Table of Contents
I. A Philosophy for Teaching the Language Arts 1. Teaching for Communication: An Integrated, Literature-Based Approach to the Language Arts Literature in Action: Walking with Rosie Planning for and Teaching the Language Arts: Developing a Philosophy of Instruction A Balanced, Integrated Language Arts Literature-Based Language Arts The Organization of a Language-Learning Community Creative Planning for Communication in Action A Summary Thought or Two: Teaching for Communication Your Language Arts Portfolio Intermezzo: The Integrated Workshop in a Standards-Oriented Setting II. A Knowledge Base for Teaching the Language Arts 2. Diversity in the Multicultural, Inclusive Classroom: Meeting the Social and Language Needs of All Children A Learning Community in Action: Preserving Habitats: A Thematic Unit Language Arts for All Children Children with Behavior Impairments Children with Diverse Language and Cultural Backgrounds Children Who Speak Variant Forms of English Children Who Bring a Learning Disadvantage or Disorder Academically Talented Children Children with Sensory Impairments Children with Speech Problems Continuous Assessment of Children as Language Users A Summary Thought or Two: Diversity in the Multicultural, Inclusive Classroom Your Language Arts Portfolio 3. Language and Children's Early Language Development: Social Interaction--The Key Language Learning in Action: Mushrooms Now How Young Children Learn to Communicate and Think How Children Develop Language Facility How Children Learn About Language A Summary Thought or Two: Language and Children's Early Language Development Your Language Arts Portfolio 4. Literature for Life: Journeying into and with Books A Literature Conversation in Action: Racing Life with Willy Ways to Analyze Children's Stories--Qualities That Trigger Responses Bringing Children and Books Together A Summary Thought or Two: Literature for Life Your Language Arts Portfolio Intermezzo: A Literary Journey III. From Oracy into Literacy 5. Listening for Meaning: Learning to Listen and Listening to Learn Listening in Action: Getting at the Root of Conflict Listening and Learning Informational, or Literal, Listening Listening to Interpret Listening Critically Listening Aesthetically A Summary Thought or Two: Listening for Meaning Your Language Arts Portfolio 6. Oral Expression: The Classroom as a "Talking-Place" A Talking-Place in Action: Dramatizing "The Three Billy Goats Gruff" Storytelling and Dramatics: Let's Make a Story Together... Choral Speaking: Let's Do a Poem Together... Conversations: Let's Talk Together About... Reports: Let Me Tell You About... Assessing Children's Growth as Oral Language Users A Summary Thought or Two: Oral Expression Your Language Arts Portfolio 7. Oral Language as a Bridge into Literacy and Higher-Order Thought: The Integrated Language Arts Language Experiencing in Action: Billy Goat Language Experiencing: Looking, Talking, and Writing Interactively Vocabulary Development Through Contextually Relevant Word Study Collaborative Workshops: Clarifying Ideas Through Talking and Writing Collaborative Workshop in Action: The Lorax A Summary Thought or Two: Oral Language Activity as a Bridge into Literacy and Higher-Order Thought Your Language Arts Portfolio Intermezzo: CPR in the Classroom: An Oral Communication Unit IV. Literacy for the Twenty-First Century 8. Reading with Meaning: Becoming Literate Reading/Writing in Action: From Communication Circle into Reading-Writing Workshop Decoding/Encoding in a Balanced Literature-Based Language Arts Comprehension: Interacting and Constructing Meaning with Text Study Strategies and Content-Area Reading and Writing Sustained Silent Reading and Library Visits A Summary Thought or Two: Reading with Meaning Your Language Arts Portfolio 9. Writing as Idea Making: Creating Within a Variety of Genres Workshop in Action: Journals, Idea Clusters, and Other Ways to Make Ideas During Workshop Idea Making in Action Idea Making and Emergent Writing Expanding Writing Horizons Making Ideas by Writing and Reading Prose Making Ideas by Writing and Reading Poetry A Summary Thought or Two: Writing as Idea Making Your Language Arts Portfolio 10. Writing Processes in a Workshop Environment: The Child Writer as Author Interactive Writing in Action: The Desert Organizing for Process Writing Reading and Listening Like a Writer Rehearsing for Story and Informational Writing Drafting Revising and Editing Sharing and Publishing: The Child Writer as Author Observing, Profiling, and Assessing Children as Authors A Summary Thought or Two: Writing Processes in a Workshop Environment Your Language Arts Portfolio 11. Writing, Language Conventions, and Grammar: Managing Word and Sentence Patterns in Writing Languaging in Action: Revising Sentences--A Mini-Lesson Writing, Language Conventions, and Grammar Controlling the Sentence Managing Other Conventions of Written Language Grammar: Describing the Language A Summary Thought or Two: Language Conventions and Grammar Your Language Arts Portfolio 12. Spelling, Dictionary Use, and Handwriting: Tools of the Editor's Craft Spelling in Action: Spelling Patterns and Writing What We Know About Spelling Development Introducing Children to the Logic of English Spelling Making Spelling Speculation a Meaningful Part of Writing Using the Dictionary Teaching Manuscript Letter Forms to Active Young Writers Handwriting in Action: Introducing Manuscript Letter Forms to Young Children Moving from Manuscript Letter Forms into Cursive Forms Handwriting in Action: Introducing Cursive Letter Forms A Summary Thought or Two: Spelling, Dictionary Use, and Handwriting Your Language Arts Portfolio Coda: Accepting the Invitation Teacher Inquiry Reflecting Back Closing Measures Your Language Arts Portfolio Access Pages: The Teacher's Planning Resource Handbook Caldecott and Newbery Award-Winning Books Dorothy Hennings's Favorite Books for Organizing Literature-Based Units Bibliography of Multicultural Books A Planning Guide for Literature-Based Activities Plans for Literature-Based Units Plans for Extended Lessons Plans for Mini-Lessons Evaluating Computer-Based Literature and Instructional Software Children's References. References. Index
