Now in its third edition, the Handbook of Research on Teaching the English Language Arts—sponsored by the International Reading Association and the National Council of Teachers of English—offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders
- provide historical and theoretical perspectives about teaching the language arts
- focus on bodies of research that influence decision making within the teaching of the language arts
- explore the environments for language arts teaching
- reflect on methods and materials for instruction
Reflecting important recent developments in the field, the Third Edition is restructured, updated, and includes many new contributors. More emphasis is given in this edition to the learner, multiple texts, learning, and sharing one’s knowledge. A Companion Website, new for this edition, provides PowerPoint® slides highlighting the main points of each chapter.
Language Arts Workshop: Purposeful Reading and Writing Instruction presents a manageable way of organizing instruction, exploring a gradual release of responsibility through meaningful experiences in all areas of need for literacy development, including oral language, spelling, vocabulary, word study, fluency, and comprehension. Like an apprenticeship, novice readers and writers learn a craft under the guidance of a skilled and knowledgeable teacher. Through the language arts workshop, students read and write everyday, spending time working with their teacher, collaborating with peers, and working independently.
Learn to model successful language arts teaching for your students
- Workshop format addresses the diverse learning needs of students, including English language learners, students with disabilities, and students who read at, above, or below grade level to support early interverntion or response to intervention programs.
- Predictable chapter organization clarifies the workshop approach and framework.
- Authentic examples from successful classrooms engage readers and model effective language arts instruction.
- Astrong focus on assessment grounds the instruction, and a compendium of assessment tools prepares readers to drive their own classroom.
Build a classroom of excited, talented young writers. This wonderful teaching resource offers a complete approach to creating a classroom of enthusiastic, skillful student writers.
The authors provide a comprehensive approach to teaching writing in the classroom. This book offers the strategies teachers need to teach writing skills that meet national standards and produce excellent results from children.
Topics addressed in this guidebook include:
- creating the writing classroom,
- teaching the writing process,
- teaching effective writing strategies,
- teaching elements of story structure,
- teaching the advanced craft of writing, and
- using a writers’ workshop to teach good writing.
Writing is a great differentiator. During the writers’ workshop, each student is engaged in meaningful ways. Pulling together more than three decades of practical experience and research on the best strategies for teaching writing, Writing Like Writers offers a friendly, easy-to-use guide for any teacher seeking to build a classroom of successful writers.
As the new English Language Arts Common Core State Standards take hold across the United States, the need grows for pre-service and in-service teachers to be ready to develop curriculum and instruction that addresses their requirements. This timely, thoughtful, and comprehensive text directly meets this need. It delineates a literacy practices and critical engagement curriculum framework for 6-12 English language arts education that explains and illustrates how the Standards’ highest and best intentions for student success can be implemented from a critical, culturally relevant perspective that is firmly grounded in current literacy learning theory and research.
The first 6-12 English language arts methods text to be aligned with the Standards, this book also addresses their limitations — formalist assumptions about literacy learning, limited attention to media/digital literacies, lack of attention to critical literacies, and questionable assumptions about linking standards and text complexity to specific grade levels. Specific examples of teachers using the literacy practices/critical engagement curriculum framework in their classrooms shows how these limitations can be surpassed.
• Moves the CCSS framework into a view that literacy is a contextualized, social practice
• Challenges simplistic models that homogenize adolescent learners
• Adds the important element of critical literacy to English language arts classrooms
• Provides specific examples of teachers in action implementing these practices
• Interactive Companion Website with student and instructor resources. The Website is designed to foster interactivity through participation in an online teaching planning simulation with a text, video, or case on one side of the screen and a chat box for instructors and students to share their reactions and planning ideas. The Companion Website is linked to a wiki that serves as a repository for links, activities/units, and further reading.
This text makes available in a concise format the chapters comprising the research methodology section of the Handbook of Research on Teaching the English Language Arts, Second Edition. An introduction, designed to give K-12 teachers an understanding of the basic categories and functions of research in teaching, is followed by chapters addressing teacher professionalism and the rise of “multiple literacies”; empirical research; longitudinal studies; case studies; ethnography; teacher research; teacher inquiry into literacy, social justice, and power; synthesis research; fictive representation; and contemporary methodological issues and future direction in research on the teaching of English. Methods of Research on Teaching the English Language Arts is well-suited for use in upper-level undergraduate and graduate-level literacy research methods courses.
