语言艺术的学与教【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

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PART ONE Contexts for Teaching and Learning the Language Arts3

CHAPTER 1 Language Arts：Learning and Teaching3

Changing Views7

Instructional Changes7

Instructional Challenges10

Learning and Teaching as Processes14

An Active Process14

A Social Process16

An Emotional Process18

A Cognitive Process24

Strategies for Learning and Teaching27

Learner Strategies27

Instructional Strategies29

Involving Families and Conmunities35

Summary36

Activities36

Further Reading37

References38

CHAPTER 2 Organizing and Managing the Language Arts Program41

Addressing Organization and Management Issues across Grade Levels43

The Primary Years43

The Intermediate Years44

The Middle School Years47

Establishing a Supportive Classroom Environment51

The Social and Emotional Environment51

The Intellectual Environment51

The Physical Environment51

Providing a Balanced Language Arts Program53

Key Experiences for Language Arts Learning and Teaching56

Managing Time58

Accommodating Learner Variability60

Managing Materials in the Language Arts Classroom63

Organizing for Thematic Instruction65

Summary71

Activities72

Further Reading72

References72

CHAPTER 3 The Role of Literature in Language Arts Teaching and Learning75

The Benefits of a Literature-Based Language Arts Curriculum77

Building a Literature Collection80

Selecting Children's Books83

Evaluating Children's Books87

Organizing the Classroom Library89

Structuring a Language Arts Program91

Reading Aloud93

Guided Reading97

Independent Reading98

Shared Reading99

Literary Study101

Summary109

Activities110

Further Reading110

References111

Children's Literature References111

PART TWO Language Arts Processes115

CHAPTER 4 Oral Language：Early and Later Development115

Speaking and Listening：Separate Areas of Leaming and Teaching118

Listening：A Special Focus123

Oral Language Development during the Early Years123

The Context123

Some Descriptions of Oral Language Development125

Oral Language-Learning Strategies126

Written Language-Learning Strategies128

Early Language Development in School Settings130

Oral Language Development during the Elementary School Years and Beyond131

Syntactic and Semantic Development131

Pragmatic Development133

Building on Children's Language Competence134

Developing Vocabulary137

Learning about Language139

Developing Fluency140

Oral Language Assessment142

Language Variation across Families and Communities142

Language Diversity in the Classroom143

Summary154

Activities155

Further Reading156

References156

Children's Literature References158

CHAPTER 5 Oral Language：Supporting Relationships among Talk,Listening,Reading,Writing,and Viewing in the Classroom159

Oral Language in the Classroom162

Discussion165

Turn-Taking Patterns166

Positive and Negative Evaluations167

Information-Seeking Questions168

Implications for Conducting Discussions169

Oral Presentations,Drama,Choral Reading,Storytelling175

Small-Group Literature Discussions179

Conversations That Make Connections180

Conversations That Focus on How Texts Work182

Organization and Assessment of Literature-Discussion Groups183

Talk That Supports Writing184

Listening185

Conferences188

Teacher-Student Conferences189

Student-Student Conferences191

Assessment Conferences192

Summary193

Activities193

Further Reading194

References195

Children's Literature References196

CHAPTER 6 Reading：The Emergence of Literacy in the Early Years197

Current Perspectives on Early Literacy201

An Emergent Literacy Perspective201

Contrasting Perspectives on Early Literacy204

What Young Children Need to Learn about Written Language205

Functions of Written Language206

Conventions and Units of Written Language209

Alphabetic/Symbolic Principles213

Structural Principles216

Differences between Oral and Written Language218

How Young Children Learn about Written Language219

Child Strategies for Literacy Learning220

Adult Suppoort for Young Children's Literacy Learning228

Supporting Young Children's Literacy Development in the Classroom231

Creating a Print-Rich Environment231

Using Literature232

Language Charts234

Developing Skills and Fostering Continuity234

Summary239

Activities242

Further Reading242

References242

CHAPTER 7 Reading：Responding to and Learning from Texts through the Grades245

Response to Literature248

Response and Reader's Stance251

Developing Possibilities for Response to Literature252

Structuring Opportunities for Response252

Structuring Activities for Response260

Developing Literary Understanding272

Genre Study272

Balancing the Literacy Program274

Developing Comprehension274

Summary278

Activities278

Further Reading279

References279

Children's Literature References280

CHAPTER 8 Writing：Launching Children into Writing281

A Literature-Rich Environment284

Meaningful Contexts for Language Use286

How Children Develop as Writers288

Language Diversity and Composition Instruction294

The Writing Classroom297

Arranging the Classroom298

Gathering Materials298

The Workshop in Action303

The Writing Cycle307

Selecting Topics308

Generating Ideas310

Putting Words on Paper310

Revising314

Editing316

Publishing317

Writing Conferences319

Summary320

Activities321

Further Reading321

References322

CHAPTER 9 Writing：Writing across the Genres323

Literary Experience,Research,and Writing326

Developing Nonfiction Writers：Trade Books328

Becoming Science Writers：Observation,Recording,and Writing331

Building on Interest：Research,Writing,and Oral Presentations335

Researching,Writing,and Reporting339

Turning Fact into Fiction：Writing Historical Fiction346

One Young Writers Story："Gettysburg Ghost"351

Writing Poetry353

Summary360

Activities361

Further Reading361

References362

Children's Literature References362

PART THREE Links and Supports for Language Arts Learning and Teaching367

CHAPTER 10 Word Study,Vocabulary,and Spelling Supports for Literacy367

Word Study369

Learning to Read Words369

Guidelines for Word Study371

Strategies for Word Study373

Vocabulary Development379

Importance of Building Rich Vocabularies379

Spelling387

Spelling Development390

The Spelling Program392

Strategies That Support Spelling Development398

Summary405

Activities406

Further Reading406

References407

CHAPTER 11 Written Language Conventions：Grammar,Punctuation,and Handwriting409

Grammar411

Grammar and Usage412

Strategies for Instruction in Grammar and Usage414

Punctuation418

Supporting the Development of Punctuation and Capitalization Skills418

Assessing Sentence Structure and Mechanics424

Proofreading and Editing425

Assessing Grammar,Usage,and Punctuation428

Handwriting431

Overview of Handwriting Development431

Strategies for Teaching Handwriting432

Helping Students with Special Needs435

Assessing Handwriting435

Summary436

Activities437

Further Reading438

References438

Children's Literature References438

CHAPTER 12 Linking Assessment and Instruction439

Key Issues and Types of Assessments441

Strategies for Classroom Assessment444

Observing Language Learners444

Making Use of Portfolios472

Structured Performance Assessment486

Summary486

Activities487

Further Reading487

References488

Children's Literature References489

CHAPTER 13 Language Arts Learning and Teaching across the Curriculum491

Inquiry as a Way of Knowing493

Planning an Inquiry-Based Curriculum494

Guidelines for Planning494

The Guidelines in Action496

Bringing Language and Literacy Together through Inquiry499

Talking to Learn499

Listening to Learn500

Reading to Learn502

Writing to Learn504

Viewing to Learn507

Teaching as Professional Inquiry and Change508

Teachers as Learners in the Primary Grades508

Teachers as Learners in the Intermediate Grades513

Teachers as Learners in the Upper Grades523

Summary529

Activities530

Further Reading530

References531

Children's Literature References532

Teacher's Choices in Children's Literature534

Name＆Title Index539

Subject Index543