Teaching language and literature in elementary classrooms

Teaching Language and Literature in Elementary Classrooms A RESOURCE BOOK FOR PROFESSIONAL DEVELOPMENT This page intentionally left blank Teaching Language and Literature in Elementary Classrooms A RESOURCE BOOK FOR PROFESSIONAL DEVELOPMENT Second Edition Marcia S Popp 2005 LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New Jersey London This edition published in the Taylor & Francis e-Library, 2008 “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” Senior Acquisitions Editor: Assistant Editor: Cover Design: Textbook Production Manager: Full-Service Compositor: Text and Cover Printer: Naomi Silverman Erica Kica Kathryn Houghtaling Lacey Paul Smolenski TechBooks Hamilton Printing Company Copyright C 2005 by Lawrence Erlbaum Associates, Inc All rights reserved No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 www.erlbaum.com Library of Congress Cataloging-in-Publication Data Popp, Marcia S Teaching language and literature in elementary classrooms : a resource book for professional development / Marcia S Popp.—2nd ed p cm Includes bibliographical references and index ISBN 0-8058-5295-6 (pbk.) Language arts (Elementary) Literature—Study and teaching (Elementary) I Title LB1576.P656 2006 372.6 044—dc22 2005012311 ISBN 1-4106-1388-7 Master e-book ISBN For all the teachers in my life: Thank you for a lifetime of inspiration and learning And for my husband: The conversation continues This page intentionally left blank Contents Preface xvii Acknowledgments xxiii CHAPTER ONE Language and Literature in Three Classrooms In This Chapter The Main Idea In the Classroom: Three Teachers’ Views A Kindergarten Classroom: Gail Nave, Summerfield Grade School, Summerfield, Illinois A Third-Grade Classroom: Dr Dick Koblitz, Ralph Captain School, Clayton, Missouri 11 A Fifth-Grade Classroom: Jackie Hogue, Marine School, Marine, Illinois 24 What Research Has to Say About Integrating Language and Content Area Learning Try Out the Chapter Ideas CHAPTER TWO Reading Aloud: Literacy Begins With Listening In This Chapter The Main Idea In the Classroom A Kindergarten Classroom 39 A Primary Classroom 42 An Intermediate Classroom 43 The Importance of Reading Aloud Preparing to Read Aloud in the Classroom Determine the Purpose for Reading Aloud 46 Consider the Experience and Interests of Your Audience Assess the Resources for Reading Aloud 48 1 36 37 39 39 39 39 45 46 47 vii viii Contents Presentation—Reading a Book Aloud Evaluating the Read-Aloud Experience Build Partnerships If This Is Your Situation Reflections (Charles Kamm, Retired Teacher and Principal) A Perspective on Reading Aloud (Jim Trelease, Author) What Research Says About the Benefits of Reading Aloud For Your Personal Library Humor for All Occasions 55 Stories of the World 55 Try Out the Chapter Ideas CHAPTER THREE Independent Reading: Exploring on Their Own In This Chapter The Main Idea In the Classroom A Kindergarten Classroom: Silent Sustained Reading A Primary Classroom: Reviewing Strategies 58 An Intermediate Classroom: Discovering New Books The Importance of Independent Reading Practice Preparation: Independent Reading in the Classroom Introduce the Idea of Independent Reading 64 Create a Comfortable Reading Environment 65 Select a Wide Range of Reading Materials 65 Teach Independent Reading Strategies 66 Model Self-Selection Techniques 66 Use Various Ways to Preview Good Books 67 Don’t Judge a Book by Its Cover 69 Presentation: Manage Independent Reading Time Evaluating Your Independent Reading Program Build Partnerships If This Is Your Situation Reflections (Jackie Hogue, Fifth-Grade Teacher) A Perspective on Independent Reading (John Dewey, Philosopher of Education) What Research Says About Independent Reading For Your Personal Library Try Out the Chapter Ideas 48 50 51 52 53 53 54 55 56 57 57 57 57 57 60 62 63 69 70 71 71 72 72 73 75 75 Contents ix CHAPTER FOUR Creating a Literature Base 77 In This Chapter The Main Idea In the Classroom Pre-Teaching Preparation: The Textbook as Future Reference 77 Student Teaching: Gaining Experience With Books 80 First-Year Teaching: Using Book Clubs 82 The Importance of Creating a Literature Base for Instruction Preparing a Literature Base Kinds of Children’s Literature and Examples 85 Presentation: Using the Literature Base for Instruction Evaluating Children’s Literature: How to Choose the Best Creating an Award-Winning Library 93 Using School Book Clubs Effectively 94 Series Books 95 Series With Substance 98 Helping Students Develop Book Selection Skills 101 Build Partnerships If This Is Your Situation Reflections (Gail Nave, Kindergarten Teacher) A Perspective on School Reading (John Dewey, Philosopher of Education) What Research Says About Selecting High-Quality Literature For Your Personal Library Try Out the Chapter Ideas CHAPTER FIVE Guided Reading 77 77 77 83 84 91 93 101 102 103 103 104 104 105 107 In This Chapter The Main Idea In the Classroom A Kindergarten Classroom—Whole Class Instruction: Big Book 107 A Primary Classroom—Literature Groups: Single Title An Intermediate Classroom—Literature Groups: Multiple Titles 115 The Importance of Guided Reading Preparation: Guided Reading 107 107 107 111 119 120 Subject Index Classroom visitors, 303 Clubs, language/literature learning, 24 Clues, reading aloud, 51 Cluster webs, 298 Colonial lifestyles, 33–35 Color/black & white movies, 316, 317–318 Color blindness, 208–209 Color coding, 208–209 Comfort, penmanship, 216 Common interests, 119, 120, see also Interests Common themes, 120, see also Themes Communication, handwriting goal, 216 Community members, 127, 330–331 Competence, 101, 142, 143 Competitions, 292–293 Composition skills, 54 Comprehension guided reading, 131 independent reading, 74 individual reading conferences, 162, 177 reading aloud, 54 teacher forms/guidelines, 362–363 Computers, 19, 208, 273–274, 287 word processors, 207 Concept learning, 330 traditional versus mini-lessons, 146 Concept level, 270 Conference notebook, 175, 218 Confidence, 162, 206 Conflicts, 229–230, 234, 315, 345 Connections creating and organizing ideas, 285–289 developing content areas, 306 Consensus statement, 241–242, 248–249 Consistency, penmanship, 216 Consultation time, 293 Content analysis, 58 Content area learning, 28, 36–37, 214 Content areas languages