What Your First Grader Needs to Know (Revised and Updated): Fundamentals of a Good First-Grade Education (The Core Knowledge Series) - Softcover

Buch 8 von 9: The Core Knowledge Series

Hirsch Jr., E.D.

 
9780553392388: What Your First Grader Needs to Know (Revised and Updated): Fundamentals of a Good First-Grade Education (The Core Knowledge Series)
Softcover
ISBN 10: 0553392387 ISBN 13: 9780553392388
Verlag: Bantam, 2014

Inhaltsangabe

Give your child a smart start with the revised and updated
What Your First Grader Needs to Know
 
What will your child be expected to learn in the first grade? How can you help him or her at home? How can teachers foster active, successful learning in the classroom? This book answers these all-important questions and more, offering the specific shared knowledge that hundreds of parents and teachers across the nation have agreed upon for American first graders. Featuring a new Introduction, filled with opportunities for reading aloud and fostering discussion, this first-grade volume of the acclaimed Core Knowledge Series presents the sort of knowledge and skills that should be at the core of a challenging first-grade education. Inside you’ll discover
 
• Favorite poems—old and new, such as “The Owl and the Pussycat,” “Wynken, Blynken, and Nod,” and “Thirty Days Hath September”
• Beloved stories—from many times and lands, including a selection of Aesop’s fables, “Hansel and Gretel,” “All Stories Are Anansi’s,” “The Tale of Peter Rabbit,” and more
• Familiar sayings and phrases—such as “Do unto others as you would have them do unto you” and “Practice makes perfect”
• World and American history and geography—take a trip down the Nile with King Tut and learn about the early days of our country, including the story of Jamestown, the Pilgrims, and the American Revolution
• Visual arts—fun activities plus full-color reproductions of masterworks by Leonardo da Vinci, Vincent van Gogh, Paul Cézanne, Georgia O’Keeffe, and others
• Music—engaging introductions to great composers and music, including classical music, opera, and jazz, as well as a selection of favorite children’s songs
• Math—a variety of activities to help your child learn to count, add and subtract, solve problems, recognize geometrical shapes and patterns, and learn about telling time
• Science—interesting discussions of living things and their habitats, the human body, the states of matter,  electricity, our solar system, and what’s inside the earth, plus stories of famous scientists such as Thomas Edison and Louis Pasteur

Die Inhaltsangabe kann sich auf eine andere Ausgabe dieses Titels beziehen.

Über die Autorin bzw. den Autor

E. D. Hirsch, Jr., is an emeritus professor at the University of Virginia and the author of The Knowledge Deficit, The Schools We Need, and the bestselling Cultural Literacy and the Dictionary of Cultural Literacy. He and his wife, Polly, live in Charlottesville, Virginia, where they raised their three children.

Auszug. © Genehmigter Nachdruck. Alle Rechte vorbehalten.

