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Entering the Profession | |
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Entering the Middle School as a Professional | |
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Public Perceptions and Harsh Realities in Middle School Education | |
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Clear and Careful Conceptions | |
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Professional Support: Where to Begin? | |
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Monitoring Your Teaching: Your Fieldwork Journal | |
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Beginning the Job Search: It's Never Too Early | |
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Rising to the Top of the Pile: What Middle School Principals Value | |
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Preparing a Professional Portfolio for Teaching in the Middle Grades | |
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Classroom Cases | |
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Classroom Management and Rules of Engagement | |
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Teaching in the Middle: Why Accept the Invitation? | |
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Middle School Students and Middle Schools | |
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A Bundle of Raging Hormones: The Invention of Adolescence | |
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Beyond Biology | |
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The Invention of Adolescence | |
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From "Mini" High School to Middle School | |
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Literacy in the Middle Grades | |
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What Counts as Adolescent Literacy | |
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How We Think About Literacy Learning in the Middle School | |
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Effective Middle School Practices: Opportunities and Obstacles | |
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English Language Arts from Mid-Century to the Millennium | |
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Exploring Your Teaching History | |
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From Texts to Political Contexts: Literacy Learning Then and Now | |
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Our Shifting Views of Literacy and Its Teaching | |
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Literacy as Text: Product-Centered Approaches | |
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Process-Centered Approaches | |
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Social/Contextual Approaches to Literacy Teaching | |
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Political Realities and Pendulum Swings: Challenges for Middle School Teachers at the Millennium | |
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Designing for Excellence and Equity With Middle School Students | |
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"Mainstream" Metaphors | |
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The Middle School Classroom: From Mainstream to Ecosystem | |
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A Question of Balance: Navigating the Middle School Ecosystem | |
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Comfort and Challenge | |
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Principles and Practices of Culturally Relevant Teaching | |
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Collaboration and Independence | |
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Choice and Control | |
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Correctness and Creativity | |
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Private and Public Learning | |
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Multiple Entry Points and Escape Routes | |
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Performance Assessment of Authentic Learning Tasks | |
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Supporting Middle School Learners with Disabilities | |
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The Individual Educational Program | |
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Making Modifications | |
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Supports | |
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Balancing the Social and the Academic | |
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Promoting and Documenting Student Progress in English Language Arts | |
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Getting to Know All Students: Moving Beyond the IEP | |
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Evaluation of Student Performance | |
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Building from Strength: Remediating Deficit Thinking | |
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Planning the Language Arts Curriculum | |
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Language Lenses: Integrating the Language Arts | |
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Integrating the Language Arts: Teaching for Diversity | |
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Challenging Some Myths About Language | |
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Myth: Speech Is an Inferior Form of Language | |
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Myth: Learning to Read Must Precede Learning to Write | |
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Myth: Fluency in One Language Interferes with Fluency in Another | |
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Language Lenses | |
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Making a Fire in Our Hands: One Final Thought | |
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Language Study in the Middle Grades | |
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What Counts as Language Study | |
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Discourse Communities and Communicative Competence | |
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Helping Students to Understand Their Discourse Communities | |
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Standardization and "Powerful" Language | |
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Guiding Practice with Varieties of English | |
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Playing with Language | |
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Language Study Across the Curriculum | |
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Language Diversity and Grammar Instruction | |
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Teaching Grammar and Usage to Early Adolescents | |
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Understanding Second Language Acquisition | |
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Understanding and Documenting Student Growth | |
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Learning From (and About) Our Errors | |
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Writing in the Middle Grades | |
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Writing with Middle School Students | |
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Creating a Classroom for Writers | |
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The Writers' Workshop as a Structure for Learning | |
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Recording Students' Progress | |
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Integrating Assessments | |
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Monitoring Progress: Formative Assessments | |
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Using Technology Effectively with Middle School Writers | |
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Talking and Listening in the Middle Grades | |
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The Many Faces of Talking and Listening | |
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Purposes and Forms of Talk and Listening | |
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Talk and Listening with Middle School Students | |
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Leveling the Field: Race, Class, Gender, Culture, and Oral Language | |
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Creating a Learning Community | |
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Promoting Language Growth | |
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Character Role Plays | |
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"To Tell the Truth" | |
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Talk and Listening as Inquiry | |
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Exploring the Language of Self and Others | |
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The Power of Names | |
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Active Listening in Literature and Life | |
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Nonverbal Criminals | |
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Dinner Table Study | |
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Breaking the I-R-E Pattern: Inviting Students' Genuine Responses in Class Discussion | |
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Talk and Listening to Showcase and Perform | |
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Speeches, Demonstrations, and Presentations | |
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Beyond Round-Robin Reading: Oral Interpretation, Choral Reading, and Readers' Theater | |
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Planning Performances | |
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Evaluating Oral Language and Listening | |
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Reading and Viewing in the Middle Grades | |
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Reading and Viewing in New Times | |
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Reading and Viewing for Multiple Purposes | |
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Reading and Viewing with Middle School Students | |
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Considerations for Reading and Viewing With Middle School Students | |
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Differences Between Literary and Nonliterary Reading | |
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Inviting Students' Responses to Literature: Stances Versus Hierarchies | |
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Strategies for Comprehension and Understanding | |
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Strategies for Critical Reading and Viewing | |
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Informational Texts | |
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Demands of the Text | |
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Designing Instruction | |
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Reading With All Readers | |
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Text Selection in the Middle School Classroom | |
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Text Selection and Censorship | |
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Organizing Instruction | |
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Creating a Classroom Climate for Reading and Viewing | |
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Organizing for Whole-Class Instruction | |
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Organizing for Student-Selected Reading | |
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Organizing for Small-Group Reading Experiences | |
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Organizing for Workshop Teaching | |
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Assessment Issues in the Reading and Viewing Classroom | |
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Responding | |
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Evaluating | |
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Grading | |
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Index | |