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A Philosophy for Teaching the Language Arts | |
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Teaching for Communication: An Integrated, Literature-Based Approach to the Language | |
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Arts Literature in Action: Walking with Rosie | |
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Planning for and Teaching the Language Arts: Developing a Philosophy of Instruction | |
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A Balanced, Integrated Language Arts | |
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Literature-Based Language Arts | |
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The Organization of a Language-Learning | |
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Community Creative Planning for Communication in Action | |
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A Summary Thought or Two: Teaching for Communication Your Language Arts | |
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Portfolio Intermezzo: The Integrated Workshop in a Standards-Oriented Setting | |
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A Knowledge Base for Teaching the Language Arts | |
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Diversity in the Multicultural, Inclusive Classroom: Meeting the Social and Language Needs of All Children | |
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A Learning Community in Action: Preserving Habitats: A Thematic Unit Language | |
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Arts for All Children | |
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Children with Behavior Impairments | |
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Children with Diverse Language and Cultural Backgrounds | |
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Children Who Speak Variant Forms of English | |
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Children Who Bring a Learning Disadvantage or Disorder | |
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Academically Talented Children | |
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Children with Sensory Impairments | |
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Children with Speech Problems | |
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Continuous Assessment of Children as Language Users | |
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A Summary Thought or Two: Diversity in the Multicultural, Inclusive Classroom Your Language Arts Portfolio | |
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Language and Children's Early Language Development: Social Interaction-- | |
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The Key Language Learning in Action: Mushrooms | |
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Now How Young Children Learn to Communicate and Think How Children Develop Language Facility | |
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How Children Learn About Language | |
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A Summary Thought or Two: Language and Children's Early Language | |
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Development Your Language Arts Portfolio | |
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Literature for Life: Journeying into and with Books | |
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A Literature Conversation in Action: Racing Life with Willy | |
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Ways to Analyze Children's Stories--Qualities | |
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That Trigger Responses Bringing Children and Books Together | |
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A Summary Thought or Two: Literature for Life Your Language Arts Portfolio Intermezzo: A Literary Journey | |
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From Oracy into Literacy | |
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Listening for Meaning: Learning to Listen and Listening to Learn | |
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Listening in Action: Getting at the Root of Conflict | |
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Listening and Learning Informational, or Literal, Listening | |
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Listening to Interpret | |
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Listening Critically | |
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Listening Aesthetically | |
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A Summary Thought or Two: Listening for Meaning Your Language Arts Portfolio | |
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Oral Expression: The Classroom as a "Talking-Place" A Talking-Place in Action: Dramatizing | |
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"The Three Billy Goats Gruff" Storytelling and Dramatics: Let's Make a Story Together... | |
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Choral Speaking: Let's Do a Poem Together | |
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Conversations: Let's Talk Together About | |
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Reports: Let Me Tell You About | |
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Assessing Children's Growth as Oral Language Users | |
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A Summary Thought or Two: Oral Expression Your Language Arts Portfolio | |
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Oral Language as a Bridge into Literacy and Higher-Order Thought: The Integrated Language Arts | |
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Language Experiencing in Action: Billy Goat Language Experiencing: Looking, Talking, and Writing Interactively | |
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Vocabulary Development Through Contextually Relevant | |
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Word Study Collaborative Workshops: Clarifying Ideas Through Talking and Writing | |
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Collaborative Workshop in Action: The Lorax | |
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A Summary Thought or Two: Oral Language Activity as a Bridge into Literacy and Higher-Order Thought Your Language Arts Portfolio | |
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Intermezzo: CPR in the Classroom: An Oral Communication | |
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Literacy for the Twenty-First Century | |
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Reading with Meaning: Becoming Literate Reading/Writing in Action: From Communication Circle into Reading-Writing | |
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Workshop Decoding/Encoding in a Balanced Literature-Based Language Arts Comprehension: Interacting and Constructing | |
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Meaning with Text Study Strategies and Content-Area Reading and Writing | |
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Sustained Silent Reading and Library | |
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Visits A Summary Thought or Two: Reading with Meaning Your Language Arts Portfolio | |
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Writing as Idea Making: Creating Within a Variety of Genres | |
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Workshop in Action: Journals, Idea Clusters, and Other Ways to Make Ideas | |
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During Workshop Idea Making in Action | |
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Idea Making and Emergent | |
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Writing Expanding | |
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Writing Horizons | |
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Making Ideas by Writing and Reading Prose | |
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Making Ideas by Writing and Reading Poetry | |
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A Summary Thought or Two: Writing as Idea Making Your Language Arts Portfolio | |
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Writing Processes in a Workshop Environment: The Child Writer as Author | |
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Interactive Writing in Action: The Desert Organizing for Process | |
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Writing Reading and Listening Like a Writer | |
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Rehearsing for Story and Informational Writing | |
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Drafting Revising and Editing Sharing and Publishing: The Child Writer as Author Observing, Profiling, and Assessing Children as Authors | |
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A Summary Thought or Two: Writing Processes in a Workshop Environment | |
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Your Language Arts Portfolion | |
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Writing, Language Conventions, and Grammar: Managing | |
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Word and Sentence Patterns in Writing Languaging in Action: Revising Sentences--A Mini-Lesson Writing, Language Conventions, and Grammar | |
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Controlling the Sentence Managing Other Conventions of Written Language Grammar: Describing the Language | |
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A Summary Thought or Two: Language Conventions and Grammar Your Language Arts Portfolio | |
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Spelling, Dictionary Use, and Handwriting: Tools of the Editor's Craft Spelling in Action: Spelling Patterns and Writing | |
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What We Know About Spelling Development | |
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Introducing Children to the Logic of English Spelling | |
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Making Spelling Speculation a Meaningful Part of Writing Using the Dictionary | |
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Teaching Manuscript Letter Forms to Active Young Writers Handwriting in Action | |
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Introducing Manuscript Letter Forms to Young Children | |
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Moving from Manuscript Letter Forms into Cursive Forms | |
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Handwriting in Action: Introducing Cursive Letter Forms | |
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A Summary Thought or Two: Spelling, Dictionary Use, and Handwriting Your Language Arts Portfolio Coda: Accepting the Invitation | |
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Teacher Inquiry Reflecting | |
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Back Closing Measures | |
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Your Language Arts Portfolio Access Pages: The Teacher's Planning Resource | |
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Handbook Caldecott and Newbery Award-Winning Books Dorothy Hennings's Favorite Books for Organizing Literature-Based Units | |
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Bibliography of Multicultural Books | |
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A Planning Guide for Literature-Based Activities | |
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Plans for Literature-Based Units | |
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Plans for Extended Lessons | |
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Plans for Mini-Lessons | |
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Evaluating Computer-Based Literature and Instructional Software | |
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Children's References | |
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References | |
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Index | |