Instruction Manual for Language and Literacy Content and Teaching Strategies 7th Edition by Gail Tompkins, Robin Bright, Pamela Winsor – Ebook PDF Instant Download/Delivery: 0134433882 , 9780134433882
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ISBN 10: 0134433882
ISBN 13: 9780134433882
Author: Gail Tompkins, Robin Bright, Pamela Winsor
Language Arts: Content and Teaching Strategies provides a useful resource to teachers as they face the complexities of literacy instruction in today’s classrooms. Both pre-service and in-service teachers will find this text a valuable addition to their professional libraries. For pre-service teachers who will work with students in kindergarten through grade 8 classrooms, this text offers a consistent model of instruction that will help them become knowledgeable about language learning and guide the many instructional decisions they will make. For experienced in-service teachers, this text provides a rich array of strategies and ideas that they can adapt to suit their personal instructional styles. The seventh Canadian edition of Language Arts features updated Canadian research and Canadian content, including culturally diverse Canadian literature. This edition also offers pre-service and in-service teachers new ideas for differentiating instruction to meet the needs of every student.
Language and Literacy Content and Teaching Strategies 7th Table of contents:
Chapter 1 Learning and the Language Arts
Learning Outcomes
How Children Learn
The Process of Learning
Learning Strategies
Social Contexts of Learning
Implications for Learning the Language Arts
Language Learning and Culture
The Four Language Systems
The Phonological System
The Syntactic System
The Semantic System
The Pragmatic System
Culturally and Linguistically Diverse Students
Bilingual Students and English Language Learners (ELL)
Valuing Students’ First Language
Learning a Second Language
Teaching Culturally and Linguistically Diverse Students
What Is Literacy?
Integrating Technology
Teaching and Using Multiliteracies
Critical Literacy
The Teacher’s Role
Culture, Gender, and Social Contexts
The Six Language Arts
Listening
Speaking
Reading
Writing
Viewing
Visually Representing
Relationships among the Language Arts
Review
Theory to Practice
Literacy in Action Chapter 2: Critical Thinking about Characters
Procedure
Assessment
Adaptation
Reflection
Chapter 2 Teaching the Language Arts
Learning Outcomes
A Paradigm for Language Arts Instruction
A Community of Learners
Motivation for Learning
Language Arts Strategies and Skills
A Teaching Strategy
Language-Rich Classrooms
The Physical Arrangement
Language Arts Programs
Children’s Literature
Formats and Genres of Children’s Literature
Picture Books
Chapter Books
Informational Books
Poetry Books
Culturally Diverse Literature
Culturally Conscious Literature
Literature Featuring First Nations, Métis, and Inuit Peoples
Literature Featuring Diverse Cultural Groups (Transcultural Literature)
Engaging and Respecting All Students
Balanced Instructional Frameworks
Resource-Based Units
Theme Study Units
Inquiry-Based Units
Readers and Writers Workshops
Readers Workshop
Writers Workshop
The Teacher’s Role
Establishing a Community of Learners
What about Teaching?
