Integrating language arts through literature and thematic units
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書誌事項
Integrating language arts through literature and thematic units
Pearson/Allyn and Bacon, c2006
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注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
Integrating the Language Arts Through Literature and Thematic Units is the first textbook to reflect language arts instruction today! Through proven methodology, well-known authors Betty Roe and Elinor Ross harnesses the changes that have occurred in language arts instruction by integrating literature into thematic units to reflect current thinking in the field, by adapting instruction for ELL and special needs learners to reflect the population of today's classrooms, by aligning with IRA/NCTE standards to reflect the movement towards national assessment and teacher accountability, by emphasizing personal reflection to encourage students to make thoughtful choices about effective teaching, and by providing a separate chapter on media literacy to reflect the need for teachers to make instructionally sound choices about the use of media.
目次
1: Integrating the Language Arts: An Introduction.
I. Introduction.
II. The Language Arts.
A. Listening.
B. Speaking.
C. Reading.
D. Writing.
E. Viewing.
F. Visually Representing.
III. The Function of the Language Arts in Communication.
A. Values of Communication.
B. Failures to Communicate.
IV. Interrelationships Among the Language Arts.
A. Relationships Among All Six Language Arts.
1. Thinking.
2. Construction of Meaning.
B. Relationships Among Listening, Speaking, Reading, and Writing.
1. Vocabulary.
2. Grammar and Usage.
C. Relationships Between Listening and Speaking.
D. Relationships Among Listening, Reading, and Viewing.
E. Relationships Among Speaking, Writing, and Visually Representing.
F. Relationships Between Reading and Writing.
V. Integrating Language Instruction Across the Curriculum.
A. Literature as a Vehicle for Integration.
B. Thematic Teaching as a Vehicle for Integration.
Standards for the English Language Arts.
Summary.
2: Literature and Reader Response.
I. Introduction.
II. Literature.
A. Benefits of Literature.
B. Literary Elements.
C. Genres.
1. Fiction.
2. Traditional Literature.
3. Poetry.
4. Nonfiction.
D. Multicultural Literature.
E. Presenting Literature to Children.
1. Selecting Literature.
2. Story Reading and Storytelling.
III. Reader Response.
A. Reader Response Theory.
B. Ways to Respond to Literature.
1. Listening Behavior.
2. Oral Responses to Literature.
3. Written Responses to Literature.
4. Responding through Drama.
5. Responding through Art.
6. Mathematics as a Response.
7. Musical Connections to Literature.
8. Cooking as a Response.
IV. Summary.
3: Vocabulary.
I. Introduction.
II. Concept Development and Word Meanings.
III. Types of Vocabularies.
A. Listening Vocabulary.
B. Speaking Vocabulary.
C. Reading Vocabulary.
D. Writing Vocabulary.
IV. Vocabulary Building.
A. Techniques for Teaching.
1. Categorization.
2. Semantic Feature Analysis.
3. Making Analogies.
4. Structural Analysis.
5. Use of Context Clues.
6. Use of the Dictionary and Thesaurus.
7. Constructing Word Webs.
8. Word-a-Day Campaigns.
9. Building Word Banks.
10. Use of Comic Strips and Cartoons.
11. Dramatization.
12. Storytelling/Story Reading.
13. Computer Applications.
14. Etymology Study.
15. Word Play.
V. Special Types of Vocabulary Terms.
A. Synonyms.
B. Antonyms.
C. Homonyms.
D. Multiple-Meaning Words.
E. Figurative Expressions.
F. Abbreviations.
G. Acronyms.
H. Words That Came from Other Languages.
VI. Classroom Assessment for Vocabulary.
VII. Summary.
4: Early Experiences with Language.
I. Introduction.
II. Language Development for Three-, Four-, and Five-Year Olds.
A. Vygotsky's Theories.
B. Children's Increasing Awareness of Language.
III. Reading Aloud to Children.
A. Importance of Reading Aloud.
B. Book Selection.
C. Procedures for Reading Aloud.
IV. Family Literacy.
A. Family Literacy in the Home.
B. Parent Involvement in the Schools.
C. Structured Family Literacy Programs.
V. Becoming Literate in Preschool and Kindergarten Programs.
A. Developmentally Appropriate Practice.
B. Play.
C. Classroom Environment.
1. Classroom arrangement and management.
2. Group time.
3. Print-rich environment.
VI. Emergent Literacy.
A. Beginning Reading.
1. Phonemic awareness.
2. Print awareness.
3. Learning to read from books.
B. Beginning Writing.
1. Similarities between speech and writing.
2. Invented spelling.
3. Shared writing.
VII. Summary.
5: Developing Listening Proficiency.
