Parr, Michelann. <br/><br/>
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. 
<br/><br/>Includes glossary, references and index. 
<br/><br/>''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<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/> CHAPTER 2 From Independent Literacy Learners to Lifelong Teachers of Literacy<br/>  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/> CHAPTER 3 Literacy as a W.O.R.L.D. View <br/>  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/> CHAPTER 4 Literacy Learning as a Seamless Progression<br/>  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/> CHAPTER 5 The Oral Tradition: Literacy Through Talk<br/>  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/> CHAPTER 6 Starting with Story: Literacy through Literature <br/>  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 CHAPTER 7 Literacy through Creative Expression<br/>  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 CHAPTER 8 Reading the Word: Solving the Puzzle<br/>  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<br/>  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 CHAPTER 10 L is for Literacy: Set and Techniques from A to Z<br/>  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<br/>  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<br/>  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<br/>  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 
<br/><br/><label>ISBN: </label>0470837756 (pbk) 9780470837757 (pbk) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Language arts.<br/>English Language--Study and teaching.