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