Teaching language and Literature in Elementary Classroom: A Resource Book for Professional Development Second Edition
Buku ini diterbitkan tahun 2005 oleh Lawrence ErlbaumAssociates, Inc., New Jersey, adalah buku edisi Kedua.
Judul: Teaching language and Literature in Elementary Classroom: A Resource Book for Professional Development Second Edition
Oleh: Marcia S. Popp
Penerbit: Lawrence ErlbaumAssociates, Inc., New Jersey
Tahun: 2005
Jumlah Halaman: 432 hal.
Penulis:
Marcia S. Popp
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Lingkup Pembahasan:
Buku edisi ke dua ini mengemukakan ide-ide dan informasi yang dikumpulkan selama bertahun-tahun dari pengamatan kelas baru. Hal ini juga mencakup hasil yang luas tentang ulasan penelitian pendidikan, membaca terus-menerus dalam semua genre sastra anak-anak, dan korespondensi dengan dosen dan mahasiswa. Buku ini juga menanggapi bervariasi dan membantu pengalaman, juga mengemukakan unsur-unsur berikut:
• Strategi untuk menangani masalah gangguan di kelas
• diskusi diperluas terkait dengan keragaman dan kebutuhan khusus
• Peningkatan perhatian terhadap metode evaluasi dan pengujian yang diamanatkan program
• Reorganisasi bagian bab untuk membuat mereka lebih berguna untuk pembaca
• Sebuah bab baru di Play dan Fine Arts
• Integrasi teknologi pengajaran elektronik ke semua bab
• luas dalam teks penjelasan sastra anak-anak, diskusi judul baru dalam sastra anak-anak, literatur
budaya, klub buku, buku seri, dan pengaruh buku yang diterbitkan secara internasional
• Laporan penelitian dan praktek terbaik studi
• observasi kelas baru
Juga baru untuk edisi ini adalah satu set lampiran dirancang untuk memberikan informasi
dan sumber daya untuk mendukung pembelajaran.
Daftar Isi:
Preface xvii
Acknowledgments xxiii
CHAPTER ONE Language and Literature in Three Classrooms 1
In This Chapter 1
The Main Idea 1
In the Classroom: Three Teachers’ Views 1
What Research Has to Say About Integrating Language and Content Area Learning 36
Try Out the Chapter Ideas 37
CHAPTER TWO Reading Aloud: Literacy Begins With Listening 39
In This Chapter 39
The Main Idea 39
In the Classroom 39
The Importance of Reading Aloud 45
Preparing to Read Aloud in the Classroom 46
Presentation—Reading a Book Aloud 48
Evaluating the Read-Aloud Experience 50
Build Partnerships 51
If This Is Your Situation 52
Reflections (Charles Kamm, Retired Teacher and Principal) 53
A Perspective on Reading Aloud (Jim Trelease, Author) 53
What Research Says About the Benefits of Reading Aloud 54
For Your Personal Library 55
Try Out the Chapter Ideas 56
CHAPTER THREE Independent Reading: Exploring on Their Own 57
In This Chapter 57
The Main Idea 57
In the Classroom 57
The Importance of Independent Reading Practice 62
Preparation: Independent Reading in the Classroom 63
Presentation: Manage Independent Reading Time 69
Evaluating Your Independent Reading Program 70
Build Partnerships 71
If This Is Your Situation 71
Reflections (Jackie Hogue, Fifth-Grade Teacher) 72
A Perspective on Independent Reading (John Dewey, Philosopher of Education) 72
What Research Says About Independent Reading 73
For Your Personal Library 75
Try Out the Chapter Ideas 75
CHAPTER FOUR Creating a Literature Base 77
In This Chapter 77
The Main Idea 77
In the Classroom 77
The Importance of Creating a Literature Base for Instruction 83
Preparing a Literature Base 84
Presentation: Using the Literature Base for Instruction 91
Evaluating Children’s Literature: How to Choose the Best 93
Build Partnerships 101
If This Is Your Situation 102
Reflections (Gail Nave, Kindergarten Teacher) 103
A Perspective on School Reading (John Dewey, Philosopher of Education) 103
What Research Says About Selecting High-Quality Literature 104
For Your Personal Library 104
Try Out the Chapter Ideas 105
CHAPTER FIVE Guided Reading 107
In This Chapter 107
The Main Idea 107
In the Classroom 107
The Importance of Guided Reading 119
Preparation: Guided Reading 120
Presentation: A Guided Reading Session 122
Evaluating Progress in Guided Reading 126
Build Partnerships 127
If This Is Your Situation 127
Reflections—Pat Sheahan (Second-Grade Teacher) 129
A Perspective on Guided Reading (Louise Rosenblatt, Language Theorist) 130
What Research Says About Guided Reading 131
For Your Personal Library 132
Try Out the Chapter Ideas 133
CHAPTER SIX Mini-Lessons 135
In This Chapter 135
The Main Idea 135
In the Classroom 135
The Importance of Mini-Lessons 144
Preparing for Mini-Lessons 146
Presentation: Mini-Lessons 147
Evaluating Mini-Lessons 149
Build Partnerships 150
If This Is Your Situation 150
Reflections (Jackie Hogue, Fifth-Grade Teacher) 151
A Perspective on Mini-Lessons (Jerome Bruner, Educational Theorist) 151
What Research Says About Mini-Lessons 152
For Your Personal Library 152
Try Out the Chapter Ideas 153
CHAPTER SEVEN Individual Reading Conferences 155
In This Chapter 155
The Main Idea 155
In the Classroom 155
The Importance of Individual Reading Conferences 171
Preparing for Individual Reading Conferences 173
Presentation: The Individual Reading Conference 175
