Language arts : patterns of practice

Publication date 2009 Topics Language arts (Elementary), Arts du langage (Primaire) Publisher Upper Saddle River, NJ : Pearson Merrill/Prentice Hall Collection internetarchivebooks; printdisabled Contributor Internet Archive Language English Item Size 1.4G

xxi, 519 pages : 26 cm

Includes bibliographical references and index

Learning the language arts : How children learn : The process of learning ; Learning strategies ; Social contexts of learning ; Implications for learning language arts. Language learning and culture : The four language systems ; Academic language ; Culturally and linguistically diverse students ; Critical literacy ; Implications for learning language arts. How students learn language arts : Creating a community of learners ; Motivation for learning ; The six language arts ; Language arts strategies and skills ; The goal of language arts instruction -- Teaching and assessing language arts : Patterns of practice : Literature focus units ; Literature circles ; Reading and writing workshop ; Thematic units. The teacher’s role : What about teaching ; Differentiating instruction. Assessing students’ learning : Monitoring students’ progress ; Implementing portfolios in the classroom ; Assigning grades. The reading and writing processes : The reading process : Aesthetic and efferent reading ; Stage 1: prereading ; Stage 2: reading ; Stage 3: responding ; Stage 4: exploring ; Stage 5: applying ; Teaching the reading process. The writing process : Stage 1: prewriting ; Stage 2: drafting ; Stage 3: revising ; Stage 4: editing ; Stage 5: publishing ; Teaching the writing process ; The qualities of effective writing ; Connections between reading and writing -- Emerging into Literacy : Fostering young children’s interest in literacy : Concepts about written language ; Concepts about the alphabet. Young children emerge into reading : Shared reading ; Language experience approach. Young children emerge into writing : Introducing young children to writing ; Interactive writing ; Minilessons -- Looking closely at words : History of the English language : Old English (A.D. 450-1100) ; Middle English (1100-1500) ; Modern English (1500-present) ; Learning about word histories. Words and their meanings : Root words and affixes ; Synonyms and antonyms ; Homonyms ; Multiple meanings ; Figurative language ; Borrowed words. Teaching students about words : Direct and indirect instruction ; Choosing words to teach ; Word walls ; Word-study activities ; Minilessons ; Assessing students’ vocabulary knowledge -- Personal writing : Writing in journals : Personal journals ; Dialogue journals ; Reading logs ; Double-entry journals ; Language arts notebooks ; Learning logs ; Simulated journals ; Teaching students to write in journals ; Assessing students’ journal entries. Letter writing : Friendly letters ; Business letters ; Simulated letters ; Teaching students to write letters ; Assessing students’ letters -- Listening to learn : Aesthetic listening : Interactive read-alouds ; Responding to stories ; Listening and viewing ; Teaching aesthetic listening ; Assessing students’ aesthetic listening. Efferent listening : Reading aloud informational books ; Teaching efferent listening ; Assessing students’ efferent listening. Critical listening : Persuasion and propaganda ; Teaching critical listening ; Assessing students’ critical listening -- Sustaining talk in the classroom : Conversations : Small-group conversations ; Grand conversations ; Instructional conversations. Talk as a learning tool : Asking questions ; K-W-L charts ; Minilessons ; Oral reports ; Interviews ; Debates. The power of drama : Improvisation ; Process drama ; Playing with puppets ; Theatrical productions -- Reading and writing stories : Children’s concept of story : Elements of story structure ; Genres ; Literary devices ; Teaching students about stories. Reading stories : Guided reading ; Readers theatre ; Independent reading ; Responding to stories ; Retelling stories. Writing stories : Writing retelling of stories ; Writing innovations ; Writing sequels ; Writing genre stories ; Writing original stories ; Assessing students’ stories -- Reading and writing information : Learning about informational books : Types of informational books ; Expository text structures ; Teaching students about informational books. Researching and writing reports : Visual reports ; “All about…” books ; Collaborative reports ; Individual reports ; Multigenre projects ; Teaching students to write reports ; Assessing students’ reports. Life stories : Reading biographies ; Teaching students to write autobiographies ; Teaching students to write biographies ; Assessing students’ life stories -- Reading and writing poetry : Playing with words : Laughing with language ; Creating word pictures ; Experimenting with rhyme ; Poetic devices. Reading poems : Types of poems ; Reading and responding to poems ; Assessing students’ experiences with poems. Writing poems : Formula poems ; Free-form poems ; Syllable- and word-count poems ; Rhymed verse forms ; Model poems ; Teaching students to write poems ; Assessing the poems students write -- Learning to spell conventionally : Students’ spelling development : What is invented spelling? ; Stages of spelling development ; Analyzing students’ spelling development. Teacher spelling : Components of the spelling program ; Minilessons ; Weekly spelling tests ; Assessing students’ progress in spelling -- Language tools: grammar and handwriting : Grammar : Grammar concepts ; Teaching grammar. Handwriting : Handwriting forms; Children’s handwriting development ; Teaching handwriting ; Keyboarding: an alternative to handwriting -- Putting it all together : Literature focus units : How to develop a literature focus unit ; A primary-grade literature focus unit on The Mitten ; An upper-grade literature focus unit on The Giver. Literature circles : How to organize for literature circles. Reading and writing workshop : Establishing a workshop environment ; How to set up a reading workshop ; How to set up a writing workshop. Thematic units : How to develop a thematic unit ; Using content-area textbooks ; A middle-grade thematic unit on flight

