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008			060512s2007 onca |01 eng
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035			_a(CaOOAMICUS)000033176223
040			_aCaOSTCB _beng _cJCRC
100	1		_aParr, Michelann.
245	1	0	_aTeaching the Language Arts : _bEngaging Literacy Practices / _cMichelann Parr, Terry Campbell.
250			_a1st Ed.
260			_aToronto : _bJohn Wiley and Sons Canada, _c2007.
300			_axiii, 608 p. : _bill. ; _c24 cm.
504			_aIncludes glossary, references and index.
505			_a''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			_aTABLE OF CONTENTS:
505			_aCHAPTER 1 Understanding Ourselves as Literate Beings: Constructing Our Own Stories _tLooking Back, Looking Ahead _tStories to Learn From: Exploring Our Experiences _tEngaging Literacy Learners: Our Goals for You _tListening to Learn _tSpeaking _tReading _tWriting _tViewing _tRepresenting _tConstructing Our Stories _tStories to Live By _tTaking Our Stories into the Classroom _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 2 From Independent Literacy Learners to Lifelong Teachers of Literacy _tLooking Back, Looking Ahead _tHow Do Literacy Teachers Use What They Know about Themselves as Literacy Learners? _tWhat Do Literacy Teachers Know about Models of Learning? _tSocio-Cultural Learning Theory _tConstructivist Learning Theory _tWhat Do Literacy Teachers Know about Curriculum, Instruction, and Assessment? _tWhat Do Literacy Teachers Know about Literature? _tWhat Do Literacy Teachers Understand about Literacy and Themselves as Literacy Learners? _tWhat Do Literacy Teachers Know about Learners? _tOur Image of the Lifelong Literacy Teacher _tYour Lit-Folio _tWhat Is A Lit-Folio? _tThe Lit-Folio Process _tBenefits of Lit-Folios _tManaging Lit-Folios in the Classroom _tMoving On _tResources Support Your Learning
505			_aCHAPTER 3 Literacy as a W.O.R.L.D. View _tLooking Back, Looking Ahead _tProblematizing Literacy _tProblematizing Literacy _tProblematizing Literacy _tO for Orality _tR for Re-Vision _tL for Literacies _tD for Discussions _tClassrooms with W.O.R.L.D. Views _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 4 Literacy Learning as a Seamless Progression _tLooking Back, Looking Ahead _tHow Does Language Develop? _tHow Does Oral Language Develop? _tLanguage Systems Become Cueing Systems _tA Seamless Progression from Orality to Literacy _tConditions for Language Learning _tContinuum of Literacy Development: From Orality to Literacy _tHow ls Oral Language Used in the Real World? _tWhat Functions Does lt Serve? _tPurposes and Functions of Language _tListening: The Neglected Art _tResources to Support Your Learning
505			_aCHAPTER 5 The Oral Tradition: Literacy Through Talk _tLooking Back, Looking Ahead _tThe Importance of Talk in the Classroom _tWhy Should Talk Be Explicitly Taught? _tWhat Is A "Real Discussion"? _tWhy Must Talk Occur ln Authentic Contexts? _tWhat Does Research Tell Us about Discussion? _tDeeper Literacy Understanding _tImproved Communication Skills _tEnhanced Aesthetic Enjoyment _tIncreased Cognitive Skills _tThe Role of the Teacher: Balancing Good Pedagogy and Student Independence _tWhat Do Research Reports Conclude about How Student Discussion ls Influenced by Leadership? _tGood Talk about Good Books: Literature Circles and Grand Conversations _tWhy Use Storytelling in the Classroom? _tStorytelling Activities for the Classroom _tNotes on Assessment _tSelf-Assessment through Meta-Talk _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 6 Starting with Story: Literacy through Literature _tLooking Back, Looking Ahead _t Why Story? _tReading Achievement _tOral Language Development _tWriting _tClassroom Community _tWhy High-Quality Children's Literature? _tQualities of First-Rate Children's Literature _tWho Decides? _tCensorship and Teacher Censorship through Selection _tCulturally Diverse Literature _tLiterature Selection and Genres _tGenres Chart _tReading Aloud _tSketch to Stretch _tThinking Aloud _tReader Response Activities _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 7 Literacy through Creative Expression _tLooking Back Looking Ahead _tHow Is Creative Expression Important to Literacy _tMultiple Ways of Knowing _tThe Magic of Poetry _tReading and Writing Poetry _tPoetic Forms: Poetry and the Magic of Transforming _tPerforming Poetry: Connections btw Poetry and Drama _tStory Drama: One Way to Integrate Litterature and Language Study, Drama, and Storytelling _tWhat is Drama ? _tWhat is Storytelling ? _tConditions for Drama and Storytelling ? _tWhat about Assessment ? _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 8 Reading the Word: Solving the Puzzle _tLooking Back, Looking Ahead _tConceptualizing Reading: The Search for Meaning _tIndividual Readers, Multiple Puzzles _tReading as a Transactional Process among Reader, Text, Author, and Reading Community _tSolving the Reading Puzzle: A Matter for Developping _tStrategies and Making Connections _tThe Role of the Reader _tThe Reader as the World-Solver _tMaking Sense of the Research on Word-Solving _tThe Link to Comprehension _tThe Reader as Concept Builder