I. Introduction.
II. The Listening Process.
III. Importance of Listening.
IV. The Relationship of Listening to Viewing.
V. Types of Listening.
A. Listening for Information.
B. Listening for Interpretation.
C. Listening for Critical Analysis.
D. Listening for Creative Applications.
E. Listening for Enjoyment.
VI. Instruction in Listening.
A. The Role of the Teacher.
1. Modeling Good Listening Behaviors.
2. Preparing Students to Listen.
3. Providing Appropriate Listening Material.
4. Considering the Students.
5. Reinforcing Good Listening Practices.
6. Providing Opportunities for Practice.
B. The Classroom Environment.
C. Materials for Teaching Listening.
D. Strategies for Teaching Listening.
1. Directed Listening-Thinking Activity.
2. Structured Listening Activity.
3. InQuest.
4. Listening-Reading Transfer Strategy.
5. Say Something.
6. Reconstructing the Text.
7. Listening Centers.
8. Other Activities.
VII. Classroom Assessment for Listening Proficiency.
VIII. Summary.
6: Developing Speaking Proficiency.
I. Introduction.
II. Characteristics of Speaking.
III. Oral Language Functions.
IV. Speech Skills.
A. Voice Control.
B. Register.
V. Instruction in Oral Language Expression.
A. Role of the Teacher.
B. The Classroom Environment.
VI. Purposeful Oral Language Activities.
A. Presenting Information.
1. Show-and-Tell.
2. Oral Reports and Demonstrations.
B. Interviewing.
C. Holding Conversations.
D. Participating in Recitations and Discussions.
E. Debates.
F. Brainstorming.
G. Story Reading and Storytelling.
H. Choral Reading/Speaking.
I. Creative Dramatics.
J. Miniperformances.
VII. Classroom Assessment for Listening Proficiency.
VIII. Summary.
7: Developing ReadingProficiency.
I. Introduction.
II. Effective Teaching of Reading.
III. Word Identification.
A. Sight Words.
B. Phonics.
C. Structural Analysis.
D. Context.
E. Dictionary.
F. Teaching Word Identification.
IV. Comprehension.
A. Schema Theory.
B. Metacognition.
C. Reader Strategies.
D. Instructional Strategies.
1. Reciprocal Teaching.
2. Question-Answer Relationships (QAR).
3. Directed Reading-Thinking Activity (DR-TA).
4. Semantic Mapping.
E. Fluency.
V. Approaches and Materials.
A. Language Experience Approach.
B. Basal Reader Approach.
C. Guided Reading.
D. Literature-Based Approaches.
1. Literature Circles.
2. Literature-Based Thematic Units.
3. Reading Workshop.
VI. Summary.
8: Developing Writing Proficiency.
I. Introduction
II. Focuses for Writing Instruction.
A. Emphasis on Communication.
B. Purposeful Assignments.
1. Functional and Creative Writing.
C. Stimuli for Writing.
1. Relating Writing to Personal Experiences and Real Events.
2. Encouraging Imagination.
3. Providing Audiovisual Prompts.
4. Relating Writing to Literature.
5. Creating Needs to Share Information.
6. Encouraging Communication with Friends.
7. Encouraging Communication for Business Purposes.
8. Showing Students How to Write to Learn in the Content Areas.
D. Time for Writing.
E. Encouragement of Risk-taking in Writing.
F. Successful Experiences.
G. Exposure to Good Literature.
1. Reading Like a Writer.
H. Teacher Modeling.
III. The Stages of the Writing Process.
A. Stage One: Prewriting.
1. Selecting and Delimiting a Topic.
2. Rehearsing Ideas for Organization of Material.
3. Considering the Audience for the Writing.
B. Stage Two: Writing a Draft.
1. Encouraging Student Conversations about Their Writing.
2. Holding Brief Teacher Conferences During Drafting.
3. Arranging for Peer Conferences.
C. Stage Three: Revising.
D. Stage Four: Editing.
1. Using Computers to Ease Revision and Editing.
E. Stage Five: Publishing and Sharing.
1. Author's Chair.
2. Web Page Publication.
3. Importance of Voluntary Sharing.
IV. Organizing for Instruction.
V. General Approaches to Writing Instruction.
A. Sustained Spontaneous Writing.
B. Use of Computers.
VI. Classroom Assessment for Writing Proficiency.
VII. Summary.
9: Types of Writing.
I. Writing Stories.
II. Creating Photo Essays.
III. Writing Poetry.
A. Cinquain.
B. Haiku.
C. Free verse.
D. Couplets, Triplets, and Quatrains.
E. Shaped poems.
F. Limericks.
IV. Keeping Diaries or Personal Journals.
V. Dialogue Journals.
VI. Labeling.
VII. Listing.
VIII. Filling Out Forms.
IX. Keeping Records and Logs.
X. Writing Letters.
A. Friendly Letters.
B. E-mail Correspondence.
C. Business Letters.
D. Other Considerations.
XI. Writing Explanations.
XII. Making Written Reports.
A. Collection of Data.
B. Organizing Ideas.
C. Documenting Sources.
D. Attending to Conventions of Written Language (Mechanics).
E. Writing Multigenre Research Papers.
F. Writing to Learn in the Content Areas.
XIII. Classroom Assessment of Written Materials.
10: The Tools of Language.
