Developing Voice Through the Language Arts

ISBN-10: 1412918111
ISBN-13: 9781412918114
Edition: 2007
List price: $133.00
eBook available
This item qualifies for FREE shipping

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

30 day, 100% satisfaction guarantee

If an item you ordered from TextbookRush does not meet your expectations due to an error on our part, simply fill out a return request and then return it by mail within 30 days of ordering it for a full refund of item cost.

Learn more about our returns policy

Description: "???Developing Voice Through the Language Arts is user friendly, with lots of good examples...I am always looking for fresh, interesting, and pertinent material and this fits the bill.???"???Deborah A. Farrer, "California"" University of  More...

eBooks Starting from $66.50
Rent
Buy
what's this?
Rush Rewards U
Members Receive:
coins
coins
You have reached 400 XP and carrot coins. That is the daily max!

Study Briefs

Limited time offer: Get the first one free! (?)

All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.

Add to cart
Study Briefs
Business Ethics Online content $4.95 $1.99
Add to cart
Study Briefs
Business Law Online content $4.95 $1.99
Add to cart
Study Briefs
Management Online content $4.95 $1.99

Customers also bought

Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading
Loading

Book details

List price: $133.00
Copyright year: 2007
Publisher: SAGE Publications, Incorporated
Publication date: 11/17/2006
Binding: Hardcover
Pages: 496
Size: 8.00" wide x 10.00" long x 1.25" tall
Weight: 2.838

"???Developing Voice Through the Language Arts is user friendly, with lots of good examples...I am always looking for fresh, interesting, and pertinent material and this fits the bill.???"???Deborah A. Farrer, "California"" University of Pennsylvania"" " "???Teachers facing the diversity in their classrooms need to understand the importance of ???developing voice??? so that all students become successful and can be heard!???"???Tim Toops, "Florida"" Southern College" Let every voice be heard! Developing Voice Through the Language Arts shows prospective teachers how to use the language arts to connect diverse students to the world around them and help them develop their own literate voices. Developing Voice Through the Language Arts considers the integrated nature of the primary language arts - reading, writing, listening, speaking, viewing, and visually representing. Authors Kathryn Henn-Reinke and Geralyn A. Chesner encourage preservice and inservice teachers to take a reflective, balanced approach in preparing to teach language arts. Prospective teachers are encouraged to view not only their students as language users and learners but to develop themselves as literate models. Through their incorporation of the NCTE/IRA Standards for the English Language Arts, the authors explore the integrated nature of the language arts using children??'s literature, critical thinking, and technology. Through vignettes, views into classrooms, connections to the field, student artifacts, and an ongoing reflection journal Developing Voice Through the Language Arts provides prospective teachers with??a wide range of activities that will help them to make connections between theoreticalconstructs and their manifestation in classroom practice. Accompanied by High-Quality Ancillaries! A Student Resource CD bound in the text includes video clips, exercises, questions, and additional resources. The Web-based Student Study Site provides a comprehensive Study Guide, links to standards, children??'s literature, reflection exercises, journal articles, and PRAXIS test preparation material.??http: //www.sagepub.com/dvtlastudy The Instructor??'s Resource CD offers lecture outlines, PowerPoint slides, sample syllabi, video clips with student exercises, test bank, web resources, reflection portfolio guidelines, and more. Instructor's Resource CD: 1-4129-5013-9 IRCDs are available for qualified instructors only. To request an IRCD for this book please contact Customer Care at 1.800.818.7243 (6 am ??? 5 pm Pacific Time) or by emailing info@sagepub.com with course name and enrollment and your university mailing address to expedite the process.

