TY - BOOK AU - Parr,Michelann AU - Campbell,Terry TI - Teaching the Language Arts: Engaging Literacy Practices SN - 0470837756 (pbk) PY - 2007/// CY - Toronto PB - John Wiley and Sons Canada KW - Language arts KW - English Language KW - Study and teaching N1 - Includes glossary, references and index; ''Teaching the Language Art is a resource-filled introduction to the teaching of language and literacy in today's classroom. Authors Michelann Parr and Terry Campbell explore the theories that inform language arts instruction and provide a valuable framework of practical strategies to assist in its teaching. This text promotes literacy as a lifelong process and is unique in utilizing a Literacy Portfolio Approach. This approach encourages self-reflection and helps you build your own set of valuable resources to help in your teaching career.'' (Book Cover); TABLE OF CONTENTS; CHAPTER 1 Understanding Ourselves as Literate Beings: Constructing Our Own Stories; Looking Back, Looking Ahead ; Stories to Learn From: Exploring Our Experiences ; Engaging Literacy Learners: Our Goals for You ; Listening to Learn ; Speaking; Reading; Writing ; Viewing ; Representing ; Constructing Our Stories ; Stories to Live By ; Taking Our Stories into the Classroom ; Moving On ; Resources to Support Your Learning ; CHAPTER 2 From Independent Literacy Learners to Lifelong Teachers of Literacy ; Looking Back, Looking Ahead ; How Do Literacy Teachers Use What They Know about Themselves as Literacy Learners? ; What Do Literacy Teachers Know about Models of Learning? ; Socio-Cultural Learning Theory ; Constructivist Learning Theory ; What Do Literacy Teachers Know about Curriculum, Instruction, and Assessment? ; What Do Literacy Teachers Know about Literature? ; What Do Literacy Teachers Understand about Literacy and Themselves as Literacy Learners? ; What Do Literacy Teachers Know about Learners? ; Our Image of the Lifelong Literacy Teacher ; Your Lit-Folio ; What Is A Lit-Folio? ; The Lit-Folio Process ; Benefits of Lit-Folios ; Managing Lit-Folios in the Classroom ; Moving On ; Resources Support Your Learning ; CHAPTER 3 Literacy as a W.O.R.L.D. View ; Looking Back, Looking Ahead ; Problematizing Literacy ; Problematizing Literacy ; Problematizing Literacy ; O for Orality ; R for Re-Vision ; L for Literacies ; D for Discussions ; Classrooms with W.O.R.L.D. Views ; Moving On ; Resources to Support Your Learning ; CHAPTER 4 Literacy Learning as a Seamless Progression ; Looking Back, Looking Ahead ; How Does Language Develop? ; How Does Oral Language Develop? ; Language Systems Become Cueing Systems ; A Seamless Progression from Orality to Literacy ; Conditions for Language Learning ; Continuum of Literacy Development: From Orality to Literacy ; How ls Oral Language Used in the Real World? ; What Functions Does lt Serve? ; Purposes and Functions of Language ; Listening: The Neglected Art ; Resources to Support Your Learning ; CHAPTER 5 The Oral Tradition: Literacy Through Talk ; Looking Back, Looking Ahead ; The Importance of Talk in the Classroom ; Why Should Talk Be Explicitly Taught? ; What Is A "Real Discussion"? ; Why Must Talk Occur ln Authentic Contexts? ; What Does Research Tell Us about Discussion? ; Deeper Literacy Understanding ; Improved Communication Skills ; Enhanced Aesthetic Enjoyment ; Increased Cognitive Skills ; The Role of the Teacher: Balancing Good Pedagogy and Student Independence ; What Do Research Reports Conclude about How Student Discussion ls Influenced by Leadership? ; Good Talk about Good Books: Literature Circles and Grand Conversations ; Why Use Storytelling in the Classroom? ; Storytelling Activities for the Classroom ; Notes on Assessment ; Self-Assessment through Meta-Talk ; Moving On ; Resources to Support Your Learning ; CHAPTER 6 Starting with Story: Literacy through Literature ; Looking Back, Looking Ahead ; Why Story? ; Reading Achievement ; Oral Language Development ; Writing ; Classroom Community ; Why High-Quality Children's Literature? ; Qualities of First-Rate Children's Literature ; Who Decides? ; Censorship and Teacher Censorship through Selection ; Culturally Diverse Literature ; Literature Selection and Genres ; Genres Chart ; Reading Aloud ; Sketch to Stretch ; Thinking Aloud ; Reader Response Activities ; Moving On; Resources to Support Your Learning; CHAPTER 7 Literacy through Creative Expression ; Looking Back Looking Ahead; How Is Creative Expression Important to Literacy; Multiple Ways of Knowing; The Magic of Poetry; Reading and Writing Poetry; Poetic Forms: Poetry and the Magic of Transforming; Performing Poetry: Connections btw Poetry and Drama; Story Drama: One Way to Integrate Litterature and Language Study, Drama, and Storytelling; What is Drama ? ; What is Storytelling ?; Conditions for Drama and Storytelling ? ; What about Assessment ?; Moving On; Resources to Support Your Learning; CHAPTER 8 Reading the Word: Solving the Puzzle ; Looking Back, Looking Ahead; Conceptualizing Reading: The Search for Meaning; Individual Readers, Multiple Puzzles; Reading as a Transactional Process among Reader, Text, Author, and Reading Community; Solving the Reading Puzzle: A Matter for Developping; Strategies and Making Connections; The Role of the Reader; The Reader as the World-Solver; Making Sense of the Research on Word-Solving; The Link to Comprehension; The Reader as Concept Builder; CHAPTER 9 Reading Practices ; Looking Back Looking Ahead; Modelled Reading; Read Alouds; Revisiting Think Alouds; Extending Think