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Textbook
Teaching the Language Arts: Engaging Literacy PracticesSeptember 2006, ©2007
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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 to Support Your Learning
CHAPTER 3 Literacy as a W.O.R.L.D. View
Looking Back, Looking Ahead
Problematizing Literacy
A W.O.R.L.D. View of Literacy
W for Word
O for Orality
R for Re-Vision
L for Literacies
D for Discourses
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 Is Oral Language Used in the Real World? What Functions Does It 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
About Talk
The Importance of Talk in the Classroom
Why Should Talk Be Explicitly Taught?
What Is A "Real Discussion"? Why Must Talk Occur in Authentic Contexts?
What Does Research Tell Us about Discussion?
Deeper Literary 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 Is Influenced by Leadership?
Good Talk about Good Books: Literature Circles and Grand Conversations
Storytelling
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 between Poetry and Drama
Story Drama: One Way to Integrate Literature 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 of Developing Strategies and Making Connections
The Role of the Reader
The Reader as Word-Solver
Making Sense of the Research on Word-Solving
The Link to Comprehension
The Reader as Concept Builder
Making Sense of the Research on Concept Building
The Link to Comprehension
The Reader as Meaning-Maker
The Reader as Architect
Moving On
Resources to Support Your Learning
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
Essential Elements of 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
Readers' 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: Strategies 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 and Writing
Literacy Cafés
More Cloze Procedures
Multiple Intelligence Responses in Reading and Writing
Music and Literacy
Novel in a Day
Oratory or Public Speaking
Poetic Surfing and Other Pre-Reading Strategies for the Content Areas
Poetry Gallery
Question-Answer 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
Word Splashes
Word 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 the Writing Conference
Modelling or Demonstration: Showing Writers How It's Done
Concepts about Texts 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
Principles 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' Workshop: A Time and a 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 From Critical Inquiry to Critical Literacy
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 Risk?
At Risk or With Promise?
Emergent or Early Learners Who Are At Risk
ESL and ELD 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
CHAPTER 15 Putting Literacy into Practice: Getting Ready for September
Looking Back, Looking Ahead
Putting It All Together
Where to Begin: The Big Picture
Creating Community
Knowing Your School's Culture
Planning the Very First Day
Establishing Routines and Expectations
Gathering and Organizing Resources, Organizational Principles, and Classroom
Set-up
Student Engagement
Colleagues and Collaboration
Assessment and Record Keeping
A Balanced and Comprehensive Language Program Including Language across the
Curriculum
Communication with Family, Parents, and Caregivers
Stories from the Classroom
Getting Ready for Standardized Testing
Stories from the Classroom: Junior Grades
Initiating and Maintaining Communication with Parents, Caregivers, and Families
Catch 'Em Being Great! Michelann's Plan for Managing the Classroom
One Final Summary
Moving On
Resources to Support Your Learning
Glossary
References
Index
- The Cumulative Portfolio Approach stresses the importance of doing and reflecting on learning. Consistent with the experiential and communicative nature of the text, students are encouraged to reflect upon their own development as literacy teachers. This critical reflection will help students see how contemporary and diverse perspectives can be integrated into a practical and professional resource.
- Literacy Notebook is designed for readers to stop, think, and write about the content in question, throughout each chapter. It encourages active learning through reflection and is an excellent starting point for building a teaching portfolio.
- Chapter 10, L is for Literacy: Strategies and Techniques from A to Z provides an alphabetical listing of useful and practical teaching strategies, many of which are discussed throughout the text.
- Chapter 15, Putting Literacy into Practice: Getting Ready for September consists of contributions from first-time as well as seasoned teachers offering practical advice and tips to help students as they embark upon their professional careers.
- Four-colour design! Teaching the Language Arts is the first four-colour language arts text to be published in Canada. The student-friendly pedagogy and design truly benefits from this format, helping to bring language and literacy alive.
Noteworthy Features
- Theory into Practice includes step-by-step instructions and strategies for implementing important theories in the classroom.
- Teacher Talk includes first-hand knowledge from teachers in the field reflecting on strategies incorporated throughout the text.
- Student Teacher Practice consists of insights and reflections on the transition from student to teacher, based upon real student experiences in the classroom.
- A running glossary is integrated throughout the chapters, as well as compiled in full at the end of the text. This enables readers to access the definitions for new terms as they are encountered, freeing them to focus on content and sense-making.
- Extensive lists of resources including professional resources, children’s literature, and websites, are provided to help support students’ learning.
