Total Literacy: Reading, Writing, and Learning (Non-InfoTrac Version) / Edition 3 available in Hardcover
- Pub. Date:
- Cengage Learning
This text provides strong, balanced coverage of literacy methods. It is built around an original "Total Literacy" framework and is filled with excellent examples of effective teaching practice in literacy education. TOTAL LITERACY is designed to empower students with the tools that they need to become effective teachers of literacy - in a broad spectrum of classroom settings.
|Edition description:||3RD BK&CDR|
|Product dimensions:||6.50(w) x 1.50(h) x 9.50(d)|
About the Author
Mary Beth Sampson is an associate professor of elementary education at Texas A&M UniversityCommerce where she teaches both graduate students and pre-service teachers. Her bibliography of publications includes professional articles, textbooks, book chapters, newspaper columns, curriculum materials and children's books. As a consultant, she has interacted with teachers in over 500 professional development sessions and keynotes across the nation on various aspects of literacy instruction. Her present research interests include pre-service preparation and in-service professional development for literacy teachers, utilization of children's literature in content classrooms and teacher beliefs. She currently serves as an editor for the College Reading Association Yearbook.
Timothy V. Rasinski is a professor of education in the Department of Teaching, Leadership, and Curriculum Studies. Dr. Rasinski teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. A past editor of THE READING TEACHER, the most widely read journal in reading education in the world, Dr. Rasinski is currently an editor for the JOURNAL OF LITERACY RESEARCH. Rasinski has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association.
Michael Sampson graduated from East Texas State University, where he majored in political science and received his elementary teaching certificate. During the next few years, Sampson taught Kindergarten through sixth grades, and received much press coverage for his innovative stances toward teaching. Sampson earned a Ph.D. in Reading from the University of Arizona, where he worked under Dr. Roach Van Allen and Dr. Kenneth Goodman. In 1986 he published his first professional book, THE PURSUIT OF LITERACY. He is also author of EXPERIENCES WITH LITERACY, co-authored by Bill Teale and Roach Van Allen, and PATHWAYS TO LITERACY, co-authored with Mary Beth Sampson and Roach Van Allen. He has also published 18 children's books.
Table of Contents
1. A TOTAL LITERACY PROGRAM. What is a Total Literacy Classroom? Theories of Behavior Acquisition. Behaviorism. Nativism. Cognitive Field. The Total Literacy Model. Strand 1: Self -Expression. Strand 2: Impression. Strand 3: Conventions - How Language Works in Literacy. Implementation of the Total Literacy Model. Acquisition. Perception. Prediction. Production. Standards for the English Language Arts. What are the Language Arts? What does a Total Literacy Classroom Look Like? Cooperative Learning. How Cooperative Learning Works. Heterogeneous or Homogeneous Grouping. The Multiple Classroom. Connecting with Parents 2. EARLY LITERACY. Reading: The Beginnings. Should the Alphabet be Taught to Children? How Children Become Aware of Print. Awareness of Sound is Important Too. Natural Readers. Writing: The Beginnings. Distinctive Features of Beginning Writing. Literacy: Learning in School Settings. Sharing. Doing. Experiences: The Foundations of Literacy. Responding to the Natural Environment. Responding to Sensory Impressions. 3. TALK AND LITERACY DEVELOPMENT. Oral Language in the Classroom. Oral Sharing. Oral-Sharing Activities. Storytelling. Spontaneous Expression. Poetry. Readers Theater. Story Theater. Reporting. Dramatization. The Teacher and Dramatization. Talking and Discussing. Experiences to Talk About. Enthusiastic Participation. Enriched Vocabulary. Observing Common Courtesies in Conversation. Connecting Oral Language with Written Language. 4. LISTENING AND LITERACY DEVELOPMENT. A Good Listener. Kinds of Listening. Simple Listening. Discriminative Listening. Listening For Information. Listening to Organize Ideas. Listening For Main Ideas. Listening For Varied Points of View. Critical Listening. Creative Listening. Propaganda and Listening. Factors Affecting Listening and Learning. Physical Environment. Psychological Environment. Developing Listening Abilities. Reading Aloud and Telling Stories. Activities that Enhance Listening Abilities. 5. THE READING PROCESS. What is Reading? The Childs View of the Reading Process. The Teachers View of the Reading Process. Reading as Transaction. Miscues and Reading Proficiency. Other Factors that Affect Reading Comprehension. Comprehension Instruction and Assessment. 