Learning the language arts : How children learn : The process of learning ; Learning strategies ; Social contexts of learning ; Implications for learning language arts. Language learning and culture : The four language systems ; Academic language ; Culturally and linguistically diverse students ; Critical literacy ; Implications for learning language arts. How students learn language arts : Creating a community of learners ; Motivation for learning ; The six language arts ; Language arts strategies and skills ; The goal of language arts instruction -- Teaching and assessing language arts : Patterns of practice : Literature focus units ; Literature circles ; Reading and writing workshop ; Thematic units. The teacher’s role : What about teaching ; Differentiating instruction. Assessing students’ learning : Monitoring students’ progress ; Implementing portfolios in the classroom ; Assigning grades. The reading and writing processes : The reading process : Aesthetic and efferent reading ; Stage 1: prereading ; Stage 2: reading ; Stage 3: responding ; Stage 4: exploring ; Stage 5: applying ; Teaching the reading process. The writing process : Stage 1: prewriting ; Stage 2: drafting ; Stage 3: revising ; Stage 4: editing ; Stage 5: publishing ; Teaching the writing process ; The qualities of effective writing ; Connections between reading and writing -- Emerging into Literacy : Fostering young children’s interest in literacy : Concepts about written language ; Concepts about the alphabet. Young children emerge into reading : Shared reading ; Language experience approach. Young children emerge into writing : Introducing young children to writing ; Interactive writing ; Minilessons -- Looking closely at words : History of the English language : Old English (A.D. 450-1100) ; Middle English (1100-1500) ; Modern English (1500-present) ; Learning about word histories. Words and their meanings : Root words and affixes ; Synonyms and antonyms ; Homonyms ; Multiple meanings ; Figurative language ; Borrowed words. Teaching students about words : Direct and indirect instruction ; Choosing words to teach ; Word walls ; Word-study activities ; Minilessons ; Assessing students’ vocabulary knowledge -- Personal writing : Writing in journals : Personal journals ; Dialogue journals ; Reading logs ; Double-entry journals ; Language arts notebooks ; Learning logs ; Simulated journals ; Teaching students to write in journals ; Assessing students’ journal entries. Letter writing : Friendly letters ; Business letters ; Simulated letters ; Teaching students to write letters ; Assessing students’ letters -- Listening to learn : Aesthetic listening : Interactive read-alouds ; Responding to stories ; Listening and viewing ; Teaching aesthetic listening ; Assessing students’ aesthetic listening. Efferent listening : Reading aloud informational books ; Teaching efferent listening ; Assessing students’ efferent listening. Critical listening : Persuasion and propaganda ; Teaching critical listening ; Assessing students’ critical listening -- Sustaining talk in the classroom : Conversations : Small-group conversations ; Grand conversations ; Instructional conversations. Talk as a learning tool : Asking questions ; K-W-L charts ; Minilessons ; Oral reports ; Interviews ; Debates. The power of drama : Improvisation ; Process drama ; Playing with puppets ; Theatrical productions -- Reading and writing stories : Children’s concept of story : Elements of story structure ; Genres ; Literary devices ; Teaching students about stories. Reading stories : Guided reading ; Readers theatre ; Independent reading ; Responding to stories ; Retelling stories. Writing stories : Writing retelling of stories ; Writing innovations ; Writing sequels ; Writing genre stories ; Writing original stories ; Assessing students’ stories -- Reading and writing information : Learning about informational books : Types of informational books ; Expository text structures ; Teaching students about informational books. Researching and writing reports : Visual reports ; “All about…” books ; Collaborative reports ; Individual reports ; Multigenre projects ; Teaching students to write reports ; Assessing students’ reports. Life stories : Reading biographies ; Teaching students to write autobiographies ; Teaching students to write biographies ; Assessing students’ life stories -- Reading and writing poetry : Playing with words : Laughing with language ; Creating word pictures ; Experimenting with rhyme ; Poetic devices. Reading poems : Types of poems ; Reading and responding to poems ; Assessing students’ experiences with poems. Writing poems : Formula poems ; Free-form poems ; Syllable- and word-count poems ; Rhymed verse forms ; Model poems ; Teaching students to write poems ; Assessing the poems students write -- Learning to spell conventionally : Students’ spelling development : What is invented spelling? ; Stages of spelling development ; Analyzing students’ spelling development. Teacher spelling : Components of the spelling program ; Minilessons ; Weekly spelling tests ; Assessing students’ progress in spelling -- Language tools: grammar and handwriting : Grammar : Grammar concepts ; Teaching grammar. Handwriting : Handwriting forms; Children’s handwriting development ; Teaching handwriting ; Keyboarding: an alternative to handwriting -- Putting it all together : Literature focus units : How to develop a literature focus unit ; A primary-grade literature focus unit on The Mitten ; An upper-grade literature focus unit on The Giver. Literature circles : How to organize for literature circles. Reading and writing workshop : Establishing a workshop environment ; How to set up a reading workshop ; How to set up a writing workshop. Thematic units : How to develop a thematic unit ; Using content-area textbooks ; A middle-grade thematic unit on flight

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