of learning evaluating, 301–302 if this is your situation, 303–304 intermediate classroom, 277–284 kindergarten, 268–272 partnership building, 302–303 personal library, 307 perspective, 305–306 preparing for theme activities, 290–293 presentation and exploring ideas and information, 293–299 primary classroom, 272–277 reflections of a teacher, 304–305 391 teacher-directed experiences to assist learning, 299–301 themes, 284–289 what research says about literature, 306 literature base for instruction, 91, 92 writing to create meaning, 206 Content–experience relationships, 20 Context cues, 159 Context, words, 26 Contrast, movies, 316 Controversial topics, 52 Conversations, 120–121, 176–177, 213 Coping strategies, 44–45 Core curriculum, 19, 21 Coretta Scott King Award, 351 Courage theme, 115, see also Themes Creating Classrooms for Authors, 22 Creative children, 292 Creative Classroom: A Guide for Using Creative Drama in the Classroom, PreK–6, The, 335 Creative drama, 235–236, 238–239, 249–250 Creative Drama and Imagination: Transforming Ideas into Action, 264 Creative responses, 294 Creative thinking, 87 Creativity, 148, 149, 318 Cricket, 62 Crispin: The Cross of Lead, 88 Critical listening skills, 256 Critical thinking skills, 249 Critique, books, Cultural respect, 92 Cultural diversity, 19 Culture guided reading, 115–116 individual reading conferences, 163–164 internet search and exploring science, 274 language/literature learning, 14, 15, 16, 17, 31 mini-lessons, 142–143 myth story form and literature base, 86 selection of books for reading aloud, 47–48 speaking/listening, 259, 260 Current events, 27 Curriculum, 6, 28, 23, 223 objectives, 129, 146, 261 Cursive forms, handwriting, 215 Customs, 259 D Daily schedule, language/literature learning flexibility, 20 kindergarten, 6–11 Data charts, 299 392 Subject Index David, 322 Dear Mr Henshaw, 360 Debate, guided reading, 110 Decision making, 303 Decoding, 58, 62, 112 Departmentalized programs, 223 Descriptive words, 200–201 Details, books, 143, 144 Developmental spelling, see Spelling Devil’s Arithmetic, The, 168 Dialects, 260 Diamond in the Window, The, 99 Dictionary independent reading, 67 language/literature learning in third grade, 11, 12, 21 unfamiliar words and guided reading, 112 writing to create meaning, 196 Did You Carry the Flag Today, Charley? 91 Difficulty level, determining, 67 Diorama, 33 Discussion chains, 258–259 Discussion groups, 24–27 Discussion questions, 32–33, see also Questions Discussions, 117–118, 211–212 Display posters, 64–65 Displays, 207, 254 Disruptions, 338–339 Distractions, minimizing, see Learning, minimizing distractions District, objectives, Disturbances, 174 Diversity, 19 Drafts, 19 Dragonwings: Golden Mountain Chronicles, 1903, 256 Drama, 49, 309–313 Drawing, 111, 211, 294, 329 Drawing with Children, 329 Dyslexia, 61, 62 English as a second language (ESL) individual reading conferences, 160–163 presentation of writing activities, 210 simile learning and mini-lessons, 140–141, 142 speaking/listening activities, 259 writing to create meaning, 189, 190–191, 193–194 English Coalition Conference: Democracy Through Language, The, 243 English proficiency, 120, 208, 210 Enormous Crocodile, The, 201 Enormous Egg, The, 202 Environment, 9–10, 36, 63, 64 Errors, 12, 13, 28, 199–200 Eruptive episodes, 339 ESL, see English as a second language Ethnic minorities, 90 Eugene Onegin, 167, 170 Evaluation choosing the best literature, 93–101 guided reading, 126 independent reading program, 70–71 individual reading conferences, 179–180 language/literature learning, 28 learning in content areas, 301–302 learning with journals, 297–298 listening/speaking, 238, 258–260 mini-lessons, 149 play and sharing time, 236 read-aloud experience, 50–51 writing development, 219–221 Events, 86, 192 Exceptions, spelling rules, 14 Expectations, distractions to learning, 338 Experience, Exploratory talk, 243 Explorers, 35, 284 Expression, using, 49, see also Reading aloud Expressionism, 328 E F Early American day, 35 Early primary classrooms, 364–365, see also Primary classrooms Easels, 207–208 Easy reader books, 57, see also Big Books; Picture books; Wordless books Editing exercise, 11–13, 14 emails, 206 Emergencies, 339–340 Emotion, 164, 206 Emotional expression, 35 Encyclopedia, 34 Fables, 86 Facial expressions, 165 Fairy tales, 85–86 Family, 195–196, see also Meaning construction Fantasy, modern, 86–87, 201 Farmer Boy, 24–25 FAST, see Friday Afternoon Sharing Time Favorite books, 79 Feedback, 264 Feelings, expressing, 341 Fiction, 78, 85, 87–88, 115–116 Field trips, 7, 23, 35 Subject Index Fifth grade, 24–36, see also Intermediate classrooms Figurative language, 27, 29, 87, 114, 170 File folder, 216 Fine arts, 314–315 Fine motor skills, 287 First grade, 160–163, 286–287, see also Primary classrooms First reading conference, 176, see also Reading conference, individual First-year teaching, see Teaching Flexibility, 5, 20, 338 Folktales, 9, 85–86, 141 Follow-up, 344 Foods, 40, 42 Foreshadowing, books, 143, 144 Formal assessment, 10–11 Fourth grade, see also Intermediate classrooms art history, 320–323 independent reading, 60–62 theme topics that organize ideas and create connections, 288–289 Fox on the Job, 100 Frank, Anne, 88 Franklin, Benjamin, 34 Freedom, listening/speaking, 239–241 Frequency, independent reading, 62 Fresh approach, disruptive behavior, 342 Friday Afternoon Sharing Time (FAST) book response activities, 359–361 listening/speaking, 235–239, 253–256 presentation, 257 Friendship, The, 351 Friendships, 245 Frog and Toad Are Friends, 100 From the Mixed Up Files of Mrs Basil E Frankweiler, 352 Funding, 207 G Game day, 33 Games, 3, 17–18, 35 Gathering Blue, 81, 82 Genres, 85, 171, 356, 366 Geology, 29 German Boy: A Child in War, 88–89 Gifted students, 292 Giver, The listening/speaking, 239–242, 250 student teaching and gaining experience with books, 80, 81, 82 Glory, 100 Glossaries, 28 393 Goals creating a literature base, 103 guided reading, 122 independent reading, 64, 70 individual reading conferences, 182 language/literature learning, 20 listening/speaking activities, 254 read-aloud experience, 50, 51 Golden Compass, The, 99 Golly Sisters Go West, The, 100 Good Night, Owl, 288 Goosebumps, 97 Government mandates, 129 Governor-General’s Awards for Children’s Literature, 352 Grammar for