Instruction Manual for Language and Literacy Content and Teaching Strategies 7th Edition by Gail Tompkins, Robin Bright, Pamela Winsor ISBN

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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