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| LEADER |
01495nam a2200289Ia 4500 |
| 001 |
10.1002-trtr.1977 |
| 008 |
220427s2021 CNT 000 0 und d |
| 020 |
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|a 00340561 (ISSN)
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| 245 |
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|a Supporting Scientific Discussions: Moving Kindergartners’ Conversations Forward
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| 260 |
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|b John Wiley and Sons Inc
|c 2021
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| 856 |
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|z View Fulltext in Publisher
|u https://doi.org/10.1002/trtr.1977
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|a Background knowledge and oral language have long been linked to reading and writing outcomes. Discussions are one way to build both oral language and background knowledge. Nevertheless, designing discussions to support children’s content knowledge and oral language development, as well as build discipline specific speaking practices, can prove challenging. This article describes discussions in one kindergarten classroom during a unit on force and motion. Throughout the unit, children were supported to discuss force and motion in multiple ways and across different types of activities. © 2021 International Literacy Association
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|a 1-Early childhood
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|a 2-Childhood
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|a art
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|a Case study
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|a Content literacy
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| 650 |
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|a Discourse analysis
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|a Discussion
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|a Discussion strategies
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|a etc.)
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|a Qualitative
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|a Specific subject areas (math
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|a Gotwals, A.W.
|e author
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|a West, J.M.
|e author
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|a Wright, T.S.
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|t Reading Teacher
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