TY  - BOOK
AU  - Mallett,Margaret
TI  - Young researchers: informational reading and writing in the early and primary years 
SN  - 0415179513 (pbk : alk. paper)
AV  - LB1576. M3627 1999
U1  - 372.6 
PY  - 1999///
CY  - London, New York
PB  - Routledge
KW  - Reading (Elementary)
KW  - Great Britain
KW  - Reading (Early childhood)
KW  - English language
KW  - Composition and exercises
KW  - Study and teaching (Elementary)
KW  - Study and teaching (Early childhood)
N1  - Includes bibliographical references and index; List of illustrations --; Preface --; Acknowledgments --; 1; Informational reading and writing: A developmental approach --; Introduction: some recent history --; The texts: informational reading and writing --; Criteria for judging non-fiction --; Illustrations --; Kinds of reading and writing --; Language as a social phenomenon --; The children: a developmental approach --; Teaching and learning strategies --; Helping children organise prior knowledge --; Starting from the specific --; Children's questions --; Modelling different kinds of non-fiction reading --; Collaboration: creating a community of young researchers --; Integrating reading and writing with other activities --; Supporting children's organisation of their writing --; Helping with the creation of illustrations --; Sharing all that has been learnt --; Assessing progress --; Statutory requirements --; The National Curriculum --; The National Literacy Strategy and the literacy hour --; Non-fiction in schools' policies --; Further reading --; Children's books mentioned --; 2; Pre-school and nursery years (0-5): Entering the world of information --; Introduction --; Non-fiction books and resources for the very young --; Very early books: alphabet, number and colour --; Non-fiction picture books --; Early reference books --; Software --; A word about illustrations --; Involving children with the books and resources --; Information Communication Technology --; Early non-fiction writing --; Case study 2.1; Journeys --; Case study 2.2; Ourselves --; Conclusion --; Issues to discuss and consider --; Further reading --; Children's books and resources mentioned --; Software --; Star books for the under-fives --; 3; Informational reading and writing at key stage 1 (5-7): Enjoying and learning about finding out --; Introduction --; Range issues: materials that are 'individual, strong and alive' --; Picture books and early information books --; Non-narrative texts --; Reference materials --; Big books --; Non-fiction in reading schemes --; Software --; Illustrations --; Strategies to support children's reading and writing across the curriculum --; Involving children with the organisation of resources --; Supporting reading for information --; Supporting children's non-fiction writing --; Writing with a word processor --; The National Curriculum at key stage 1 (5-7) --; The literacy hour at key stage 1 --; Case study 3.1; Snails --; Case study 3.2; The impact of the word processor on early writing --; Case study 3.3; Drama and writing --; Conclusion --; Issues to discuss and reflect on --; Further reading --; Children's books and resources mentioned --; Reading schemes --; Software --; Star books: nourishing wonder and curiosity --; 4; Informational reading and writing at key stage 2 (7-9): Making progress in satisfying and pleasurable contexts --; Introduction --; Range issues: choosing texts to inform and to feed the imagination --; Chronological non-fiction --; Non-narrative texts --; Big books --; Reading schemes and programmes --; Reference material --; Software --; Letters, flyers, newspaper articles and advertisements --; Illustrations to invite young readers in --; Strategies to help children make progress --; Supporting children's non-fiction reading --; Supporting children's non-fiction writing --; The National Curriculum at key stage 2: non-fiction reading --; Non-fiction in the literacy hour, Years 3 and 4 --; Case study 4.1; Making pizza --; Case study 4.2; Animals in danger --; Conclusion --; Issues to discuss and reflect on --; Further reading --; Children's books and resources mentioned --; Software --; Star books for the mid-primary years --; 5; Informational reading and writing at key stage 2 (9-11): Meeting new challenges creatively --; Introduction --; Range issues: existing and new genres --; Range of non-fiction genres in the National Curriculum and the literacy hour --; Developing children's understanding of genres already encountered --; New genres for Years 5 and 6 --; Software and the Internet --; Illustrations: a neglected element of non-fiction books and resources --; Strategies to support reading and writing across the curriculum --; Non-fiction in the literacy hour: reading at text, sentence and word level --; Scaffolding reading --; Supporting non-fiction writing --; Case study 5.1; Learning from illustrations --; Case study 5.2; Journalistic kinds of writing --; Case study 5.3; Learning to express a viewpoint --; Conclusion --; Issues to discuss and reflect on --; Further reading --; Children's books and resources mentioned --; Software --; Star books for older juniors --; 6; Young researchers with special literacy needs --; Introduction --; Range of resources --; Choosing books and resources for struggling young readers --; Choosing books and resources for gifted young readers --; Strategies to help --; Scaffolding for struggling readers and writers --; Encouraging gifted young readers and writers --; Helping children learn English as a second language --; Girls, boys and non-fiction --; Case study 6.1; Whales --; Case study 6.2; Using the computer -- pets --; Case study 6.3; Fossils and dinosaurs --; Case study 6.4; Squirrel illnesses --; Case study 6.5; Dolphins --; Case study 6.6; Plague doctor --; Issues to discuss and reflect on --; Further reading --; Children's books and resources mentioned --; ICT for children with special literacy needs --; 7; Recording progress: Assessment of children's informational reading and writing --; Introduction --; Formative assessment --; The role of observation --; Recording progress --; Children's reading diaries or journals --; Collecting examples of children's work --; Responding to children's writing --; Children's self-assessment --; Summative assessment --; Standard Assessment Tasks for reading and writing --; The National Literacy Strategy and Assessment --; Issues to discuss and reflect on --; Further reading --; Postscript --; Appendix --; References --; Name index --; Subject index
ER  -