Teachers: Perspectives and Definitions, 152 Grammar, 12 Grammatical construction, 28–29, 34 Grand conversations, 131, see also Conversations Grandfather’s Journey, 94 Grandparents, 330–331 Graphing skills, 281 Greene Knowe stories, 99 Greeter, role, 232–234 Griswold the traveling bear, 5, 194–195 Group formation, mini-lessons, 147 Guest speakers, 222, 231–234 Guided reading coordination with writer’s workshop, 217 evaluation, 126 if this is your situation, 127–129 importance, 119–120 intermediate classroom, 115–119 kindergarten, 107–111 partnership building, 127 personal library, 132–133 perspectives, 130–131 preparation, 120–122 presentation, 122–126 primary classroom, 111–115 reflections of a teacher, 129–130 using literature base for instruction, 91 what research says, 131–132 Guidelines audience preparation, 256 independent reading, 63 individual reading conferences, 172, 179 individual writing conferences, 217 listening/speaking activities, 239–242, 245, 249, 251, 255–256 mini-lessons, 150 preparation for writing activities, 208 394 H Hall Family Chronicles, 99 Halloween, 274 Handwriting, 186–187, 214–215 Hans Christian Anderson International Medal, 353 Harold and the Purple Crayon, 329 Harry Potter and the Sorcerer’s Stone, 98 Harry Potter books, 98–99 Harry Potter movies, 316, 318 Harvesting Hope: The Story of Cesar Chavez, 351 Hatchet, 115–116, 117 Having Wonderful Ideas, The, 305 Health/safety presentations, 258–259 Hearing, exploring art in reverse, 326–327 Hearing impairment, 23, 42–43, 122, 208 Hearing problems, 179 Hearing support programs, 208 Heartbeat, 89, 327 Heidi, 96 Heritage, 88, 90 High-quality literature, what research says, 104 His Dark Materials trilogy, 99 Historical documents, 280, 281 Historical fiction, 205, 306 Historical societies, 302 Historical time lines, 300 Hobbit, The, 94, 99, 118 Holiday themes, 4, 9, 10 Holocaust, 88, 281 Home-school conversations, 261 Home-school writing, 191, 195 Horn Book, Inc., The, 346–347 Hornbook Magazine, The, 65 House of Dies Drear, The, 247 House of Sixty Fathers, The, 68 How to Get Your Child to Love Reading, 104–105 How to Tape Instant Oral Biographies: Recording Your Family’s Life Story in Sight and Sound, 237, 264 Humor, 55, 112–114, 341 Hypothesis testing, 18 I Ida B, 68–69 Idea sharing, 254, 255 Ideas guided reading, 123 independent reading, 64 language/literature learning, organizing and creating connections, 285–289 student activities to explore and explain, 298–299 using language to explore, 293–299 Identification, characters, 87–88 Subject Index Illustrations awards for children’s literature in the United States, 350 exploring science with literature, 271 guided reading, 108, 113, 119, 121 individual reading conferences, 156, 160, 163 language/literature learning, 3, reading aloud, 40, 41 silent sustained reading, 58 writing to create meaning, 190 Illustrators, Imagination, creative drama, 250 Imagination stories, 269 Imaginative play, 314 In the Tall, Tall Grass, 156 Incidental learning, 142 Inclusion, 179 Independent reading disruptive behavior, 341–342 evaluation, 70–71 if this is your situation, 71–72 importance, 62–63 intermediate classroom, 60–62 kindergarten, 57–58 language/literature learning, 5, minimizing distractions to learning, 338 partnership building, 71 personal library, 75 perspective, 72–73 preparation, 63–69 presentation and time management, 69–70 primary classroom, 58–60 reading aloud, 54 reflections of a teacher, 72 using literature base for instruction, 91 what research says, 73–74 Independent study time, 172, 174, 293–294 Index cards, 60, 61, 67, 208 Indexes, 28 Indigenous people, 280, 283–284 Individual differences, 19 Individual learning, 172, see also Reading conferences Inferences, 25, 121–122, 170 Information modeling, 216 Information processing, 37 Information sharing individual reading conferences class preparation, 173 first grade, 162, 163 kindergarten, 159 sixth grade, 168, 170 language/literature learning, 22, 28, 31 Subject Index teaching independent reading, 66 using language to explore ideas and information, 295 writing to create meaning, 190 Information sources, 291 Information transformation, 295 Informational books, 90–91, 356 Insect unit, 156–158 Insects, 271 Instruction, 83–84, 342 Instructional level, 166 Integrated language, 36–37 Interest bonds, 344 Interest(s) children’s compelling writing, 143 exploring social studies, 280 guided reading, 116, 123 independent reading, 62, 69, 74 individual reading conferences, 159, 160–161, 177–178 language/literature learning, 20, 22, 23, 26, 28 learning to read/write, 225 listening/speaking skills, 234, 245 read-aloud experience, 44, 50, 51 theme activities, 286, 292 using book clubs effectively, 95 writing to create meaning, 190, 191, 204, 205 teacher and dealing with disruptive behavior, 341 Intermediate classroom book previews and listening/speaking activities, 247–248 exercises to express responses to fine arts, 325–329 genre checklist, 356 guided reading, 121, 124–126 guidelines for biographical writing, 358 identifying the genre, 355–356 importance of expression through art, 324–325 reading conference preparation, 357 sample skill checklist, 365 writing skills checklist, 367 International awards, 353 International Reading Association (IRA), 75, 79, 348 Internet building partnerships and creating a literature base, 102 language/literature learning, 16, 31 science theme, 273–274 social studies themes, 278 teacher-directed experiences to assist learning, 300 Internet bookstores, 236, 238 395 Interpretation, 121–122, 162 Interruptions, 158, 174, 344–345 Introductions, mini-lessons, 147 Invented words, 159 Invitations, Involvement, 128–129, 176 IRA, see International Reading Association Irony, 87 Ishi, the Last of His Tribe, 142 Island of the Blue Dolphins, 116, 117, 151, 261, 352 J Jamie and the Angus Stories, The, 351 Jane Adams Children’s Book Award, 351 Japanese Americans, 281 Joey Pizza Swallowed the Key, 100 Journals language/literature learning, 5, 27, 33 writing to create meaning, 196–197, 199 Journey from Peppermint Street, 351 Joyful Learning, Joyful Noise: Poem for Two Voices, 124–125 Judging a book by its cover, 69 Julie of the Wolves, 116, 257 Junior Book of Authors, The, 183 K Kate Greenaway Award, 353 Key words, 187–191, 210 Kid watching, 10 Kindergarten evaluating learning with