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12047nam a2200493 a 4500 |
| 001 - CONTROL NUMBER |
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i0470837756 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20230607233531.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
060512s2007 onca |01 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0470837756 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780470837757 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(CaOOAMICUS)000033176223 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
CaOSTCB |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Parr, Michelann. |
| 245 10 - TITLE STATEMENT |
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| Title |
Teaching the Language Arts : |
| Remainder of title |
Engaging Literacy Practices / |
| Statement of responsibility, etc. |
Michelann Parr, Terry Campbell. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st Ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
John Wiley and Sons Canada, |
| Date of publication, distribution, etc. |
2007. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xiii, 608 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes glossary, references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
''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) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
TABLE OF CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CHAPTER 1 Understanding Ourselves as Literate Beings: Constructing Our Own Stories |
| Title |
Looking Back, Looking Ahead<br/> |
| -- |
Stories to Learn From: Exploring Our Experiences<br/> |
| -- |
Engaging Literacy Learners: Our Goals for You<br/> |
| -- |
Listening to Learn <br/> |
| -- |
Speaking |
| -- |
Reading |
| -- |
Writing <br/> |
| -- |
Viewing<br/> |
| -- |
Representing<br/> |
| -- |
Constructing Our Stories<br/> |
| -- |
Stories to Live By<br/> |
| -- |
Taking Our Stories into the Classroom<br/> |
| -- |
Moving On <br/> |
| -- |
Resources to Support Your Learning <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 2 From Independent Literacy Learners to Lifelong Teachers of Literacy<br/> |
| Title |
Looking Back, Looking Ahead <br/> |
| -- |
How Do Literacy Teachers Use What They Know about Themselves as Literacy Learners?<br/> |
| -- |
What Do Literacy Teachers Know about Models of Learning? <br/> |
| -- |
Socio-Cultural Learning Theory<br/> |
| -- |
Constructivist Learning Theory<br/> |
| -- |
What Do Literacy Teachers Know about Curriculum, Instruction, and Assessment?<br/> |
| -- |
What Do Literacy Teachers Know about Literature? <br/> |
| -- |
What Do Literacy Teachers Understand about Literacy and Themselves as Literacy Learners? <br/> |
| -- |
What Do Literacy Teachers Know about Learners?<br/> |
| -- |
Our Image of the Lifelong Literacy Teacher <br/> |
| -- |
Your Lit-Folio<br/> |
| -- |
What Is A Lit-Folio? <br/> |
| -- |
The Lit-Folio Process<br/> |
| -- |
Benefits of Lit-Folios<br/> |
| -- |
Managing Lit-Folios in the Classroom <br/> |
| -- |
Moving On<br/> |
| -- |
Resources Support Your Learning <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 3 Literacy as a W.O.R.L.D. View <br/> |
| Title |
Looking Back, Looking Ahead<br/> |
| -- |
Problematizing Literacy<br/> |
| -- |
Problematizing Literacy<br/> |
| -- |
Problematizing Literacy<br/> |
| -- |
O for Orality <br/> |
| -- |
R for Re-Vision<br/> |
| -- |
L for Literacies<br/> |
| -- |
D for Discussions<br/> |
| -- |
Classrooms with W.O.R.L.D. Views<br/> |
| -- |
Moving On<br/> |
| -- |
Resources to Support Your Learning<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 4 Literacy Learning as a Seamless Progression<br/> |
| Title |
Looking Back, Looking Ahead<br/> |
| -- |
How Does Language Develop?<br/> |
| -- |
How Does Oral Language Develop? <br/> |
| -- |
Language Systems Become Cueing Systems<br/> |
| -- |
A Seamless Progression from Orality to Literacy<br/> |
| -- |
Conditions for Language Learning<br/> |
| -- |
Continuum of Literacy Development: From Orality to Literacy<br/> |
| -- |
How ls Oral Language Used in the Real World? <br/> |
| -- |
What Functions Does lt Serve?<br/><br/> |
| -- |
Purposes and Functions of Language<br/> |
| -- |
Listening: The Neglected Art<br/> |
| -- |
Resources to Support Your Learning<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 5 The Oral Tradition: Literacy Through Talk<br/> |
| Title |
Looking Back, Looking Ahead<br/><br/> |
| -- |
The Importance of Talk in the Classroom<br/> |
| -- |
Why Should Talk Be Explicitly Taught?<br/> |
| -- |
What Is A "Real Discussion"? <br/> |
| -- |
Why Must Talk Occur ln Authentic Contexts?<br/> |
| -- |
What Does Research Tell Us about Discussion?<br/> |
| -- |
Deeper Literacy Understanding<br/> |
| -- |
Improved Communication Skills<br/> |
| -- |
Enhanced Aesthetic Enjoyment<br/> |
| -- |
Increased Cognitive Skills<br/> |
| -- |
The Role of the Teacher: Balancing Good Pedagogy and Student Independence<br/> |
| -- |
What Do Research Reports Conclude about How Student Discussion ls Influenced by Leadership?<br/> |
| -- |
Good Talk about Good Books: Literature Circles and Grand Conversations <br/> |
| -- |
Why Use Storytelling in the Classroom?<br/> |
| -- |
Storytelling Activities for the Classroom<br/> |
| -- |
Notes on Assessment<br/> |
| -- |
Self-Assessment through Meta-Talk<br/> |
| -- |
Moving On<br/> |
| -- |
Resources to Support Your Learning <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 6 Starting with Story: Literacy through Literature <br/> |
| Title |
Looking Back, Looking Ahead<br/><br/> |
| -- |
Why Story?<br/> |
| -- |
Reading Achievement<br/> |
| -- |
Oral Language Development<br/> |
| -- |
Writing<br/> |
| -- |
Classroom Community<br/> |
| -- |
Why High-Quality Children's Literature?<br/> |
| -- |
Qualities of First-Rate Children's Literature<br/> |
| -- |
Who Decides?<br/> |
| -- |
Censorship and Teacher Censorship through Selection <br/> |
| -- |
Culturally Diverse Literature<br/> |
| -- |
Literature Selection and Genres<br/> |
| -- |
Genres Chart<br/> |
| -- |
Reading Aloud<br/> |
| -- |
Sketch to Stretch <br/> |
| -- |
Thinking Aloud<br/> |
| -- |
Reader Response Activities<br/> |
| -- |
Moving On |
| -- |
Resources to Support Your Learning |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 7 Literacy through Creative Expression<br/> |
| Title |
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 ?<br/> |
| -- |
What is Storytelling ? |
| -- |
Conditions for Drama and Storytelling ?<br/> |
| -- |
What about Assessment ? |
| -- |
Moving On |
| -- |
Resources to Support Your Learning |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 8 Reading the Word: Solving the Puzzle<br/> |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 9 Reading Practices<br/> |
| Title |
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<br/> |
| -- |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 10 L is for Literacy: Set and Techniques from A to Z<br/> |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 11 Teaching and Learning Writing<br/> |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 12 Real Writers Writing<br/> |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 13 |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 14 Perspectives on Special Issues in Language and Literacy<br/> |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Glossary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language arts. |
| 650 #6 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English Language |
| General subdivision |
Study and teaching. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Campbell, Terry, |
| Dates associated with a name |
1951- |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991016413889705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991016413889705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