In an increasingly demanding world of literacy, it has become critical that students know how to write effectively. From the requirements of standardized tests to those of the wired workplace, the ability to write well, once a luxury, has become a necessity. Many students are leaving school without the necessary writing practice and skills needed to compete in a complex and fast-moving Information Age. Unless we teach them how to run with it, they are in danger of being run over by a stampede–a literacy stampede.
In Teaching Adolescent Writers, Kelly Gallagher, author of Reading Reasons and Deeper Reading, shows how students can be taught to write effectively. Kelly shares a number of classroom-tested strategies that enable teachers to:
- understand the importance of teaching writing;
- motivate young writers;
- see the importance modeling plays in building young writers (modeling from both the teacher and from real-world text);
- understand how providing choice elevates adolescent writing (and how to allow for choice within a rigorous curriculum);
- help students recognize the importance of purpose and audience;
- assess essays in ways that drive better writing performance.
Infused with humor and illuminating anecdotes, Kelly draws on his classroom experiences and work as co-director of a regional writing project to offer teachers both practical ways to incorporate writing instruction into their day and compelling reasons to do so.
Reclaiming English Language Arts Methods Courses showcases innovative work in teacher education that fosters teachers’ capacities as reflective practitioners and public intellectuals; extends traditional boundaries of methods courses on teaching the English language arts, literacy, children’s and young adult literature; and embodies democratic and critical politics that go beyond the reductive economic aims and traditional classroom practices sanctioned by educational policies and corporate educational reforms.
Featuring leading and emerging scholars in English language arts teacher education, each chapter provides rich and concrete examples of elementary and secondary methods courses rooted in contemporary research and theory, on-line resources, and honest appraisals of the possibilities, tensions, and limits of doing teacher education differently in a top-down time of standards-based education, high-stakes testing, teacher assessment, and neoliberal education reforms. This book offers important resources and support for teacher educators and graduate students to explore alternative visions for aligning university methods courses with current trends in English and cultural studies, critical sociocultural literacy, new literacies and web 2.0 tools, and teaching the English language arts in multiethnic, multilingual, and underserved urban communities.
With an emphasis on active learning, this supplementary text helps busy elementary and middle school teachers engage all students in the vibrant world of social studies. This inquiry-based book presents hands-on explorations, interaction with primary sources, and critical thinking activities, that provide concrete methods to successfully integrate the language arts into the social studies curriculum.
- Promotes the development of literacy skills by authentically integrating language arts
- Supports differentiated instruction for specific grade levels, English language learners, and students with special needs
- Connects to standards in language arts, social studies, and technology
Enhance your English-language arts content instruction with the SIOP Model and transform your English learners into readers, writers and speakers of English.
Based on the best-selling resource, Making Content Comprehensible for English Learners: The SIOP Model by acclaimed authors Jana Echevarria, MaryEllen Vogt, and Deborah Short, reading and English teacher’s literacy coaches, intervention teachers, and reading specialists have access to research-based, SIOP-tested techniques for lessons specifically for the English-language arts (ELA) classroom. This highly anticipated book, The SIOP Model for Teaching English-Language Arts to English Learners addresses the issues faced in educating English learners (ELs) in ELA at each grade-level. SIOP techniques and activities organized around the eight SIOP components guide educators in promoting academic language development along with comprehensible content.
Written for SIOP teachers and those who have learned the SIOP Model, this book includes proven, effective English-language arts lessons and comprehensive units designed by SIOP language arts educators Karlin LaPorta and Lisa Mitchener. In addition, this book provides ideas to adapt the techniques for students at different levels of English proficiency. This invaluable resource is sure to become an indispensable resource for ELA educators of English learners.
- Presents a systematic process for teaching both the ELA academic content and ELA academic language to English learners.
- Offers ideas and activities about teaching ELA and organizes activities by grade-bands—K-2, 3-5 (or 6), 6-8, and 9-12 and SIOP components.
- Provides use-tomorrow ideas and activities for implementing the eight components of the SIOP Model in an ELA classroom.
- Includes lesson plans and comprehensive units that illustrate how a particular activity can be effective for ALL students, not just English learners.
- Create the ideal SIOP classroom with other resourcesfrom the SIOP Model Series: 99 Ideas and Activities for Teaching English Learners with the SIOP Model; Implementing the SIOP Model through Effective Coaching and Professional Development; The SIOP Model for Administrators; Making Content Comprehensible for Elementary English Learners; Making Content Comprehensible for Secondary English Learners; The SIOP Model for Teaching Math to English Learners; The SIOP Model for Teaching Social Studies to English Learners; and The SIOP Model for Teaching Science to English Learners (all published by Pearson)