journals, 297 exercises to express responses to fine arts, 326–329 explore and explain ideas, 299 guided reading, 107–111, 123–124 identifying the genre, 366 importance of expression through art, 325 labeling and universal participation in writing activities, 208 language and literature teaching, 2–11 languages of expression, 309–312 listening/speaking activities, 246, 252, 254 mini-lessons, 138–138 reading aloud, 39–42 sample skills checklist, 364 talking murals, 290 writing activities preparation, 206–207 presentation, 210, 211 Kirkus Reviews, 83, 348 Knots on a Counting Rope, 238 396 Knowledge benefits of reading aloud, 55 developing listening/speaking skills, 243 preparation of literature base, 90–91 KWL, 6, 22, 288 KWLC technique, 34 L Labels, writing activities, 208 Language Arts, 75 Language development and mini-lessons, 152 exploring science in third grade, 273 preparation of literature base, 89 reading aloud, 45 skills development and play/artistic activity evaluation, 330 speaking/listening activities, 259 Language experience charts preparation for writing activities, 207, 211–213 writing to create meaning, 191–194 Language/literature, three classrooms research on integrating language and content area learning, 36–37 teachers’ views fifth-grade classroom, 24–36 kindergarten classroom, 2–11 third-grade classroom, 11–24 Language/writing, 297 Languages of expression evaluating play and artistic experiences, 330 if this is your situation, 331–332 importance expression through the arts, 323–325 media and literary, 318–319 play and fine arts in emerging literacy, 314 kindergarten drama and music, 312–313 play, drama, literacy, 309–312 movie and discussion, 319–323 partnership building, 330–331 personal library, 335 perspective of a teacher/researcher, 333–334 preparation, 314–315, 319 presentation exercises to express responses to fine arts, 325–330 introduction to play centers, 315–318 primary classroom, 316–318 reflections of the author, 332–333 what research says about play, language, and literature, 334–335 Subject Index Late primary classrooms, 365, see also Primary classrooms Latino Read-Aloud Stories, 56 Latkes and Applesauce: A Hanukkah Story, 163 Laura Ingalls Wilder Medal, 352 Learnals, 296, see also Journals; Learning journals Learners, considering all, 291–293 Learning guided reading, 122, 126 minimizing distractions adjust expectations, 338 analyzing causes, 338–339 anticipate responses, 337–338 normal, 339–340 other causes of misbehavior, 345 20 ways to deal with impulsive behaviors, 340–345 needs of students and mini-lessons, 144–145 teacher-directed experiences, 299–301 Learning journals, 295, 297 Learning reviews, 275 Learning webs, 11 Left handedness, 216, see also Handwriting Legends, 86 Legibility, 216, see also Handwriting Lesson planning, 79, see also Planning Letter of the Month, Letters, 206, see also Meaning construction Letters from Rifka, 166 Lewis and Clark and Me: A Dog’s Tale, 276 Lewis and Clark expedition, 275–276 Librarians, 81, 101, 291 Library building in classrooms, 83 creating a literature base, 104–105 pre-teaching preparation, 80 creating an award-winning children’s literature, 93–94 independent reading, 75 languages of expression, 324, 335–336 reading aloud, 55–56 Library corner, 197 Limitations, computer word processors, 207 Lincoln, President Abraham, 18–19 Linguistic rules, 260 Lion, the Witch, and the Wardrobe, The, 86, 316, 320 Lips, letter sounds, 137 Listening, 9, 47, 92, 123, 176 Listening and speaking evaluation, 258–260 if this is your situation, 261–262 Subject Index importance of developing skills, 242–244 intermediate classroom, 239–242 kindergarten, 229–235 partnership building, 260–261 personal library, 264–265 perspective, 263–264 preparing for activities, 244–257 presentation of Friday afternoon sharing time, 257 primary classroom, 235–239 reflections of a teacher, 262–263 what research says, 264 Literacy guided reading, 114 importance, 318–319 language/literature learning, 6, languages of expression, 309–312 primary classroom, 316–318 reading aloud, 46–47 Literacy props, 314, 315, 335 Literature discussion groups, 124–126 exploring in third grade, 272–275 impact and research in content areas, 306 importance of expression through art, 324–325 types and genre checklist for intermediate classroom, 356 using language to explore ideas and information, 296 Literature base, creating building partnerships, 101–102 evaluating children’s, 93–101 first-year teaching, 82–83 if this is your situation, 102 instruction, 83–84 perspective, 103 personal library, 104–105 preparation, 84–91 presentation, 91–93 pre-teaching, 77–80 reflections of a teacher, 103 student teaching, 80–82 what research has to say, 104 Literature groups, guided reading multiple titles in sixth grade, 115–119 third grade, 111–115 discussion and importance, 120 Literature journals, 126 Literature Teacher’s Book of Lists, The, 153 Little Bookroom, The, 353 Little Fishes, The, 350–351 Little House books, 98 Lively Learning: Using the Arts to Teach K–8 Curriculum, 335 397 Living history, 281 Lon Po Po: A Red Riding Hood Story from China, 318 London Bridge is Falling Down, 351 Looking Back, 81 Lord of the Rings, 318 Lost Tooth of the Month, Louis Braille, 61 M Magazines, 65 Magic Tree House books, 99–100 Mailing May, 68 Mandated learning, 223, 303–304 Maniac Magee, 44–45, 248, 360 Manipulative materials, 300–301 Manuscript form, 215 Maps, 280 Marshall, Justice Thurgood, 18 Mary Poppins, 332 Materials availability and mini-lessons, 147 language/literature learning in kindergarten, preparation for writing activities, 206–208 Mathematical questions, 270 Mathematics concepts development, exploring with language, 268–270 language/literature learning, 15–16, 17–18, 28 practice and mandated situations, 304 using language to explore ideas and information, 296 Mathematics Their Way, 270 Meaning construction guided reading, 119 individual reading conferences, 161, 164, 165 language/literature learning, 13–14, 17 reading aloud, 42 Mechanical proficiency, 177 Mechanics, teacher forms/guidelines, 363 Media center, 102 Media, importance, 318–319 Media–literacy, 319 Media specialists, 101 Meet the Authors, 184 Meet the Authors and Illustrators, 184 Meet the Masterpieces, 325 Mentoring, 23, 292 Mentors, 208 Menus, languages of expression, 310–311 Messages, 