I. Introduction.
II. Spelling.
A. Nature of Spelling.
1. Spelling and Literacy.
2. Difficulties with Spelling.
B. Development of Spelling.
C. Selecting Words.
D. Spelling Instruction.
1. Modeling Strategies and Procedures.
2. Games and Activities.
E. The Spelling Program.
III. Grammar.
A. What Is Grammar?
B. What Is Usage?
C. How Grammar Develops.
D. Contextualized Teaching of Grammar.
1. Teaching Grammar with Literature.
2. Teaching Grammar with Student Writing.
3. Sentence Combining.
4. Other Ways of Teaching Grammar.
IV. Conventions of Written Language.
A. Punctuation.
B. Capitalization.
C. Proofreading.
V. Handwriting.
A. Handwriting Instruction.
B. Handwriting Systems.
VI. Summary.
11: Visual and Media Literacy.
I. Introduction.
II. Defining Visual and Media Literacy.
III. Visual Literacy Skills.
A. Viewing.
1. Paintings.
2. Wordless Picture Books.
3. Books with Pictures Accompanied by Print.
4. Seeing-Thinking Activities (STAs).
5. Interpreting Other Graphic Aids.
6. Viewing Live Performances.
7. Viewing Television Programs and Videos.
8. Viewing CD-ROM Simulation Programs.
9. Viewing Material on the Internet.
10. Reading E-mail and Chat Room Messages.
B. Visually Representing.
1. Photographs or Drawings.
2. Word Processing.
3. Video Presentations.
4. Developing Multimedia Presentations.
5. Designing Web Pages and Web Sites.
IV. Relating Learning About Media to Standards.
V. Classroom Assessment for Visual and Media Literacy.
VI. Summary.
12: Literacy in the Content Areas.
I. Introduction.
II. Reading and Writing in the Content Areas.
A. Instruction in the Content Areas.
B. Instructional Materials.
C. Science.
1. Science and Literacy.
2. Science Books and Materials.
D. Social Studies and the Arts.
1. Thematic Units in Social Studies.
2. Integrating Social Studies across the Curriculum.
E. Mathematics.
1. Integrating Math and Language Arts.
2. Using Graphs to Record Data.
III. Study Skills.
A. Content Reading Strategies and Procedures.
1. Anticipation Guides.
2. K-W-L.
3. SQ3R.
4. Study Guides.
B. Graphic Organizers.
IV. Conducting Research.
A. Inquiry.
1. The Nature of Inquiry.
2. Implementing an Inquiry Approach to Research.
B. Research.
1. Research Methods.
2. Materials for Research.
3. Reporting the Results.
V. Summary.
13: Assessment and Intervention.
I. Introduction.
II. Overview of Assessment.
III. Authentic, Classroom-Based Assessment.
A. Observations.
1. Checklists.
2. Anecdotal Records.
B. Oral Assessments.
1. Conferences.
2. Interviews.
3. Retellings.
C. Attitude and Interest Inventories.
D. Self-Assessment.
E. Portfolios.
F. Informal Quantitative Measures.
1. Rubrics.
2. Running Records.
3. Informal Reading Inventories.
4. Miscue Analysis.
IV. Assessment in the Language Arts.
A. Emergent Literacy.
B. Vocabulary.
C. Listening.
D. Oral Expression.
E. Reading.
F. Writing.
G. Spelling.
V. Formal Assessment.
A. Standardized Testing.
B. Other Types of Formal Assessment.
1. Criterion-Referenced Tests.
2. Standards-Based Writing Assessment.
VI. Interventions for Struggling Students.
A. Struggling Students.
B. Intervention Strategies.
1. Learning Environment.
2. Family Connections.
3. Viable Organizational Plans.
4. Strategies.
5. Materials.
C. Formal Intervention Programs.
VII. Reporting Progress.
A. Oral Reporting.
B. Written Reports.
VIII. Summary.
14: Thematic Units.
I. Introduction.
II. Overview of Thematic Units.
A. Understanding Thematic Units.
B. Values of Thematic Units.
III. Developing a Thematic Unit.
A. Selecting a Theme.
B. Planning and Implementing a Thematic Unit.
IV. Using Resources.
V. Classroom Assessment of Thematic Units.
VI. Sample Thematic Webs and Units.
A. Web for Thematic Unit on the U.S. Flag.
B. Web for Thematic Unit on A River Ran Wild Thematic Unit on Energy.
C. Thematic Unit on Humpback Whales.
D. Library Literature Unit on Jane Yolen's Works.
E. Thematic Unit on Maniac Magee.
F. Thematic Unit on Biomes of the World.
G. Thematic Unit on the American Revolution.
H. Thematic Unit on Pioneers.
I. Thematic Unit on Insects and Spiders.
J. Thematic Unit on Holes.
VII. Classroom Assessment of Thematic Unit Instruction.
VIII. Summary.
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