"The book is a wonderful brainstorm of activities, making this an extremely useful and user-friendly resource for early childhood professionals." —Michelle Barnea, Early Childhood Consultant "This text will quickly become a favorite for busy teachers wanting to provide engaging learning activities in their classrooms." —Roxie Ahlbrecht, Second-Grade Teacher Robert Frost Elementary School, Sioux Falls, SD "An excellent supplement to any curriculum and to an early childhood teacher′s bag of tricks. The activities are bound to engage young children′s curiosity as they explore everyday objects with a new perspective." —Judy Zimmerman, Executive Director Mailman Segal Institute for Early Childhood Studies, Nova Southeastern University Plan lessons from a child-centered perspective! Teachers of young children are always looking for fresh, hands-on activities to engage their students and build their knowledge of the world through firsthand experiences with objects. This innovative resource guides teachers in developing tactile lessons utilizing inexpensive, readily available objects. Ideal as a supplement to a primary curriculum as well as for learning centers, this volume includes more than 1,000 sample activities using materials such as cotton balls, paper, and wheels. The activities are organized into 16 themes and grouped into the areas of literacy, mathematics, science, social studies, physical development, and creativity. Reflected throughout the book is a unique approach that: Presents a new and simple way to design themes and activities that guarantees hands-on learning experiences Complements any curriculum Offers suggestions on how to modify activities to respond to children′s developmental levels Includes an additional list of over 60 generic tactile activities that can be adapted for a variety of content areas Hands-On Learning! is an ideal resource for early childhood educators seeking to provide positive experiential learning opportunities for young students.

50 Hands-On Advanced Literacy Strategies for Young Learners, PreK–Grade 2 is your go-to resource for lessons, strategies, and activities to foster the key skills and thinking strategies needed to excel in literacy. The hands-on, minds-on literacy explorations in this book are designed to feel a lot like play, but are rooted in the foundational literacy practices that all young learners need. Packed with engaging and helpful reproducibles, each activity is thoughtfully laid out with skill(s), materials, introduction, hands-on task, and reflection sections to maximize student learning. Instructions on how to scaffold experiences for a wider range of ages and developmental readiness levels make this resource imminently flexible. Ideal for learners in grades PreK–2, this book is for teachers, curriculum coaches, parents, librarians, and community educators looking to work on target literacy skills.

Focusing on the unusual learning and schooling of women in early modern England, this study explores how and why women wrote, the myriad forms their alphabets could assume, and the shape which vernacular literacy acquired in their hands. Elizabeth Mazzola argues that early modern women's writings often challenged the lessons of their male teachers, since they were designed to conceal rather than reveal women's learning and schooling. Employed by early modern women with great learning and much art, such difficult or ’resistant’ literacy organized households and administrative offices alike, and transformed the broader history of literacy in the West. Chapters treat writers like Jane Sharp, Anne Southwell, Jane Seager, Martha Moulsworth, Elizabeth Tudor, and Katherine Parr alongside images of women writers presented by Shakespeare and Sidney. Managing women's literacy also concerned early modern statesmen and secretaries, writing masters and grammarians, and Mazzola analyzes how both the emerging vernacular and a developing bureaucratic state were informed by these contests over women's hands.

Despite the advancements made by Information and Communication Technologies in several international development sectors, further evidence is needed on how mobile phone technology is reaching women, improving their learning, and providing them with new opportunities and better living conditions. Can mobile phones develop womens literacy and strengthen their capability to choose and benefit from wider educational, social and decent work opportunities that can improve their lives? Based on a cross-analysis of nine mobile learning projects in three world regions, this publication sheds light on the extent to which mobile phones can enhance womens literacy and lead to their empowerment. The challenges encountered among the nine projects reviewed and the recommendations derived from these experiences provide a way forward for policy-makers and practitioners in the conceptualization and implementation of quality mobile learning as part of womens human development.

Literacy through science is a resource designed to provide the integration of science content with specific reading instruction. It enables pupils to improve their comprehension of nonfiction text to understand scientific vocabulary and concepts appropriate to their level. The resource includes 12 units that cover the areas of life, earth and physical science. The topics chosen are based on a selection of those most commonly investigated in their age group. -- p. iii.

Talking about Literacy re-examines dominant notions of what litreracy is, and challenges the problem-solution reflex to the issue (the problem is illiteracy: the solution is more literacy). Literacy has enormous emotional and political associations, and the job of literacy educator often concerns changing attitudes and challenging prejudices - whether in the form of publicity strategies, counselling new students, or in curriculum design. In short, adult literacy education means not only teaching courses like 'fresh start', 'basic skills', 'study skills', 'communication skills', 'language support' and 'return to study', but also designing strategies to encourage people to see that these courses may meet their own interests - and educating them and others to rethink their own negative attitudes to 'illiteracy'. The book looks in detail in at five principles put forward by Jane Mace as central to the education of people who often can read, but wish they could read better; who, technically can write, but have a desire to do so with more expression and coherence. These principles focus on five themes: context, inquiy, authorship, equality and community. Since it is all too easy for literacy education involving adults who do not have formal qualifications to stop short of teaching techniques for 'correct' writing, these principles mean taking seriously a view that adult students are writers as well as readers - that they have an entitlement to be read, as well as to read others.

Whether students' learning problems stem from additional physical or cognitive disabilities, the inability to speak English well, or difficulty in making the transition from print to braille, this resource will help you help them. Equally effective for teaching braille reading and writing to children or adults, Braille Literacy uses a functional approach based on concepts and vocabulary that have meaning and utility to the student.