168, 279 Messenger, 81, 82 398 Metaphors, 167, 171, 199 Michelangelo, 320–322, 323 Midnight for Charlie Bone, 68, 99 Mildren L Batchelder Award, 351 Mini-lessons evaluation, 149 guided reading, 114, 126 if this your situation, 150–151 importance, 144–146 independent reading, 60, 66 individual reading conferences, 180 intermediate classroom, 142–144 kindergarten, 135–138 learning in content areas, 303–304 organizing science material, 273 partnership building, 150 personal library, 152–153 perspective, 151–152 preparation, 146–147 presentation, 147–149 primary classroom, 138–142 reflections, 151 speaking/listening activities, 244, 258 theme cycles, 291, 293 what research says, 152 writer’s workshop, 216 writing to create meaning, 200–203 Minority cultures, 260 Misconceptions, 258 Mitten, The, 328 Mitten: A Urkranian Folk Tale, The, 235–236 Modeling, 182, 208, 215–216, 234 Modern fantasy, see Fantasy Monitoring, 70, 124 Monster Trucks and Other Giant Machines on Wheels, 61 Moods, 41, 48 Morning Meeting, Motel Mysteries, 31 Motivation, independent reading, 72–73 Mouth, letter sounds, 136, 137 Movies language/literature learning, 16, 32 presentation and discussion, 319–320 primary classroom, 316–318 Mufaro’s Beautiful Daughters, 351 Multicultural literature, 90 Multicultural publishers, 347 Multicultural Voices in Contemporary Literature, 183 Murals, 214 Museum educators, 332 Museums, 302, 323, 324 Subject Index Music exercises to express responses to fine arts, 326 exploring social studies, 277, 281 importance in emerging literacy, 314 language of expression, 312–313, 332 My Friend Rabbit, 68 My Side of the Mountain, 60–61, 165 Myths, 86 N Name game, 189 Naming, 214 Nancy Drew, 96 Narrative poem, 204 Narratives, 334 Narrators, 253 National Book Awards, 351 National Book Week, 51–52 National Council of Teachers of English (NCTE), 75, 79 National Council of the Social Studies, 347 National Geographic, 61, 62 National Jewish Book Awards, 351 National Science Teacher’s Association, 347 Native Americans language/literature learning, 31–32 listening/speaking activities, 238, 261–262 mini-lessons, 142, 151 writing to create meaning, 185–187 Natural environment, exploration, 276 NCTE, see National Council of Teachers of English New Advocate, The, 348–349 New England life, 33–34 New Kid on the Block, The, 55 New York Times Parent’s Guide to the Best Books for Children, The, 132–133 New Zealand, 353 New Zealand Post Book Awards for Children and Young Adults, 353 Newbery Award winners, 347 Newbery Medal, 350 News Currents, 304–305 Newspapers in Education (NIE), 303 NIE, see Newspapers in Education Non-English speaking students, 259, see also English as a second language Nonfiction, 85 Nonverbal message, 340–341, see also Messages Subject Index Normal disruptions, 339–340 Notable children’s books, 348 Note taking guided reading, 116, 126 language/literature learning, 17, 25, 32 learning in content areas, 275 read-aloud experience, 51 writing to create meaning, 199 Notebook, 173 Number the Stars, 61, 81, 168 O Observations, 70–71, 158, 300 One Hundred-and-One African-American Read-Aloud Stories, 56 100-day counting project, 101 Read-Aloud Asian Myths and Legends, 56 101 Read-Aloud Classics, 56 One-sentence description, 118 Open-ended questions, 120, see also Questions Oral biography, 237, see also Biography Oral reading, 358–359, 244–245 Oral reading proficiency, 166, 177 Oral response, 160 Organization, 273 Our Only May Amelia, 246–247 Out of the Dust, 89, 124, 125 Outcomes, 21 Outlines, 198 Outlining, 299 Outside resources, 339, see also Resources Over in the Meadow, 313 Overstimulation, 44 Owl and the Pussycat, The, 288 Owl Moon, 140, 141, 288 Owl theme, 288–289 Owls in the Family, 42–43, 61, 140, 288 P Pacing, reading aloud, 49 Painting, 328–329 Pampas, 14–15 Pamphleteering, 279 Pantomime, 110–111 Paper, 206–207 Paperback Plums, 346 Parents evaluating children’s literature, 95, 97 expectations and mini-lessons, 150 exploring social studies, 281 guided reading, 127 individual reading conferences, 180 399 information sharing, 260 language/literature learning, 23, 32, 36 manipulative materials and teacher-directed experiences to assist learning, 301 partnership building, 221–222, 330–331 reading aloud, 51, 52–53 writing to create meaning, 195 Parent-teacher organization (PTO), 62 Participation guided reading, 110 individual reading conferences, 178–179 writing activities, 208–210 Partnership building creating a literature base, 101–102 guided reading, 127 independent reading, 71 individual reading conferences, 180 languages of expression, 330–331 learning in content areas, 302–303 mini-lessons, 150 reading aloud, 51–52 speaking/listening activities, 260–261 writing to create meaning, 221–222 Parts of speech, 200–201, 208 Pausing, reading aloud, 49, 50 Peer review, 216 Peers, 58, 61, 163 Penmanship, 215–216 People Are Important, 351 People Could Fly: American Black Folktales, The, 247–248 Periodical literature, 62 Personal dictionary, 199, 215 Personal library, see Library Personal response, individual reading conferences, 177 teacher forms/guidelines, 362 Personal time lines, 300 Peter and the Wolf, 313 Phoenix Award, 352 Phonics, Physical disabilities, 208, 320, 338 Physical education, 44 Physical space arrangements, 255 Picture books, 41, 57, 113, 268, 325, see also Big Books; Easy reader books; Wordless books Pictures, see Illustrations Pieta, The, 321, 322 Pippi Longstocking, 257 Planet of Junior Brown, The, 247 Planning, 6, 20, 179, 339 Planning ahead, 343 400 Play evaluation, 330 importance in emerging literacy, 314 languages of expression, 309–311 preparation, 314–315 Play centers, 315–316 Playbuilding: A Guide for Group Creation of Plays with Young People, 265 Plays, 89–90 Poem of the Month, Poems, 78, 196–197, 337 Poetry guided reading, 113, 125 individual reading conferences, 166–167, 170–171 language/literature learning, 27 preparation of literature base, 85, 89 Poor Stainless, 237 Portfolios, 187, 218, 220–221 Post Office, 303 Posters, 245, 288, 315 Post-its, 10 Practice, 6, 48, 62, 159, 243 Practice exercises, 145, 146 Praise, 110 Predictions, guided reading, 121–122 Prejudice, 168, 170 Presentation guided reading, 122–126 independent reading time, 69–70 listening/speaking, 254–255 reading aloud, 48–50 traditional versus mini-lessons, 146 using literature