Differentiating to Meet the Needs of Every Student
Students with Specific Learning Disabilities
Students with Delayed Cognitive Skills
Students with Behaviour Disorders
Students with Language Disorders
Students with Attention Deficit/Hyperactivity Disorder
Students Who Are Learning English as an Added Language
Students Who Are Gifted
Review
Theory to Practice
Literacy in Action Chapter 3: Reading and Writing Connections
Procedure
Assessment
Reflection
Chapter 3 Emergent Literacy
Learning Outcomes
Fostering Young Children’s Interest in Literacy
Written Language Concepts
Concept of a Word
Environmental Print
Dramatic Play Centres
Alphabet Concepts
The Alphabetic Principle
Letter Names
Phonemic Awareness
Phonics
Young Children Become Readers
Read-Aloud
Shared Reading
Predictable Books
Big Books
Guided Reading
Language Experience Approach
Inviting Others to Support Children’s Literacy Development
Cross-Age Reading Buddies
Travelling Bags of Books
Young Children Become Writers
Assessment of Writing
Review
Theory to Practice
Literacy in Action Chapter 4: Literacy Is a Family Thing
Procedure
Assessment
Adaptation
Reflection
Guidelines for LIFT Book Bags
Chapter 4 Listening and Speaking in the Classroom
Learning Outcomes
Listening in the Classroom
The Listening Process
Purposes for Listening
Discriminative Listening
Aesthetic Listening
Efferent Listening
Critical Listening
Teaching Listening Strategies
Aesthetic Listening
Strategies for Aesthetic Listening
Reading Aloud to Students
Teaching Aesthetic Listening
Steps in Reading Aloud to Students
Minilessons on Aesthetic Listening
Assessing Students’ Aesthetic Listening
Efferent Listening
Strategies for Efferent Listening
Teaching Efferent Listening
Minilessons on Efferent Listening
Presenting Information So It Is Understood
Assessing Students’ Efferent Listening
Differentiating to Meet the Needs of Every Student
Speaking in the Classroom
Talking in Small Groups
Guidelines for Talking in the Classroom
Beginning the Conversation
Keeping the Conversation Going
Ending the Conversation
Types of Conversations
Teaching Students to Talk in Small Groups
Minilessons on Speaking
Differentiating to Meet the Needs of Every Student
Assessing Students’ Talking Abilities
Aesthetic Talking
Conversations about Literature
Steps in Literature Circles
Benefits of Literature Circles
Efferent Talking
Talking during Theme Study Units
Questioning Strategies
K-W-L Charts
Sharing Time
Guidelines for Speakers and Listeners
Assessing Sharing Time
Oral Reports
Reports of Information
Book Talks and Other Reviews
Assessing Students’ Oral Reports
Interviews
Steps in Conducting Interviews
Assessing Students’ Interviews
Debates
Impromptu Debates
Formal Debates
Review
Theory to Practice
Literacy in Action Chapter 5: Non-Fiction Writing in Grade Three
Procedure
Assessment
Adaptation
Reflection
Chapter 5 The Reading and Writing Processes
Learning Outcomes
The Reading Process
Aesthetic and Efferent Reading
Stage 1: Prereading
Choosing Books
Activating Background Knowledge
Setting Purposes
Planning for Reading
Stage 2: Reading
Shared Reading
Guided Reading
Independent Reading
Buddy Reading
Reading Aloud to Students
Stage 3: Responding
Writing in Reading Logs
Participating in Grand Conversations
Stage 4: Exploring
Rereading the Text
Examining the Author’s Craft
Focusing on New Vocabulary Words
Participating in Minilessons
Stage 5: Extending
Teaching the Reading Process
Word Identification
Vocabulary
Comprehension
Fluency
In Resource-Based Units
In Theme Study and Inquiry-Based Units
In Readers Workshop
Differentiating to Meet the Needs of Every Student
The Writing Process
Stage 1: Prewriting
Choosing a Topic
Considering Purpose
Considering Audience
Considering Form
Generating and Organizing Ideas for Writing
Stage 2: Drafting
Stage 3: Revising
Rereading the Draft
Sharing the Draft in Writers Groups
Making Revisions
Conferencing with the Teacher
Stage 4: Editing
Getting Distance from the Writing
Proofreading to Locate Errors
Correcting Errors
Stage 5: Publishing
Making Final Copies
Sharing Writing
Teaching the Writing Process
Writing Class Collaborations
Minilessons on the Writing Process
In Resource-Based Units
In Theme Study Units
In Inquiry-Based Units
About Writers Workshop and Writing Process
The Author’s Craft
Trait 1: Ideas.
Trait 2: Organization.
Trait 3: Voice.
Trait 4: Word Choice.
Trait 5: Sentence Fluency.
Trait 6: Conventions.