6. BASAL READERS AND LITERACY LEARNING. 7. READING COMPREHENSION STRATEGIES. Strategies for Comprehending. Teacher-Directed Strategies. Reader-Directed Strategies. Making Strategies that Work for You. 8. THE WRITING PROCESS. Understanding Writing. Collaborative Writing. Freeing Students to Write. Computers in the Writing Classroom. Teachers as Writers. 9. WRITING PATTERNED STORIES AND POETRY. Using Predictable Subgenre Stories to Extend Writing Pathways. Using Patterned Poetry to Extend Literacy Pathways. Poetry Patterns that Feature Form-Class Words. Using Predictable Subgenre Stories To Extend Writing Pathways. The Value Of Genre Writing. Using Patterned Poetry To Extend Literacy Pathways. The Writing Classroom. A Physical Environment For Authors. Young Authors Conferences. 10. ORGANIZING AND MANAGING THE WRITING CLASSROOM. The Writing Classroom. Patterns Of Interaction. Writer'''s Workshop. Conferencing. Collaborative Committees. A Physical Environment For Authors. The Writing Area. The Publishing Area. Computers And Writing And Publishing. Word Processing And The Writing Process. Young Authors'''' Conferences. 11. LITERACY CONVENTIONS: WORDS, SPELLING, GRAMMAR AND HANDWRITING. Spelling and Word Study. Spelling: The Beginnings. Stages or Evolution of Spelling Development. Developing Conventional Spellers. Spelling in Writing and Reading. Process-Centered Instruction in Spelling. What Words to Teach? Instructional Elements. Routines in Direct Spelling Instruction. Linguistic Factors that Influence Spelling. Word Lists for Spelling and Editing. Grammar Refining Handwriting. Refining Punctuation and Capitalization. Linguistic Guidelines for Refining Communications. Grammar and Mechanics Summary. 12. ASSESSING LITERACY LEARNING. The Education Bill of 2002. The Culture of Assessment. What are Standardized Tests? Assessment Through Observation. Anecdotal Records. Checklists. Assessment Through Interaction. Coaching vs. Editing. Assessment Through Analysis of Student Work. Work Samplings. Holistic Scoring of Writing. Assessment Through Student Self-Evaluation. Student Log Books. Assessment Through Portfolios. What is a Portfolio? Whats in a Portfolio? Portfolio Conferences. Report Cards. Evaluating the Total Literacy Classroom. 13. CHILDRENS LITERATURE. (BY BILL MARTIN JR) Children Learn Best When They Come to Books Expecting Adventure. Making Connections with Books is the Key to a Lifetime of Reading. Books Ive Come to Love. Books to Start With. Humorous Books. Poetry. Wordless Picture Books. Folktales. Books of Artistic Merit. Informational Books. Realistic Fiction. Historical Fiction and Biography. Books Focusing on Social Issues. Storybooks. Picture Books. Cinderella Folktale Variants. Fantasy. Read-Alouds. The Best Reading Environment We can Offer. Children is a Classroom Filled with Both Books and Readers of Books. Literature Strategies That Facilitate Childrens Interactions with Books. Keeping Abreast of Childrens Books. Author Studies. 14. USING THEME CYCLES. (BY GEOFF & CHERRY WARD) The Value of Thematic Approaches to Real Learning. Different Styles of Theme Cycles. Sources for Planning Theme Cycles. Where Do Ideas for Units Come From? A Model or Framework for Planning Theme Cycles. Initiating Activities. Enhancing Activities. Synthesizing Activities. Some Principles for Planning Theme Cycles. Dont Force Coverage of the Curriculum. Provide Balance Within or Between Theme Cycles. Use the Theme Cycle as a Guide Only. Identify the Crucial Aspects of the Theme Cycle. Do What Comes Naturally. Vary the Time Allocation for Working on Theme Cycles. Limiting the Unit. Theme Cycles as Action Research. Theme Cycles and Parent Participation. The Teachers Role in the Theme Cycle. Choosing Language Activities to Exploit the Content. Monitoring and Supporting Students Learning. Focused Learning Episodes or Mini-Lessons. Planning a Theme Cycle: A General Sequence. 15. LITERACY ACROSS THE CURRICULUM. Using Childrens Literature in Content Area Instruction. Comparing Story/Narrative and Content Expository Text. Descriptive Text. Sequential Text. Comparison and Contrast Text. Cause/Effect Text. Problem/Solution Text. Becoming Independent Learners. Developing Research Skills. Promoting A Searching Attitude. Developing Research Skills. Searching for Information. Using a Table of Contents and Index. Using Alphabetical Arrangement. Using Library Reference Skills. Art and Literacy. Art Activities for Language Growth. Math and Literacy. Responding to Numerals and Numbers. Numerals and Numbers in the Newspaper. Numerals in the Environment. Numbers in Stories and Poems. Numbers Everywhere. Geometric Shapes Surround Us. Responding to Graphic Aids. Childrens Books and Mathematical Concepts. Music and Literacy. Language Development Through Rhythmic Response. Social Studies and Literacy. Science and Literacy.