base for instruction, 91–93 Previews, 121, see also Guided reading Primary classroom book previews and listening/speaking, 246–247 captions and presentation of writing activities, 211 exercises to express responses to fine arts, 325–329 guided reading, 124 guidelines for biographical writing, 358 identify the genre, 354–355 importance of expression through art, 324 labeling and universal participation in writing activities, 208 reading conference, 357 writing skills checklist, 367 Principal, 222, 270–272 Print, student-generated, 29–30 Privacy, individual reading conferences, 175 Problem solving animal study, 275 dealing with disruptive behavior, 342 developing skills, 234 Subject Index difficult words and independent reading, 60 exploring social studies in sixth grade, 279 guided reading, 125 language/literature learning, 18, 28 languages of expression, 312 mini-lessons, 152 Problems, individual reading conferences, 174, 179 Professional books, Professional journals, 349 Professional literature, 19, 20, 31 Professional magazines, 75 Progress, mini-lessons, 149 Promotion, listening/speaking activities, 253 Props, 253 Proximity, teacher and disruptive behavior, 340 Psychological problems, disruptive behavior, 345 PTO, see also Parent–teacher organization Public Library, 66, 81 Punctuation, 212 Puppet theater, 251–253 Pura Belpr´e Award, 351 Puritans, 35 Purpose, reading aloud, 46–47 Pushkin, 167, 170 Q Quakers, 34–35 Questionable language, 52 Questionnaires, 36 Questions deriving from classroom discussion of books, 24–25 disruptive behavior, 341 guided reading, 121, 123, 125 individual reading conferences, 173, 175, 176, 180, 218 language/literature learning, 32–33 reading aloud, 42 writing conference, 366–367 R Race, 47–48 Ralph S Mouse, 256 Ramona Quimby, 60 Random House Book of Fairy Tales, 86 Random House Book of Humor, The, 55 Random House Book of Poetry, The, 55 Raptor birds, 43, 61 Read-aloud books, 78, 81, 84 Read-Aloud Handbook, The, 104 Read-aloud program, 7–8 Reader’s theater, 89–90, 251 Readiness, individual reading conferences, 175 Subject Index Reading aloud book selection in fourth grade, 61, 62 exercises to express responses to fine arts, 329 exploring science, computers, language, and literature, 274 exploring social studies, 276 guided reading, 115, 121, 124 importance in emerging literacy, 314 language/literature learning, 2, 3, 9, 14, 20, 28, 33 listening/speaking activities, 244, 246, 254 literacy begins with listening evaluating the experience, 50–51 if this is your situation, 52–53 importance, 45–46 intermediate classroom, 43–45 kindergarten classroom, 39–42 partnership building, 51 personal library, 55–56 perspective, 53–54 preparation in the classroom, 46–48 presentation, 48–50 primary classroom, 42–43 teacher’s reflections, 53 what research says about benefits, 54–55 literature base for instruction, 91 media–literacy experience, 319 minimizing distractions, 337 second grade, 59 theme units, 286 writing in kindergarten, 187 Reading attitudes, 54 Reading conferences, individual early primary classroom, 160–163 evaluation, 179–180 if this is your situation, 181 importance, 171–173 intermediate classroom, 166–171 kindergarten, 156–160 language/literature learning, 28 partnership building, 180 personal library, 183–184 perspective, 182 preparation for classrooms, 357 presentation, 173–179 primary classroom, 163–166 reflections of a teacher, 181–182 using literature base for instruction, 92 what research says, 182–183 Reading habits, 74 Reading Magic, 105 Reading materials, 65–66 Reading practice, 157 Reading proficiency, 172 401 Reading Teacher, The, 7, 75, 348 Reading Teacher’s Book of Lists, The, 153 Reading, 24–27, 47, 212 Reciprocity, 262 Records, 255 Reference books, 79 Reference materials, 34 Reference section, 295–296 Regards to the Man in the Moon, 271 Regional reading groups, Rehearsal, 132, 188, 253 Removal of distracting behavior, 342–343 Rephrasing, 194 Rereading, 124, 131 Research, 73–74, 206, 225–226, 287–288, 293 Research journal, 290–291 Resources creating a literature base, 101–102 language/literature learning, 7, 19 listening/speaking activities, 251 reading aloud, 48 theme cycle, 290 Response projects, 27 Restraint, temporary, 343 Restroom use, 340 Reteaching, mini-lessons, 149 Retelling stories, 212 Review assignment, 178 Reviews, 6, 28, 346–347 Rewards, 97, 103 Rhyming, 109, 110, 112–113, 196 Risk taking, 194, 204 Road from Home, The, 168 Role models, 74, 147, 181, 205 Role play, 207, 216, 234, 315, 343 Rooster’s Off to See the World, 271 Rotations, 316 Rough-Face Girl, The, 85 Routines, 341 Rule of Thumb, 67, 115, 173 Rules, 14, 28, 158, 193, 315–316 S Sacajawea, 276 Sammy Keyes and the Hotel Thief, 100 Sarah Bishop, 116, 117 Sarah, Plain and Tall, 103 Scaffolding, 151 Scary Sharks: Fearsome, Scary, and Creepy Animals, 273 Schedules, 206, 338 Scholastic Source books, 22 School aides, 179 School code, 343 402 School Library Journal, 83, 348 School staff, 127 Science exploring third grade, 272–275 with literature in kindergarten, 270–272 using language to explore ideas and information, 296 trade books and book selection literature, 347–348 Science and Children, 348 Scott O’Dell Award for Historical Fiction, 352 Scream, The, 328 Sculpture, 321, 322 Second grade, 58–60, see also Primary classrooms Secret Garden, The, 316, 317–318, 320 See Inside a Submarine, 237 Seeing, exploring music in reverse, 327 Selection, books evaluation of read-aloud experience, 50 helping students with book skills, 101 mini-lessons in sixth grade, 143 preparation of literature base, 84–91 Self-correction, 166 Self-evaluation, 219, 220, 274, 294–295, 297 Self-selection, 58, 66–67, 74, 172, 243 Sending books home, 110 Sentences guided reading, 108, 111 individual reading conferences, 165 language/literature learning, 13, 26, 34 meaning construction, 201 reading aloud, 49, 54 using word lists in presentation of writing activities, 212, 213–214 writing to create meaning, 192, 194, 205 Sequence, identification, Series books, 95–100 Series of Unfortunate Events books, 141 Setting guided reading, 109 reading aloud, 49 Shadow Children Books, 100 Shadows of Ghadames, The, 351 Shapes, 161, 163 Shared information, 132 Shared-pair discussions, listening/speaking, 239–242 preparing, 248–249 Shared reading, 5, 125 Shared writing, 194–196 Sharing