Linking the Six Traits to the Writing Process
Differentiating to Meet the Needs of Every Student
Connections between the Reading and Writing Processes
Comparing the Two Processes
Classroom Connections
Other Considerations in Teaching Reading and Writing Processes
A Balanced Approach
Gender Differences in Reading and Writing
Assessing Students’ Reading and Writing
Monitoring Students’ Progress
Classroom Observations
Anecdotal Notes
Conferences
Checklists
Miscue Analyses
Running Records
Informal Reading Inventories
Implementing Portfolios in the Classroom
Collecting Work in Portfolios
Assigning Grades
Assignment Checklists
Rubrics
Large-Scale Formal Assessment
Review
Theory to Practice
Literacy in Action Chapter 6: Short Story Writing
Procedure
Assessment
Adaptation
Reflection
Chapter 6 Reading and Writing Narrative Text
Learning Outcomes
Concept of Story
Elements of Story Structure
Plot
Characters
Setting
Point of View
Theme
Teaching Students about Stories
Minilessons on Stories
Differentiating to Meet the Needs of Every Student
Assessing Students’ Concept of Story
Reading Stories
Strategies for Reading
Intertextuality
Teaching Stories
Assessing Students’ Understanding of Stories
Writing Stories
Writing Retellings
Innovations
Sequels
Genre Stories
Assessing the Stories Students Write Using Rubrics
Story Elements
Writing Traits and Assessment
Personal Writing: Journals and Blogs
Personal Journals
Classroom Blogs
Dialogue Journals
Reading Response Journals
Double-Entry Journals
Simulated Journals
Exploring Poetry—Playing with Words
Chanting
Experimenting with Rhyme
Other Poetic Devices
Comparison
Alliteration
Onomatopoeia
Repetition
Reading Poetry
Teaching Students to Read Poems
In Readers Workshop
In Resource-Based Units
In Theme Study Units
Assessing Students’ Experiences with Poems
Writing Poetry
Formula Poems
“I Wish …” Poems
Colour Poems
Five-Senses Poems
“If I Were …” Poems
Definition Poems
Acrostic Poems
Free-Form Poems
Concrete Poems
Found Poems
Syllable- and Word-Count Poems
Haiku
Tanka
Cinquain
Diamante
Rhymed Verse Forms
Limericks
Teaching Students to Write Poems
In Writers Workshop
In Resource-Based Units
In Theme Study Units
Differentiating to Meet the Needs of Every Student
Assessing Poems That Students Write
Review
Theory to Practice
Literacy in Action Chapter 7: Changing Information into Knowledge
Procedure
Assessment
Reflection
Chapter 7 Reading and Writing Expository Text
Learning Outcomes
Types of Informational Books
Expository Text Structures
Description
Sequence
Comparison
Cause and Effect
Problem and Solution
Teaching Students to Read and Learn from Expository Text
Mapping
SQ4R: Survey, Question, Read, Recite, Review, Reflect
Reading Content-Area Textbooks
Reading and Writing Digital Text—A Special Form of Expository Text
Assessing Students’ Use of Expository Text Structures
Reports
Young Children’s Reports
Collaborative Reports
Individual Reports
Teaching Students to Write Reports
Multigenre Projects
Assessing Students’ Reports and Projects
Letters
Writing Letters
Letters to Authors and Illustrators
Simulated Letters
Email and Text Messages
Assessing Students’ Letters
Differentiating to Meet the needs of Every Student
Review
Theory to Practice
Literacy in Action Chapter 8: Integrating Technology into Performance Tasks
Procedure
Assessment
Adaptation
Reflection
Chapter 8 Words, Their Meanings, and the Tools to Use Them: Grammar, Spelling, Handwriting, and Word Processing
Learning Outcomes
Words and Their Meanings
Root Words and Affixes
Synonyms and Antonyms
Homonyms
Multiple Meanings and Ambiguity
Idioms and Metaphors
Sources of New Words
Teaching Students about Words
Word Walls
Word-Study Activities
Minilessons on Word Meanings
Differentiating to Meet the Needs of Every Student
Assessing Students’ Use of Words
Grammar
Why Teach Grammar?
