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Peterson, Debra S. – Journal of Early Childhood Literacy, 2019
The purpose of this article is to describe higher order talk and writing about text with seven and eight year old students. Much research has been conducted with intermediate and secondary students but less is known about higher order thinking with primary grade students. Participants in this study included all second and third grade teachers and…
Descriptors: Learner Engagement, Elementary School Students, Questioning Techniques, Thinking Skills
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Kosko, Karl W.; Zimmerman, Belinda S. – Journal of Early Childhood Literacy, 2019
Recent educational policy documents have encouraged engaging students in mathematical argumentation via discussion and writing. Most recently in the U.S., the Common Core State Standards recommend that children "construct viable arguments and critique the reasoning of others." One often advocated means of engaging students in this…
Descriptors: Content Area Writing, Elementary School Mathematics, Persuasive Discourse, Writing (Composition)
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Hultin, Eva; Westman, Maria – Journal of Early Childhood Literacy, 2018
The aim of this article is to explore how children use and reuse semiotic resources in their writing of hybrid genres in school. In focus are children's use and reuse of semiotic resources from both earlier literacy events at school and literacy events they have experienced at home or in their leisure time. This double focus is rare in previous…
Descriptors: Semiotics, Writing (Composition), Literacy, Family Environment
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Jaeger, Elizabeth L. – Journal of Early Childhood Literacy, 2016
This article describes the ways in which a class of 7- and 8-year-old children used writing to communicate. Using Halliday's Systemic Functional Linguistics as a theoretical frame, I examine what functions these messages served, how functions varied from child to child and how the practice of message-sending evolved over time. Analysis of data…
Descriptors: Interpersonal Relationship, Grade 3, Interpersonal Communication, Childrens Writing