discoveries, 295 Sharing experiences, 119 Short stories, 337 Sickness, 345 Subject Index Sight–sound connections, 110, 111 Sign in boards, 316 Sign of the Beaver, 116 Signing in, Signs, 315 Silent Boy, The, 81, 82 Silent letters, 188, 189, 190 Silent sustained reading (SSR), 5, 9, 26–27, 57–58, 42–43 Similes, 138–139, 167, 171 Sing Down the Moon, 352 Sistine Chapel, 320, 321 Sixth Book of Junior Authors and Illustrators, The, 183 Sixth grade exercises to express responses to fine arts, 328 exploring social studies and theme cycles, 277–282 first-year teaching and using a book club, 83 guided reading, 115–119 individual reading conferences, 166–171 listening/speaking, 239–242 mini-lessons, 142–144 reading aloud, 43–45 social studies sociodrama, 282–284 writing to create meaning, 203–205 Skills checklist, 213, 218 Skills notebook, 215 Slake’s Limbo, 248 Slave Dancer, The, 56 Smarties Book Prize, 353 Snowman, The, 41 Social Education, 347 Social interactive skills, 147, 148, see also Mini-lessons Social situations, listening/speaking, 229–235 Social skills, 234, 243 Social studies exploring sixth grade, 277–282 third grade, 275–277 trade books and book selection literature, 347 using language to explore ideas and information, 296 Social interactions, 334 Sociodramas, 282–284, 334 Sock puppets, 77–78 Soft g, 13 Songs, Sound patterns, 89 Sounder, 56 Southern Colonies, 35 Space estimation, 255 Spanish language translation, 81 Spanish students, 140–141, see also Mini-lessons Subject Index Speaking, 92, 208 Special needs children dealing with distractions, 338 language/literature learning, 8–9, 23 literacy props in emerging literacy, 313 reading aloud, 50 theme activities, 291–292 traditional versus mini-lessons, 146 Special teachers, 303 Speech problems, 179 Speeches, 280 Spell-checks, 21 Spelling developmental language/literature learning, 3, 12–13, 21–22, 34 presentation of writing activities, 214, 215 writing to create meaning, 196, 199 evaluation of proficiency, 304 mini-lessons, 150 theme units, 287 Spider, observing, 40 Spiral notebooks, 208 Sports, 15 SSR, see Silent Sustained Reading St Patrick’s Day, 10 Standard spelling, 215 Standardized testing, 141, 145, see also Testing Statistics, 16 Stereotypes, 16 Stickers, 210 Stone Soup, Stopping by Woods on a Snowy Evening, 89 Storage, distracting items, 342 Stories of the world, 55–56 Story of Mankind, The, 350 Storymaking and Drama: An Approach to Teaching Language and Literature, 335 Storytelling, 5, 77–78, 329 Stress, 46, 47 Student(s) forms/guidelines, 354–361 individual writing conferences, 218 preparation for writer’s workshop, 216–217 theme cycles, 290–291 Student assistants, 339–340 Student teaching, 80–82 Study murals, 299 Study questions, 131 Substitution, words, 194 Summaries, 259 Summarizing, 177 Support, student, 182 403 Surveys, 36 Sweet Valley Twins, 96 Sweetgrass, 142, 143 Symbol–sound association individual reading conferences, 156, 157–158 mini-lessons, 135–138, 146 writing to create meaning, 187–188, 192 Symbol stories, 269, 270 Synonyms-antonyms, 145 T Taking Care of Terrific, 81 Talking murals, 290, 299–300 Talking to Learn, 335 Tall tales, 86 Tape recordings, 261 Teachable moments, 224 Teacher evaluating children’s literature, 95 forms/guides, 362–367 independent reading, 63, 74 individual reading conferences, 175 individual writing conferences, 218 listening/speaking skills, 243 planning for FAST, 254 preconference memo, 358 preparation for writer’s workshop, 216 pre-teaching preparation for creating a literature base, 79 reflections on reading aloud, 53 resource and independent reading, 62 role creating a theme cycle, 291 evaluating writing development, 219 oral reading, 244–245 using play, language, and literature for learning, 334 writing to create meaning, 197–198 Teacher-pupil bonding, 46, 47, 181 Teacher’s aides, 150 Teaching Grammar in Context, 153 Teaching Reading in Social Studies, Science, and Math, 306 Teaching, 22–23, 66, 82–83 Team discussions, 114 Team teaching, 261 Technology, 16, 207 Television, 16 Ten Little Monkeys, 313 Testing, 28, 141, 303 Textbooks, 28, 83, 84, 102 Thanksgiving, The Three Bears method, 67 404 Theme cycle creating and preparing for activities, 290–291 exploring in sixth grade, 277–282 organizing ideas and creating connections, 289 using language to explore ideas and information, 293–295 Theme cycle web, 11 Theme topics, 287–289 Theme units, 285–287 Themes, 22, 28, 33, 284–285 Thesaurus, 30, 117, 146 Think books, 296 Thinking skills, 243 Third grade book club program, 82 exploring science, computers, language, and literature, 272–275 guided reading, 111–115 individual reading conferences, 163–166 language/literature learning, 11–24 listening and speaking, 235–239 mini-lessons, 138–142 reading aloud, 42–43 writing to create meaning, 196 Three Billy Goats Gruff, The, 250 Throwing Shadows, 352 Tikki Tikki Tembo, 312–313 Time, 63, 131 Time limit, 70, 177, 219 Timers, 177 Timing, 59–60 To Kill a Mockingbird, 81 Toad and Frog books, 100 Tom Swift, 96 Tommy at the Grocery Store, 112–114 Tone, alteration, 49, see also Reading aloud Tongue, letter sounds, 136 Topics, 46, 211, 212 Touching Spirit Bear, 115 Toys, Trade books creating a literature base for instruction, 78, 84 language/literature learning, 9, 15, 31 teacher-directed experiences to assist learning, 300 Traditional classrooms, 242, 244, 284, 285, 297 Traditional lessons, 145 Traditional literature, 85 Traditional reading programs, 171–172 Transitions: From Literature to Literacy, Transport 7-41-R, 351 Travel mates, 195 Trelease, Jim, 53–54 Subject Index Trial, sociodrama, 282–284 Tripod trilogy, 99 Turn taking, 234, 315, 316 Two-minute conferences, 221 U Undying Glory, 69, 320 United Kingdom, 352–353 United States, 350–352 Utopian community, 239–242 V Values guided reading, 121–122 valued persons and disruptive behavior, 343 Venn diagrams, 298 Very Hungry Caterpillar, The, 157 Very Quiet Cricket, The, 270–272, 333 Videos, 22 View from Saturday, The, 352 Vision problems, 179 Visual Links, 346 Visually impaired children, 40, 41, 122, 189, 190, 208 Vocabularies independent reading, 74 language/literature learning, 25–26, 33 preparation of literature base, 89 reading aloud, 46, 54 writing to create meaning, 202 Vocalization, Voice, 208 Volunteers, 173 Voting, 50 W Waiting for Anya, 328 Walk-around