different types of science trade books align with comprehensive science education.
Journal Article