Preface
Features of the Text
Organization of the Text
Instructor's Resources CD
Web-Based Student Study Guide
Student Resources CD
Reference
Acknowledgments
Understanding Language Arts
Becoming a Reflective Teacher
Exploring Your Assumptions About Teaching, Learning and Assessing
Why Reflect on Your Own Literacy?
Linking Your Literacy to That of Your Students
Creating a Literacy Learning Environment
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References
What Are the Language Arts?
How Literacy Develops: Literacy Acquisition Birth Through Grade 6
Language Development
What Are the Language Arts?
Listening
Talking
Reading
Writing
Viewing
Visual Representing
The Foundation of Language: The Four Cueing Systems
Approaches to Teaching Language Arts
Traditional Basal Approach
Language Experience Approach
Whole Language Approach
Balanced or Comprehensive Approach
Language Arts and Literacy Theory: The Beliefs Undergirding This Text
Socioculturalism
Historical Influences on Teaching and Learning
Active Constructive Process/Constructivism
Theory of Cognition and Psychological Constructivism
Psychological Constructivism
Social Constructivism
Sociocultural Constructivism
Language Theorists and Language Theory
Holdaway's Model of Student LEarning
Cambourne's Conditions of Language Learning
Adapting Curriculum to Reflect and Appreciate Classroom Diversity
Creating Home-School Literacy Connections
Creating an Optimal Environment for Language Arts Learning
Differentiating Instruction for Meeting the Needs of All Students
Our Beliefs About Language Arts Teaching, Learning, and Assessment
Your Beliefs Influence How You Teach
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resources
Technology Resources
Frameworks and Approaches to Teaching, Learning, and Assessing in the Language Arts
Reading and the Language Arts
Developmental Stages of Reading
Emergent Stage of Reading: Early Chilhood, Ages 3-7
Early Stage of Reading: Middle Childhood, Ages 6-9
Transitional Stage of Reading: Early Adolescence, Ages 9-12
Fluent Stage of Reading: Early Adolescence/Adolescence, Ages 9-14
Initial Assessment of Student Development in Reading
Elements of Reading
Phonemic and Phonological Awareness
Graphophonics/Phonics
Fluency
Comprehension
Vocabulary and Word Study
Major Approaches to Teaching and Learning Reading
Traditional Model: Basal Reading Program
Transactional Model: A Comprehensive/Balanced Approach Reading Program
Components of a Comprehensive/Balanced Reading Program
Interactive Read-Alouds
Shared Reading
Guided Reading
Independent Reading
Reading for a Variety of Purposes
Transactional Theory of Reading Response
Integrating Reading Within the Language Arts
Assessing Reading
Concepts of Print
Assessment of Strategy Use
Student Self-Assessment
Assessment of Response to Reading
Reading Logs
Informal Reading Inventories
Running Records
Anecdotal Records
Checklists
Assessment Portfolios
Conferencing
Developmental Standards in Reading
Second Language Learners
Home and School Links
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resources
Technology Resources
Writing and the Language Arts
Writing as a Language Art
Developmental Stages of Writing
Developmental Standards in Writing
Applying the Standards for Writing: An Exampple
Major Approaches to Teaching and Learning Writing
Traditional Approach
Process Approach
Writing Workshop Framework
Teacher as Model of Writing
Shared Writing
Interactive Writing
Writing for a Variety of Purposes
Writing to Learn: Content Area Writing
Writing About Reading
Personal Writing
Telecommuting Through E-Mail, Instant Messaging, and Other Internet Communication
Rules for Internet Writing
Integrating Writing Within the Language Arts
Examining Author's Craft
Oral Language and Media Technology
Listening
Assessing Writing
Conferencing
Assessment and Record-Keeping Devices
Home and School Writing Connections
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resources
Other Children's Literature Resources
Technology Resources
Language, Word Study, and the Tools of Writing
What is Word Study?
Phonemic Awareness
Word-Solving Skills: What Do You Notice?
Alphabet Books
Literacy Centers
Word Sorts
Integrated Word Study
Making Words
Word Analysis
Grammar
Parts of Speech
Capitalization and Punctuation
Sentence Structure
Sentence Types
Spelling
Approaches to Teaching and Learning Spelling
Spelling Frequently Used Words
Learning Spelling Words
Spelling Within the Writing Process
Handwriting
Practicing Handwriting
Assessing Handwriting
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resources
Other Children's/Young Adult Literature Resources
Literature Appropriate for Language/Word Study
Technology Resources
Strategies for Listening, Speaking, Viewing, and Visually Representing
The Integration of Listening, Speaking, Viewing and Visually Representing
Listening
Listening as a Learning Tool
Purposes for Listening
Listening Strategies
Listening Activities in the Classroom
Assessment of Listening Progress
Viewing
Purposes for Viewing
Viewing Strategies
Assessment of Viewing Progress
Speaking
Speaking as a Learning Tool
Purposes for Speaking
Speaking Strategies
Speaking Activities in the Classroom
Assessment of Oral Communication SKills
Visually Representing
Visual Representation as a Learning Tool
Purposes for Representing Visually
Visual Representation Strategies
Activities in the Classroom Focused on Representing Through Visuals
Assessment of Visual Representation
English Language Learners and Listening, Speaking, Viewing, and Visually Representing
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resources