Evaluating the Individual Reading Conference 179
Build Partnerships 180
If This Is Your Situation 181
Reflections (Patricia Sheahan, Second-Grade Teacher) 181
A Perspective on Individual Reading Conferences (Lev Vygotsky, Language Theorist) 182
What Research Says About Individual Reading Conferences 182
For Your Personal Library 183
Try Out the Chapter Ideas 184
CHAPTER EIGHT Writing to Create Meaning 185
In This Chapter 185
The Main Idea 185
In the Classroom 185
The Importance of Writing 205
Preparing for Writing Activities 206
Presentation: Writing Activities 210
Evaluating Writing Development 219
Build Partnerships 221
If This Is Your Situation 222
Reflections (Julia Parker, Fourth-Grade Teacher) 223
A Perspective on Writing (Sylvia Ashton-Warner, Teacher/Author) 224
What Research Says About Writing 225
For Your Personal Library 226
Try Out the Chapter Ideas 227
CHAPTER NINE Listening and Speaking 229
In This Chapter 229
The Main Idea 229
In the Classroom 229
The Importance of Developing Listening and Speaking Skills 242
Preparing for Listening and Speaking Activities 244
Presentation: Friday Afternoon Sharing Time 257
Evaluating Speaking and Listening Activities 258
Build Partnerships 260
If This Is Your Situation 261
Reflections (Jackie Hogue, Fifth-Grade Teacher) 262
Perspective on Listening and Speaking (Jerome Bruner, Educational Theorist) 263
What Research Says About Developing Listening and Speaking Skills 264
For Your Personal Library 264
Try Out the Chapter Ideas 265
CHAPTER TEN The Languages of Learning in the Content Areas 267
In This Chapter 267
The Main Idea 267
In the Classroom 268
The Importance of Themes and the Languages of Learning 284
Themes: Organizing Ideas and Creating Connections 285
Preparing for Theme Activities 290
Presentation: Using Language to Explore Ideas and Information 293
Teacher-Directed Experiences to Assist Learning 299
Evaluating Learning in the Content Areas 301
Build Partnerships 302
If This Is Your Situation 303
Reflections (Christine Lanning, Fifth-Grade Teacher) 304
A Perspective (Eleanor Duckworth, Teacher/Researcher) 305
What Research Says About Literature in the Content Areas 306
For Your Personal Library 307
Try Out the Chapter Ideas 307
CHAPTER ELEVEN The Languages of Expression—Play, Media, and the Fine Arts 309
In This Chapter 309
The Main Idea 309
In the Classroom 309
The Importance of Play and the Fine Arts in Emerging Literacy 314
Preparing for Play and Fine Arts Activities 314
Presentation: Introduction to Play Centers 315
The Importance of Media and Literacy 318
Preparing for a Media-Literacy Experience 319
Presentation: A Movie and Discussion 319
Importance of Expression Through the Arts 323
Presentation: Exercises to Express Responses to the Fine Arts 325
Evaluating Play and Artistic Experiences 330
Build Partnerships 330
If This Is Your Situation 331
Reflections (The Author) 332
A Perspective (Karen Gallas, Teacher/Researcher) 333
What Research Has to Say About Play, Language, and Literature 334
For Your Personal Library 335
Try Out the Chapter Ideas 336
APPENDIX A
Minimizing Distractions to Learning 337
Anticipate Responses 337
Adjust Expectations 338
Analyze Causes of Disruption 338
Normal Disruptions 339
Twenty Quick Ways to Deal With Impulsive Behaviors: How to Save Your Sanity and Get on
With the Day 340
Other Causes of Misbehavior 345
APPENDIX B
Book Selection Literature 346
Book Links: Connecting Books, Libraries, and Classrooms 346
The Horn Book Magazine 346
Multicultural Publishers Exchange Catalog of Books by and About People of Color 347
Notable Children’s Trade Books in Social Studies 347
Outstanding Science Trade Books for Children 347
American Library Association Notable Children’s Books 348
Children’s Choices Awards 348
Other Sources of Reviews 348
APPENDIX C
Awards for Children’s Literature 350
United States 350
Canada 352
United Kingdom 352
Australia 353
New Zealand 353
International 353
APPENDIX D
Student Forms and Guidelines 354
Identify the Genre—Primary 354
Identify the Genre—Intermediate 355
Special Features of Informational Books 356
Types of Literature: A Genre Checklist—Intermediate 356
Student Reading Conference Preparation: Primary 357
Student Conference Preparation: Intermediate 357
Student Preconference Memo to Teacher 358
Guidelines for Biographical Writing: Primary and Intermediate 358
Oral Reading Exercises 358
List of Book Response Activities for FAST 359
FAST Proposal 360
FAST Presentation Review Form 361
FAST Presentation Record 361
APPENDIX E
Teacher Forms and Guidelines 362
Personal Response to Literature 362
Comprehension 362
Mechanics 363
Sense of Audience 363
Sample Skills Checklist for Kindergarten 364
Sample Skills Checklist for Kindergarten/
Early Primary/Developmental 364
Sample Skills Checklist for Late Primary/Intermediate 365
Identifying the Genre: Kindergarten 366
Writing Conference Form 366
Sample Questions for Writing Conference 366
Additional Follow-up Questions 367
Writing Skills Checklist: Primary/Intermediate 367
References 369
Author Index 383
Subject Index 389
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