conferences, 217, 221, see also Reading conferences, individual War, 280, 281 Wee Deliver, 303 Weekly assignment, 178 Weekly Reader, 28 Wellness days, 302–303 What’s Whole in Whole Language, Where the Sidewalk Ends, 55 Whitbread Award, 353 White Mountains, The, 99 Whole class instruction, 107–111 Wind in the Willows, 94 Winnie the Pooh, 288 Wizard of Oz, The, 316 Word analysis skills, 162 Word bank, 298 Subject Index Word books, 139, 141–142 Word charts, 196–197, see also Charts Word lists, 230–234 Word-symbol connections, 119 Words chart lists in presentation of writing activities, 213 descriptive and response to music, 326 guided reading, 108, 109, 112, 119, 124 independent reading, 59, 60, 67 individual reading conferences, 164–165, 168 language/literature learning, 26 reading aloud, 41 writing to create meaning, 190, 198–199 Wordless books, 41, see also Reading aloud Work analysis, individual reading conferences, 166 World War II, 328 Wright Brothers at Kitty Hawk, The, 61–62 Writer’s workshop importance, 205–206 language/literature learning, 5, 18 presentation of writing activities, 216–217 simile learning and mini-lessons, 141–142 writing to create meaning, 193, 200–203 Writing compositions and mini-lessons, 150 creating an award-winning library, 94 create meaning evaluation, 219–221 if this is your situation, 222–223 importance, 205–206 intermediate classroom, 200–203 kindergarten, 185–196 late intermediate classroom, 203–205 405 partnership building, 221–222 personal library, 226–227 perspectives, 224–225 preparing, 206–210 presentation, 210–219 primary classroom, 196–200 reflections of a teacher, 223–224 what research says, 225–226 guided reading, 111, 114, 126 influence of high-quality literature, 104 language/literature learning, 5, 8, 21–22 Writing center, 206 Writing conferences individual presentation of writing activities, 217–219 writing to create meaning, 190, 197–200, 203 teacher form, 366 Writing constructions, 203 Writing notebooks, 145–146 Writing programs, successful, 226 Writing skills, 367 Writing Teacher’s Book of Lists, The, 153 Writing Workshop Survival Kit, 226–227 Y Year of Impossible Goodbyes, 116, 117, 169 Yoko, 246, 310 Yussel’s Prayer: A Yom Kipper Story, 351 Z Zone of proximal development, 152 [...]... Meaning—ways to use writing as a tool for inquiry and expression • Listening and Speaking—developing skills that assist comprehension and expression • The Languages of Learning in the Content Areas—using specialized languages in context, to explore ideas in mathematics, science, and social studies • The Languages of Expression (Play, Media, the Fine Arts)—using play and the arts to develop language and. .. Forms and Guidelines—Sample guidelines for conference preparation and evaluation of learning The Continuing Purpose of This Text In light of the changes to the text described above, it is important to note those aspects that have remained the same The original edition of Teaching Language and Literature in Elementary Classrooms was written for two major purposes: • The first was to provide beginning... Selection Literature Annotations of key reference works helpful for book selection and instruction Appendix C: Awards for Children’s Literature Books honored in the United States, Canada, the United Kingdom, Australia, and New Zealand Appendix D: Student Forms and Guidelines—Sample guidelines for responding to reading; preparing for conferences; and evaluating writing, listening, and speaking xvii xviii... About Literature in the Content Areas For Your Personal Library Try Out the Chapter Ideas CHAPTER ELEVEN The Languages of Expression—Play, Media, and the Fine Arts In This Chapter The Main Idea In the Classroom A Kindergarten Classroom: Play, Drama, and Literacy 309 A Kindergarten Classroom: Drama and Music 312 The Importance of Play and the Fine Arts in Emerging Literacy Preparing for Play and Fine... SEVEN Individual Reading Conferences In This Chapter The Main Idea In the Classroom A Kindergarten Classroom: The Emerging Reader 155 An Early Primary Classroom: Assessing Competence 160 A Primary Classroom: Sharing Ideas and Developing Skills 163 An Intermediate Classroom: Encouraging Exploration and Reflection 166 The Importance of Individual Reading Conferences Preparing for Individual Reading Conferences... About Developing Listening and Speaking Skills For Your Personal Library Try Out the Chapter Ideas CHAPTER TEN The Languages of Learning in the Content Areas In This Chapter The Main Idea In the Classroom A Kindergarten Classroom: Exploring Mathematics With Language 268 A Kindergarten Classroom: Exploring Science With Literature 270 A Primary Classroom: Science, Computers, Language, and Literature 272... Considering All Learners 291 Presentation: Using Language to Explore Ideas and Information The Theme Cycle 293 Recording and Responding to Ideas and Information: Learning Journals 295 Student Activities to Explore and Explain Ideas 298 Teacher-Directed Experiences to Assist Learning Evaluating Learning in the Content Areas Build Partnerships If This Is Your Situation Reflections (Christine Lanning, Fifth-Grade... page intentionally left blank CHAPTER ONE Language and Literature in Three Classrooms In This Chapter Teachers at three levels of elementary instruction—kindergarten, primary, and intermediate—are observed in their classrooms, as they conduct a day’s activities In their own words, they tell how they begin the school year, plan for instruction, gather resources, accommodate special needs, and interact... this book provides suggestions for anticipating and preventing minor and major disruptions It presents ideas drawn from the literatures of special education and educational psychology, which have proven to be successful in a wide range of classrooms, at all instructional levels It is my hope that this new edition of Teaching Language and Literature in Elementary Classrooms will be useful to readers, not... sustained reading of individually chosen books Preface xix • Creating a Literature Base—developing a classroom library that supports learning in all the curriculum areas • Guided Reading—instruction in small and large groups; literature circles • Mini-Lessons—brief presentations of specific skills or information • Individual Reading Conferences—private discussions of books with the teacher • Writing