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Participant, purpose, place: planning for content-area talk / Erica M. Barnes, Elizabeth B. Hadley.

Material type: Text

TextSeries: The Reading Teacher. Vol. 76No. 1Publisher: New Jersery: Wiley Company, July/August 2022Description: pp. 14-22ISSN: 0034-0561Subject(s): DDC classification: The Reading Teacher P2582 2022 Summary: How can you support your students' oral language development across the day? This article introduces the 3Ps Model (Participants, Purpose, and Place) as a framework for planning content-area talk in early childhood settings.

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Item type	Current location	Collection	Call number	Status	Date due	Barcode
Continuing Resources	Grade School Learning Resource Center Periodicals Section	Non-fiction	The Reading Teacher P2582 2022 (Browse shelf)	Available		GSPERTRT002

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Previous	The Reading Teacher N6595 January/February 2024 "No more strategy of the week": considerations for connecting comprehension instruction back to the book /	The Reading Teacher P1 July/August 2022 The "P" word revisited: 8 principles for tackling today's questions and misconceptions about phonics instruction /	The Reading Teacher P1975 September/October 2022 Paper selfies: centering students' identities in baseline writing /	The Reading Teacher P2582 2022 Participant, purpose, place: planning for content-area talk /	The Reading Teacher P2586 January/February 2024 Partnering for success: text and peer engagement during paired reading /	The Reading Teacher P2884 March/April 2023 Digital reading check-ins: supporting independent digital reading /	The Reading Teacher P5381 November/December 2023 From sounds to letters to words to sentences to genres: oral language and writing /	Next

How can you support your students' oral language development across the day? This article introduces the 3Ps Model (Participants, Purpose, and Place) as a framework for planning content-area talk in early childhood settings.

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