| |
| |
Special Features | |
| |
| |
Preface | |
| |
| |
| |
Learning and Teaching Language Arts | |
| |
| |
Questions about Learning and Teaching Language Arts | |
| |
| |
The Language Arts | |
| |
| |
Snapshot A Day in Avril Fontrsquo;s Fourth-Grade Class | |
| |
| |
Learning Language Arts | |
| |
| |
An Active, Constructive Process | |
| |
| |
A Social, Interactive Process | |
| |
| |
A Transactional Process | |
| |
| |
Teaching Language Arts | |
| |
| |
A Student- and Response-Centered Classroom | |
| |
| |
Curriculum Content | |
| |
| |
Classroom Environment | |
| |
| |
Scheduling and Grouping | |
| |
| |
Literature, Resources, and Technology | |
| |
| |
Integrated Teaching: ldquo;Ripple Effectsrdquo; of Response-Themed Learning | |
| |
| |
Ripple Effect Our Community and State | |
| |
| |
Modeling Lessons for Initiating and Demonstrating | |
| |
| |
Lesson Plan Modeling with an Initiating Lesson Using an Alphabet Book | |
| |
| |
Answers to Questions about Learning and Teaching Language Arts | |
| |
| |
| |
Assessing Language Arts | |
| |
| |
Questions about Assessing Language Arts | |
| |
| |
Guidelines for Assessment | |
| |
| |
Standardized Testing versus Authentic Assessment | |
| |
| |
Snapshot Draft Books in Avril Font's First-Grade Class | |
| |
| |
Assessment Tools | |
| |
| |
| |
Writing Log | |
| |
| |
Logs and Journals | |
| |
| |
| |
Double-Entry Literature Journal | |
| |
| |
Anecdotal Records and Observations | |
| |
| |
Checklists and Records | |
| |
| |
Inventories and Tests | |
| |
| |
Rubrics | |
| |
| |
| |
Writing Rubric | |
| |
| |
Self-Assessment and Peer Assessment | |
| |
| |
| |
Self-Assessment Form for Group Work | |
| |
| |
| |
Peer-Assessment Form for Group Work | |
| |
| |
Portfolios and Work Samples | |
| |
| |
Planning and Progress Forms | |
| |
| |
Teaching and Assessing Students with Disabilities and Other Special Needs | |
| |
| |
| |
Portfolio Analysis Form | |
| |
| |
Teaching Students with Special Needs | |
| |
| |
Assessing Students with Special Needs | |
| |
| |
Snapshot An English Language Learner with Learning Disabilities in an Inclusive Classroom | |
| |
| |
| |
Classroom Activity Analysis Worksheet | |
| |
| |
Adapting Language Learning | |
| |
| |
Answers to Questions about Assessing Language Arts | |
| |
| |
| |
First- and Second-Language Development | |
| |
| |
Questions about First- and Second-Language Development | |
| |
| |
First-Language Development | |
| |
| |
Snapshot Four Children Talking | |
| |
| |
Constructivist Theory | |
| |
| |
Social Interactionist Theory | |
| |
| |
Language Structure and Systems | |
| |
| |
Second-Language Development | |
| |
| |
Second-Language Acquisition Theories | |
| |
| |
| |
Stages of English Language Proficiency | |
| |
| |
Lessons for English Language Learners: Providing a Context for Instruction | |
| |
| |
Teaching Idea Teaching English and Mathematics to Spanish-Speaking Students | |
| |
| |
| |
Stages of English Language Proficiency for Jaquirsquo;s Students | |
| |
| |
Teaching and Assessing Vocabulary Development for First- and Second-Language Learners | |
| |
| |
Semantic Mapping | |
| |
| |
Teaching Idea Semantic Maps with Armenian-Speaking Students | |
| |
| |
Word Play | |
| |
| |
Lesson Plan Word Play and Literature | |
| |
| |
| |
Anecdotal Record Assessment (ARA) | |
| |
| |
Answers to Questions about First- and Second-Language Development | |
| |
| |
| |
Emergent Literacy and Biliteracy | |
| |
| |
<B.Questions about Emergent Literacy and Biliteracy | |
| |
| |
Emergent Literacy | |
| |
| |
Snapshot Apples and the First Week of First Grade | |
| |
| |
Emergent Reading | |
| |
| |
Ripple Effect Apples | |
| |
| |
Emergent Writing | |
| |
| |
| |
Concepts about Print | |
| |
| |
Seven Ways to Begin Teaching Reading and Writing | |
| |
| |
Assessment Toolbox 4.2 | |
| |
| |
| |
| |
| |
Snapshot A Day in a Kindergarten Cl | |