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Ready to Learn is committed to creating classrooms that feature collaborative learning spaces where children work with their peers, assume roles and viewpoints, and communicate naturally with each other. Based on the premise that children succeed when their social interactions are valued, this practical book supports powerful learning strategies that use play-based exercises to encourage learning through speaking, listening, creative thinking, and moving recognize the power of math, science, technology and computers in early learning encourage hands-on experiences that are driven by children's own desire to learn respect children's unique home background and the important role of family accommodate the different ways that children develop and learn.  This comprehensive approach to learning looks at functional and constructive play as well as more structured dramatic play and games with rules. Socio-dramatic play, where children assume roles of heroes and victims to negotiate the choices they make in real life, are an important part of the book. Classroom observations of children's play moments and activities directed by children themselves are shared, with practical suggestions for how adults can guide students in planned and informal activities to enrich their early literacy skills.  The social and shared interaction of learning through play is what informs the literate lives of children. 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The essays in this book explore what it means to assess the sophisticated textual engagements of new literacies, including reading and writing online, social networking, gaming, multimodal composing, and creating virtual identities. Chapters offer practical examples of new literacies, and examine how assessment provides insight into the diverse ways in which language is conceived, valued, and used to inform the literate lives of its twenty-first century users. 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As educators begin to embrace the pedagogical possibilities of multimodal texts and digital practices, they are exploring the complexities of assessing these new literacies. The essays in this book explore what it means to assess the sophisticated textual engagements of new literacies, including reading and writing online, social networking, gaming, multimodal composing, and creating virtual identities. Chapters offer practical examples of new literacies, and examine how assessment provides insight into the diverse ways in which language is conceived, valued, and used to inform the literate lives of its twenty-first century users. 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Inspired by these findings, a team of literacy scholars gathered qualitative research from eight schools across Canada to reveal what challenges literacy teachers face when incorporating social justice in their curricula. Rich in examples of contemporary Canadian social justice authors, illustrators, and texts, Challenging Stories equips teachers and teacher candidates with strategies for text selection, literacy development, and effective social justice teaching methods. 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