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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 | |