Guiding Curriculum Decisions for Middle-Grades Language Arts

Guiding Curriculum Decisions for Middle-Grades Language Arts

by Margaret Russell Ciardi, Lynn Goldsmith, Ilene Kantrov
     
 

This book presents a framework for decision making, provides an overview of the curriculum decision-making process, and contains detailed information on a variety of language arts curricula and curriculum resources.See more details below

Overview

This book presents a framework for decision making, provides an overview of the curriculum decision-making process, and contains detailed information on a variety of language arts curricula and curriculum resources.

Editorial Reviews

VOYA
This guide is one in a series of handbooks developed to provide middle-level educators with information and resources to direct the design of high-quality, standards-based curricula. In this series entry, readers are presented with a curricular framework that focuses on standards of academic rigor, equity, and developmental appropriateness. A series of question-and-answer sketches is proffered in the first chapter to assist educators in translating these principles into practice. Queries such as "How will the middle-grades language arts curriculum enable students to meet standards?" and "How will the curriculum ensure that the study of language arts is engaging, motivating, and suitably challenging for middle-grades students?" are posed to shepherd practitioners through the decision-making process. Two curriculum models subsequently are profiled to inform about specific methods and materials that may be used to promote high student achievement. An annotated list of professional publications, organizations, Web sites, and related resources also is supplied. Touted as an authoritative handbook, this guide provides language arts practitioners with a standards-based framework for making curricular decisions. Supported by vignettes drawn from interviews with more than one hundred language arts educators, textual content reflects current classroom theory and practice. Several, though, are fictional composites representing multiple experiences and practices. As such, they serve more as idealized sketches of practice than examples of tested curricular modes, possibly leading some educators to question their practicality. Moreover, the authors fail to clearly tie the information presented tonational standards established in Standards for the English Language Arts (NCTE, 1996). Despite this conspicuous shortcoming, librarians and language arts teachers will find the handbook an appropriate supplementary resource for professional bookshelves. It should not be purchased, however, to supplant Jeffry D. Wilhelms Standards in Practice Grades 6-8 (NCTE, 1996) or the language arts titles in NCTE's Standards Consensus Series. Charts. Biblio. Source Notes. Further Reading. 2001, Heinemann, 120p, Korthals

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Product Details

ISBN-13:
9780325004181
Publisher:
Heinemann
Publication date:
09/25/2001
Pages:
120
Product dimensions:
8.40(w) x 10.90(h) x 0.25(d)
Age Range:
11 - 13 Years

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