Learning to Read   Literate adults are constantly interacting with text in one form or another. Think about the reading and writing you do on any given day. Perhaps you start the morning with a glance at a newspaper or headlines on your tablet. You might hastily scribblea note for your daughter’s lunch bag. Billboards and road signs compete for your attention as you drive around town. At work there are memos, reports, and email to read and write. Your child’s knapsack carries home forms to fill out and announcements from hisschool or teacher. There are recipes to be read, bills to be paid, and account statements to be examined. When time allows, perhaps you end the day with a novel, a magazine, or Facebook posts from friends and family.   Each of these activities and countless others involve reading and writing. But we rarely think about our ability to write or make sense of printed words. It feels like something we do without thinking about it at all. In reality, our ability to make senseof the printed word is one of our greatest intellectual achievements. Most of us learn to speak and listen naturally, without formal instruction. But reading and writing are different. There’s nothing at all natural about acquiring these abilities.   Reading Is Not a Skill   Most of us think learning to read is like learning to ride a bike. It’s a skill we acquire as children and never lose. Moreover, riding a bike is also a transferable skill. Once you learn how, you can safely ride almost any bike. Surely it’s the same withreading: Some of us may read faster or slower than others, but reading is reading is reading. Once you learn how to read, you can read anything, right?   Unfortunately, it’s not that simple. Your ability to translate written symbols into sounds—what reading experts call decoding—is a transferable skill. This explains why you can “read” nonsense words, even if you’ve never seen them before, such as thosefound in the famous Lewis Carroll poem “Jabberwocky.”   ’Twas brillig, and the slithy toves   Did gyre and gimble in the wabe:   All mimsy were the borogoves,   And the mome raths outgrabe.   Few of us would disagree on how to pronounce words such as “brillig” and “mimsy,” even though they don’t exist. But there’s more to reading than simply decoding the words on a page. Reading is about comprehension—your ability to make meaning of writtenwords. If we can’t make sense of the words on the page, we really cannot be said to be “reading.” Unlike decoding, reading comprehension is not a transferable skill at all. It’s the result of years and years of vocabulary growth and of building up a store ofknowledge about the world, which helps you make sense of what you read. Reading about a subject that you know little about can be awkward and disorienting. For example, in his book The Making of Americans, Core Knowledge founder E. D. Hirsch describes readingthis account of a cricket match in a British newspaper:   Thus, as the final day dawned and a near capacity crowd lustily cheered every run Australia mustered, much depended on Ponting and the new wizard of Oz, Mike Hussey, the two overnight batsmen. But this duo perished either side of lunch—the latter a littleunfortunate to be adjudged leg-before—and with Andrew Symonds, too, being shown the dreaded finger off an inside edge, the inevitable beckoned, bar the pyrotechnics of Michael Clarke and the ninth wicket.   You probably know nearly all the words in this passage, but it’s nearly impossible to understand what the writer is trying to say. Even common words such as “lunch” and “overnight” suddenly seem awkward and strange. Knowing that this is an account of acricket match played by a team from Australia doesn’t help. Your lack of knowledge about how the game is played keeps you from understanding what the words mean. This might strike you as an extreme example, but think of how it feels when you try to make senseof directions for installing an operating system on your computer or struggle to understand a product warranty. Your rate of reading slows. You read and reread, struggling to understand.   Why is this so hard? Isn’t reading like riding a bike?   Your ability to make sense of what you read depends heavily on your prior knowledge—the stuff you already know. “Prior knowledge is vital to comprehension, because writers omit information,” notes University of Virginia cognitive scientist Daniel Willingham.Suppose you read, “He just got a new puppy. His landlord is angry.” According to Willingham, you easily understand the logical connection between those sentences because you have prior knowledge of puppies (they aren’t housebroken), carpets (urine stains them),and landlords (they are protective of their property). But what if you didn’t know those things? You would be confused, and comprehension would break down.   In short, it’s deeply misleading to think of reading as a “skill” at all. Reading is really a two-part process. The first part is decoding, which is a skill. The second part is comprehension, which depends almost entirely on vocabulary and background knowledge—youneed to know all the words. But, critically, you also need to know the things to which those words refer. And comprehension is most certainly not a skill. It’s the product of years and years of language growth and knowledge acquisition. The work of acquiringthat knowledge begins in earnest the day your child sets foot in kindergarten.   The Knowledge Connection   When we use this lens, it becomes clear that “knowing stuff” is critical to reading comprehension. Broad general knowledge is not merely nice to have. It’s essential if our children are to read widely with understanding. When children struggle with comprehension,it is usually not because they cannot “read.” More often, it’s because they lack the vocabulary and background knowledge to understand what the writer is trying to say.   The Core Knowledge approach to reading is built on this essential understanding: Broad general reading ability correlates with broad general knowledge. If we want our children to become literate adults, they first must be explicitly taught to decode writingat a very early age. But their education must also furnish the broad, rich knowledge that educated Americans take for granted and assume others have as well. With a broad base of background knowledge, children will more easily become fully literate and readfluently and with comprehension.   First Grade and Your Child   Most of us do not take on the task of teaching our children how to read and write. We send our children off to school and encourage them to work hard and pay attention, and we assume their teachers are caring and competent. But you would not be holdingthis book in your hands if you were not deeply concerned about your child’s education. Thus, it’s useful to know what a good first-grade language arts program should look like. It’s worth paying careful attention, since the early days of formal education arecritical to the goal of helping your child become a proficient reader.   Listening and Learning   We tend to think of the three R’s—reading, writing, and arithmetic—as the foundations of a good, skills-based early childhood education. But to build this foundation, a good first grade classroom should probably be equally focused on the two L’s—listeningand learning.   Think of the way language develops. Oral language development (speaking and listening) precedes written language development (reading and...

„Über diesen Titel“ kann sich auf eine andere Ausgabe dieses Titels beziehen.

Verlag
Bantam
Erscheinungsdatum
2014
Sprache
Englisch
ISBN 10 
0553392387
ISBN 13 
9780553392388
Einband
Taschenbuch
Anzahl der Seiten
512
Kontakt zum Hersteller
Nicht verfügbar
Verantwortliche Person
Buchbär
info@buchbaer.de

Weberstr. 67
Osnabrück
49084
Deutschland

Weitere beliebte Ausgaben desselben Titels

9780385319874: What Your First Grader Needs to Know: Fundamentals of a Good First Grade Education (Core Knowledge Series)

Vorgestellte Ausgabe

ISBN 10:  0385319878 ISBN 13:  9780385319874
Verlag: Bantam Doubleday Dell Publishing..., 1998
Softcover