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