Other Children's/Young Adult Literature Resources
Technology Resources
Children's and Young Adult Literature as a Tool for the Language Arts
Children's and Young Adult Literature in the Language Arts Curriculum
Purpose of Literature in the Curriculum
Lifelong Habits of Reading
Making Connections to Oneself (Text-to-Self)
Making Connections to Other Texts (Text-to-Text)
Making Connections to the World (Text-to-World)
Exploring the Social and Cultural Aspects of the World Through Literature
Literature and its Influence on Language Arts Development
Opportunities to Appreciate and Enjoy Literature in the Classroom
Developing Strategic Readers Using Authentic Texts
Reading for Information Using Authentic, Meaningful Texts
Learning About and Through Literature
The Development of Visual Literacy
Literacy Elements
Genres of Children's and Young Adult Literature
Picture Books
Folk Literature
Realistic Fiction
Historical Fiction
Modern Fantasy and Science Fiction
Mystery
Informational Literaure and Concept Books
Poetry
Technology and Literature
E-Books
Living Books
Digital Storytelling
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resoures
Literature Dealing With Sexual Orientation
Multicultural Children's Literature
Technology Resources
Language Arts and the Content Areas
Conceptual Development
Activate Prior Knowledge
Relate New Concepts to Known/Real World
Develop New Schema
Identifying Needed Information
Key Vocabulary and Key Concepts
Key Information
Content Area Skills and Strategy Development
Instructional Considerations
Selection of Effective Resources and Materials
Purposeful Reading, Writing, Listening, Speaking, Viewing, and Visually Representing
Active Learning
Development of Critical Thinking
Assessment of Content Area Learning
Content Area Subjects: Mathematics, Social Studies, and Science
Text Features
Content Area Materials
Content-Area-Specific Skills and Strategies: Reading Social Studies Text
Learning Experiences in Social Studies
Research in Social Studies
Content-Area-Specific Skills and Strategies: Reading Mathematics Text
Content-Area-Specific Skills and Strategies: Reading Science Text
Integrated Units of Study
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resources
Other Children's/Young Adult Literature Resources
Technology Resources
Workshops in the Language Arts Curriculum
What Are Workshops in the Language Arts?
Benefits and Challenges of a Workshop Framework
The Workshop Format
Minilessons
Work Sessions
Sharing Sessions
The Reading, Writing, Language Workshop
Organizing for Workshops
Content Area Workshops
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Professional Resources
Technology Resources
Language Arts Teaching, Learning, and Assessing From Early Childhood to Early Adolescence
Early Childhood Language Arts: Kathi Glick's First-Grade Classroom
Development of 3- to 6-Year-Old Children
Beginning of the Year
Daily Language Arts Teaching, Learning and Assessing
Reading Workshop
Middle of the Year
Early Spring
The Alignment of Curriculum and Assessment
Working With Students With Special Needs
Integrated Language Arts Experiences: Reader's Theater
Guided Reading in First Grade
End of School Year
End-of-Year Assessment
End-of-Year Celebration
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resources
Other Children's/Young Adult Literature Resources
Technology Resources
Middle Childhood Language Arts: Sandy Cabernathy's Third- and Fourth-Grade Classroom
Development of 7- to 9-Year-Old Children
Introduction to Sandy Cabernathy and Her Third- and Fourth-Grade Multiage, Multigrade Students and Classroom
Planning for the School Year and Language Arts Curriculum
Beginning of the School Year
First Day of School: Laying the Groundwork for a Literate Classroom Environment
Assessing Students' Literacy
Typical Language Arts Learning Schedule
Middle of the School Year
Writing Portfolios
Author Study
End of the School Year
Student Self-Assessment and Goal Setting
Reading and Writing Workshop Celebrations
Teacher Reflection and Future Planning
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resources
Technology Resources
Early Adolescence Language Arts: Joelle Quimby's Eighth-Grade Language Arts Classroom
Development of 10- to 13-Year-Old Children
Introduction to Joelle Quimby and Her Eight-Grade Language Arts Classroom and Students
Planning for the School Year and Language Arts Curriculum
Overall Curriculum Planning
Grammar Integration
Newspaper Club
Beginning the School Year: Basic Framework of Joelle Quimby's Eighth Grade Language Arts Curriculum
First Day of School
A Typical Day/Week in Joelle Quimby's Eighth-Grade Language Arts Classroom
End-of-Quarter Self-Assessment Portfolios
End of the School Year
End-of-Chapter Reflection
Planning for Teaching
Connections With the Field
References of Children's/Young Adult Literature
References of Professional Resources
Other Resources
Technology Resources
EPILOGUE: Reflecting on Your Future Teaching of the Language Arts
End-of-Chapter Reflections
Planning for Teaching
Reference
Glossary
Index
About the Authors

×
Free shipping on orders over $35*

*A minimum purchase of $35 is required. Shipping is provided via FedEx SmartPost® and FedEx Express Saver®. Average delivery time is 1 – 5 business days, but is not guaranteed in that timeframe. Also allow 1 - 2 days for processing. Free shipping is eligible only in the continental United States and excludes Hawaii, Alaska and Puerto Rico. FedEx service marks used by permission."Marketplace" orders are not eligible for free or discounted shipping.

Learn more about the TextbookRush Marketplace.

×