Alouds to Understand; Character; Evaluation and Assessment of Read Alouds and Think Alouds; Shared Reading ; Introduction to Shared Reading; Selecting Texts for Shared Reading; Evaluation and Assessment in Shared Reading; Interactive Reading; Guided Reading; Introduction to Guided Reading; Essential Elements of Guided Reading; Selecting Texts for Guided Reading; Evaluation and Assessment in Guided Reading; Managing Guided Reading with Literacy Centres; Independent Reading; Reader's Workshop; Essential Elements of Readers' Workshop; Assessment in Readers' Workshop; Literature Circles; Essential Elements of Literature Circles; Day-by-Day Training Using Short Stories, Picture; Books, Poetry, and Literature Circles; Day-by-Day Training Using Short Stories, Novel Sets, and Reader Response Journals Literary Conversations; Evaluation and Assessment of Literature Circles and Literary Conversations; Reading from an Efferent Stance: Special Considerations; Evaluation and Assessment of Content Area Reading; Moving On; Resources to Support Your Learning; CHAPTER 10 L is for Literacy: Set and Techniques from A to Z ; Looking Back Looking Ahead; Teaching for Effective Strategy Use; ABC Bookmaking; Anticipation Guides; Author's Chair; Book Talks; Choral Reading; Cloze Procedure; Directed Reading - Thinking Activity; Elkonin Boxes; Expository Text Strategies; Five-Finger Book Test; Goldilocks Strategy; Graphic Organizers; Home-School Connections; Integrated Units; Journals; Keys to Comprehension in Reading a Writing; Literacy Cafés; More Cloze Procedures; Multiple Intelligence Responses in Reading and Writing; Music and Literacy; Novel in a Day; Oratory or Public Speaking; Poetry Surfing and Other Pre-Reading Strategies for the Content Areas; Poetry Gallery; Q-A Relationships (QAR); Questioning the Author (QtA); R.A.F.T Writing; Reciprocal Teaching; SQ3R: Survey-Question-Read Actively-Recite-Review; Teaching with Twin Texts or Text Sets; U.S.S.R; Visualization (Forming Mental Images); Vocabulary Work; Ward Splashes; Ward Walls; Extremely Engaging Ways to Teach Story; Elements and Respond to Text; Yearn to Read; Zeroing in on Reading Strategies; Moving On; Resources to Support Your Learning; CHAPTER 11 Teaching and Learning Writing ; Looking Back Looking Ahead; What Is Important for Teachers to Know about Writing?; What Is Writing?; Writing and Reading: Principles of Literacy; Learning Applicable to Learning How to Write and to Read; How Do These Principles Influence How We Teach Writing?; Learning to Write through Apprenticeship; Approximation: Keeping in Mind the Way Young Children Learn; Response: How Can We Respond to Encourage Student Writers?; The Art of Writing Conference; Modelling or Demonstration: Showing Writers How It's Done; Concepts about Text Best Taught through Modelling; The Reading-Writing Connection: Reciprocity; Advantages of Learning to Write as One Becomes a Reader; Reading and Writing: Fostering the Connection; How Do the Connections between Reading and Writing Inform Our Instruction?; Four Ways to Foster Student Awareness of the Reading-Writing Connection; Using Writing in Reading Instruction; Advantages of Writing: Beyond the Classroom Walls; Moving On; Resources to Support Your Learning; CHAPTER 12 Real Writers Writing ; Looking Back Looking Ahead; Priciples of Good Practice in Teaching; Writing; Ten Principles of Best Practice in Writing; Writing Instruction; Modelled Writing; Shared Writing; Interactive Writing; Guided Writing; Independent Writing; The Writing Process or Cycle; Prewriting/ Rehearsal; Drafting; Revising; Editing; Publishing; Writers' Worshop: A Time and Place for Writing; Essential Elements of Writers' Workshop; Assessment in Writers' Workshop; Spelling and Word Study; How Do Children Learn to Spell ?; Teaching Grammar in the Context of Writers' and Readers' Workshops; What Is Grammar?; Why Teach Grammar?; How Do We Teach Grammar?; Moving On; Resources to Support Your Learning; CHAPTER 13; Looking Back Looking Ahead; Conceptualizing Critical Literacy; Conceptualizing Text; The Role of the Reader; The Role of the Teacher; Critical Inquiries Across Grades; Kindergarten Literacy Events at the Donut House; Grade 1: Opening Spaces with Picture Books; Grade 2: Written Conversations as Inquiry; Grade 3: Connecting Writers' Workshop and Critical Inquiry; Grade 4: Connecting Critical Inquiry and Readers' Workshop; Grade 5: ''Having a Go'' at Social Action through Drama and Poetry; Grade 6: Critical Inquiry through Popular Culture; Multimedia, Perspective, and Education; Understanding Code-Breaking Practices for a Range of Multimedia Genres; Television Awareness; Video Game Discourse; Visual Texts: More than Meets the Eye; Advertisements: Print and Visual Performance Texts; Moving On; Resources to Support Your Learning; CHAPTER 14 Perspectives on Special Issues in Language and Literacy ; Looking Back Looking Ahead; Revisiting Your Personal Literacy Story; Who Am I? Who Are My Students?; Who Are the Students at Risks?; At Risk or With Promise ?; Emergent or Early Learners Who Are At Risk; ESL and ESD Learners; Students with Special Needs; Cultural Diversity and Multiple Intelligences; Boys and Girls and Literacy; What Do We Do about Boys Who Are Struggling?; Using Children's Literature to Address Social and Cultural Issues; Advocacy and Political Involvement; Moving On; Resources to Support Your Learning; Glossary; References; Index UR - https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991016413889705161 ER -