Grammatical Concepts
Parts of Speech
Parts of Sentences
Types of Sentences
Usage
Teaching Grammar in the Elementary Grades
Teaching Grammar through Reading
Teaching Grammar through Writing
Minilessons and Other Grammar Lessons
Differentiating to Meet the Needs of Every Student
Assessing Students’ Knowledge about Grammar
Spelling
Children’s Spelling Development
Invented Spelling
Stages of Spelling Development
Emergent Spelling
Letter Name–Alphabetic Spelling
Within-Word Spelling
Syllables and Affixes Spelling
Derivational Relations Spelling
Teaching Spelling in the Elementary Grades
Components of the Spelling Program
Weekly Spelling Tests
Differentiating to Meet the Needs of Every Student
Assessing Students’ Progress in Spelling
Handwriting
Handwriting Forms
Manuscript Handwriting
Cursive Handwriting
D’Nealian Handwriting
Teaching Handwriting in Kindergarten and the Elementary Grades
Transition to Cursive Handwriting
Left-Handed Writers
Planning Handwriting Instruction
Minilessons on Handwriting
Elements of Legibility
Differentiating to Meet the Needs of Every Student
Assessing Handwriting
Word Processing in the Elementary Grades
Review
Theory to Practice
Literacy in Action Chapter 9: Writing Our Class Story
Procedure
Assessment
Adaptation
Reflection
Chapter 9 Viewing and Visually Representing
Learning Outcomes
Visual Literacy
Media Literacy
The Viewing Process
Steps in the Viewing Process
Purposes for Viewing
Teaching Viewing Strategies
Critical Viewing and Listening
Persuasion and Propaganda
Strategies for Critical Viewing and Listening
The Visually Representing Process
Purposes for Visually Representing
Integrating Representation Strategies
Teaching Critical Listening, Viewing, and Visually Representing
Differentiating to Meet the Needs of Every Student
Assessing Students’ Critical Viewing and Visually Representing
Review
Theory to Practice
Literacy in Action Chapter 10: Meaningful Connections between Visual Art and Literature
Procedure
Assessment
Adaptation
Reflection
Chapter 10 The Language Arts and the Fine Arts
Learning Outcomes
Integrating the Fine Arts
Reasons for Integrating the Fine Arts with the Language Arts
The Language Arts and Visual Art
The Language Arts and Music
The Language Arts and Drama
Readers Theatre
Story Vines
Story Dramas
Tableaux
Socio-dramatic Play (Role-Play)
The Language Arts and Dance
Review
Theory to Practice
Literacy in Action Chapter 11: A Literacy Journey Around the Globe
Procedure
Assessment
Adaptation
Reflection
Chapter 11 Putting It All Together
Learning Outcomes
Resource-Based Units
How to Develop a Resource-Based Unit
Step 1: Select the Literature
Step 2: Begin to Develop a Series of Lesson Plans or Unit Plan
Step 3: Identify Language Arts Strategies and Skills (Curriculum) to Teach during the Unit
Step 4: Locate Multimedia Materials and Websites Related to the Unit
Step 5: Incorporate Activities Employing All Six Language Arts
Step 6: Coordinate Grouping Patterns with Activities
Step 7: Create a Time Schedule
Step 8: Plan for the Assessment of the Resource-Based Unit
A Primary-Grade Resource-Based Unit on The Mitten
A Middle-Grade Resource-Based Unit on Deborah Ellis and Her Books
An Upper-Grade Resource-Based Unit on The Crazy Man
Theme Study Units and Inquiry-Based Units
How to Develop a Theme Study Unit or an Inquiry-Based Unit
Readers and Writers Workshops
Establishing a Workshop Environment
How to Set Up a Readers Workshop
Variations of Readers Workshop
How to Set Up a Writers Workshop
Variations of Writers Workshop
Review
Theory to Practice
Appendix A Basic Grammar, Punctuation, and Syntax
Subject–Verb Agreement
The Apostrophe (’)
Commonly Confused Words 1
Commonly Confused Words 2
Appendix B Manuscript and Cursive Handwriting Forms
Glossary
References
Name Index
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