505			_aCHAPTER 9 Reading Practices _tLooking Back Looking Ahead _tModelled Reading _tRead Alouds _tRevisiting Think Alouds _tExtending Think Alouds to Understand _tCharacter _tEvaluation and Assessment of Read Alouds and Think Alouds _tShared Reading _tIntroduction to Shared Reading _tSelecting Texts for Shared Reading _tEvaluation and Assessment in Shared Reading _tInteractive Reading _tGuided Reading _tIntroduction to Guided Reading _tEssential Elements of Guided Reading _tSelecting Texts for Guided Reading _tEvaluation and Assessment in Guided Reading _tManaging Guided Reading with Literacy Centres _tIndependent Reading _tReader's Workshop _tEssential Elements of Readers' Workshop _tAssessment in Readers' Workshop _tLiterature Circles _tEssential Elements of Literature Circles _tDay-by-Day Training Using Short Stories, Picture _tBooks, Poetry, and Literature Circles _tDay-by-Day Training Using Short Stories, Novel Sets, and Reader Response Journals Literary Conversations _tEvaluation and Assessment of Literature Circles and Literary Conversations _tReading from an Efferent Stance: Special Considerations _tEvaluation and Assessment of Content Area Reading _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 10 L is for Literacy: Set and Techniques from A to Z _tLooking Back Looking Ahead _tTeaching for Effective Strategy Use _tABC Bookmaking _tAnticipation Guides _tAuthor's Chair _tBook Talks _tChoral Reading _tCloze Procedure _tDirected Reading - Thinking Activity _tElkonin Boxes _tExpository Text Strategies _tFive-Finger Book Test _tGoldilocks Strategy _tGraphic Organizers _tHome-School Connections _tIntegrated Units _tJournals _tKeys to Comprehension in Reading a Writing _tLiteracy Cafés _tMore Cloze Procedures _tMultiple Intelligence Responses in Reading and Writing _tMusic and Literacy _tNovel in a Day _tOratory or Public Speaking _tPoetry Surfing and Other Pre-Reading Strategies for the Content Areas _tPoetry Gallery _tQ-A Relationships (QAR) _tQuestioning the Author (QtA) _tR.A.F.T Writing _tReciprocal Teaching _tSQ3R: Survey-Question-Read Actively-Recite-Review _tTeaching with Twin Texts or Text Sets _tU.S.S.R _tVisualization (Forming Mental Images) _tVocabulary Work _tWard Splashes _tWard Walls _tExtremely Engaging Ways to Teach Story _tElements and Respond to Text _tYearn to Read _tZeroing in on Reading Strategies _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 11 Teaching and Learning Writing _tLooking Back Looking Ahead _tWhat Is Important for Teachers to Know about Writing? _tWhat Is Writing? _tWriting and Reading: Principles of Literacy _tLearning Applicable to Learning How to Write and to Read _tHow Do These Principles Influence How We Teach Writing? _tLearning to Write through Apprenticeship _tApproximation: Keeping in Mind the Way Young Children Learn _tResponse: How Can We Respond to Encourage Student Writers? _tThe Art of Writing Conference _tModelling or Demonstration: Showing Writers How It's Done _tConcepts about Text Best Taught through Modelling _tThe Reading-Writing Connection: Reciprocity _tAdvantages of Learning to Write as One Becomes a Reader _tReading and Writing: Fostering the Connection _tHow Do the Connections between Reading and Writing Inform Our Instruction? _tFour Ways to Foster Student Awareness of the Reading-Writing Connection _tUsing Writing in Reading Instruction _tAdvantages of Writing: Beyond the Classroom Walls _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 12 Real Writers Writing _tLooking Back Looking Ahead _tPriciples of Good Practice in Teaching _tWriting _tTen Principles of Best Practice in Writing _tWriting Instruction _tModelled Writing _tShared Writing _tInteractive Writing _tGuided Writing _tIndependent Writing _tThe Writing Process or Cycle _tPrewriting/ Rehearsal _tDrafting _tRevising _tEditing _tPublishing _tWriters' Worshop: A Time and Place for Writing _tEssential Elements of Writers' Workshop _tAssessment in Writers' Workshop _tSpelling and Word Study _tHow Do Children Learn to Spell ? _tTeaching Grammar in the Context of Writers' and Readers' Workshops _tWhat Is Grammar? _tWhy Teach Grammar? _tHow Do We Teach Grammar? _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 13 _tLooking Back Looking Ahead _tConceptualizing Critical Literacy _tConceptualizing Text _tThe Role of the Reader _tThe Role of the Teacher _tCritical Inquiries Across Grades _tKindergarten Literacy Events at the Donut House _tGrade 1: Opening Spaces with Picture Books _tGrade 2: Written Conversations as Inquiry _tGrade 3: Connecting Writers' Workshop and Critical Inquiry _tGrade 4: Connecting Critical Inquiry and Readers' Workshop _tGrade 5: ''Having a Go'' at Social Action through Drama and Poetry _tGrade 6: Critical Inquiry through Popular Culture _tMultimedia, Perspective, and Education _tUnderstanding Code-Breaking Practices for a Range of Multimedia Genres _tTelevision Awareness _tVideo Game Discourse _tVisual Texts: More than Meets the Eye _tAdvertisements: Print and Visual Performance Texts _tMoving On _tResources to Support Your Learning
505			_aCHAPTER 14 Perspectives on Special Issues in Language and Literacy _tLooking Back Looking Ahead _tRevisiting Your Personal Literacy Story _tWho Am I? Who Are My Students? _tWho Are the Students at Risks? _tAt Risk or With Promise ? _tEmergent or Early Learners Who Are At Risk _tESL and ESD Learners _tStudents with Special Needs _tCultural Diversity and Multiple Intelligences _tBoys and Girls and Literacy _tWhat Do We Do about Boys Who Are Struggling? _tUsing Children's Literature to Address Social and Cultural Issues _tAdvocacy and Political Involvement _tMoving On _tResources to Support Your Learning
505			_aGlossary
505			_aReferences
505			_aIndex
650		6	_aLanguage arts.
650		6	_aEnglish Language _xStudy and teaching.
700	1		_aCampbell, Terry, _d1951-
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991016413889705161 _zCheck the UO Library catalog.
942			_2z _cBK