Parr, Michelann.
Teaching the Language Arts : Engaging Literacy Practices / Michelann Parr, Terry Campbell. - 1st Ed. - Toronto : John Wiley and Sons Canada, 2007. - xiii, 608 p. : ill. ; 24 cm.
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
0470837756 (pbk) 9780470837757 (pbk)
Language arts.
English Language--Study and teaching.
Teaching the Language Arts : Engaging Literacy Practices / Michelann Parr, Terry Campbell. - 1st Ed. - Toronto : John Wiley and Sons Canada, 2007. - xiii, 608 p. : ill. ; 24 cm.
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
0470837756 (pbk) 9780470837757 (pbk)
Language arts.
English Language--Study and teaching.