Teaching Language and Literature in Elementary Classrooms 2nd Edition by Marcia S. Popp, ISBN-13: 978-0805852950

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Teaching Language and Literature in Elementary Classrooms 2nd Edition by Marcia S. Popp, ISBN-13: 978-0805852950

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• Publisher: ‎ Routledge; 2nd edition (August 17, 2005)
• Language: ‎ English
• 432 pages
• ISBN-10: ‎ 0805852956
• ISBN-13: ‎ 978-0805852950

The goal of Teaching Language and Literature in Elementary Classrooms: A Resource Book for Professional Development, Second Edition is to help the beginning teacher create a classroom environment that integrates literacy development with learning in all areas of the curriculum. Theoretically based, well organized, and practical, this text identifies the major components of an integrated language program and describes and illustrates skills teachers need to implement this kind of program in their own classrooms. It is uniquely designed as a handbook for beginning educators that serves both as a text and as a professional resource to be carried into the first year of teaching.

The narratives in this text, and the accompanying instruction for preparing to teach, are included for every elementary instructional level. A consistent chapter format is used to help readers move from a direct experience of a classroom narrative, to step-by-step descriptions they can follow to implement these activities in their own classrooms. A rich array of interactive pedagogical features is provided.

New in the Second Edition: This edition retains the purposes of the first edition, but adds ideas and information gathered over the years from new classroom observations. It also incorporates the results of the author’s extensive reviews of educational research, continuous reading in all the genres of children’s literature, and correspondence with faculty and students who used the first edition of this text. In response to these varied and helpful experiences, the Second Edition features:

*Strategies for dealing with problems of disruption in the classroom;

*Expanded discussions related to diversity and special needs;

*Increased attention to methods of evaluation and mandated testing programs;

*Reorganization of chapter sections to make them more useful to readers;

*A new chapter on play and the fine arts;

*Integration of electronic teaching technology into all chapters;

*Extensive in-text annotations of children’s literature, discussions of new titles in children’s literature, cultural literatures, book clubs, series books, and the influence of books published internationally;

*Updated reports of research and best practice studies;

*New classroom observations; and

*New appendices, designed to provide information and resources for instructional support.

Table of Contents:

Cover Page

Title Page

Copyright Page

Preface

New to This Edition

The Continuing Purpose of This Text

Organization of the Text

Integrating Instruction

Special Features of This Text

Acknowledgements

Chapter One: Language and Literature In Three Classrooms

In This Chapter

The Main Idea

In the Classroom: Three Teachers’ Views

What Research Has to Say About Integrating Language and Content Area Learning

Try Out the Chapter Ideas

Chapter Two: Reading Aloud: Literacy Begins With Listening

In This Chapter

The Main Idea

In the Classroom

The Importance of Reading Aloud

Preparing to Read Aloud In the Classroom

Presentation–Reading a Book Aloud

Evaluating the Read–Aloud Experience

Build Partnerships

If This Is Your Situation

Reflections (Charles Kamm, Retired Teacher and Principal)

A Perspective On Reading Aloud (Jim Trelease, Author)

What Research Says About the Benefits of Reading Aloud

For Your Personal Library

Try Out the Chapter Ideas

Chapter Three: Independent Reading: Exploring On Their Own

In This Chapter

The Main Idea

In the Classroom

The Importance of Independent Reading Practice

Preparation: Independent Reading In the Classroom

Presentation: Manage Independent Reading Time

Evaluating Your Independent Reading Program

Build Partnerships

If This Is Your Situation

Reflections (Jackie Hogue, Fifth-Grade Teacher)

A Perspective On Independent Reading (John Dewey, Philosopher of Education)

What Research Says About Independent Reading

For Your Personal Library

Try Out the Chapter Ideas

Chapter Four: Creating a Literature Base

In This Chapter

The Main Idea

In the Classroom

The Importance of Creating a Literature Base for Instruction

Preparing a Literature Base

Presentation: Using the Literature Base for Instruction

Evaluating Children’s Literature: How to Choose the Best

Build Partnerships

If This Is Your Situation

Reflections (Gail Nave, Kindergarten Teacher)

A Perspective On School Reading (John Dewey, Philosopher of Education)

What Research Says About Selecting High-Quality Literature

For Your Personal Library

Try Out the Chapter Ideas

Chapter Five: Guided Reading

In This Chapter

The Main Idea

In the Classroom

The Importance of Guided Reading

Preparation: Guided Reading

Presentation: A Guided Reading Session

Evaluating Progress In Guided Reading

Build Partnerships

If This Is Your Situation

Reflections—Pat Sheahan (Second-Grade Teacher)

A Perspective On Guided Reading (Louise Rosenblatt, Language Theorist)

What Research Says About Guided Reading

For Your Personal Library

Try Out the Chapter Ideas

Chapter Six: Mini–Lessons

In This Chapter

The Main Idea

In the Classroom

The Importance of Mini–Lessons

Preparing for Mini–Lessons

Presentation: Mini–Lessons

Evaluating Mini–Lessons

Build Partnerships

If This Is Your Situation

Reflections (Jackie Hogue, Fifth-Grade Teacher)

A Perspective On Mini–Lessons (Jerome Bruner, Educational Theorist)

What Research Says About Mini–Lessons

For Your Personal Library

Try Out the Chapter Ideas

Chapter Seven: Individual Reading Conferences

In This Chapter

The Main Idea

In the Classroom

A Primary Classroom: Sharing Ideas and Developing Skills

The Importance of Individual Reading Conferences

Preparing for Individual Reading Conferences

Presentation: The Individual Reading Conference

Evaluating the Individual Reading Conference

Build Partnerships

If This Is Your Situation

Reflections (Patricia Sheahan, Second-Grade Teacher)

A Perspective On Individual Reading Conferences (Lev Vygotsky, Language Theorist)

What Research Says About Individual Reading Conferences

For Your Personal Library

Try Out the Chapter Ideas

Chapter Eight: Writing to Create Meaning

In This Chapter

The Main Idea

In the Classroom

The Importance of Writing

Preparing for Writing Activities

Presentation: Writing Activities

Evaluating Writing Development

Build Partnerships

If This Is Your Situation

Reflections (Julia Parker, Fourth-Grade Teacher)

A Perspective On Writing (Sylvia Ashton-Warner, Teacher/Author)

What Research Says About Writing

For Your Personal Library

Try Out the Chapter Ideas

Chapter Nine: Listening and Speaking

In This Chapter

The Main Idea

In the Classroom

The Importance of Developing Listening and Speaking Skills

Preparing for Listening and Speaking Activities

Presentation: Friday Afternoon Sharing Time

Evaluating Speaking and Listening Activities

Build Partnerships

If This Is Your Situation

Reflections (Jackie Hogue, Fifth-Grade Teacher)

Perspective On Listening and Speaking (Jerome Bruner, Educational Theorist)

What Research Says About Developing Listening and Speaking Skills

For Your Personal Library

Try Out the Chapter Ideas

Chapter Ten: The Languages of Learning in the Content Areas

In This Chapter

The Main Idea

In the Classroom

The Importance of Themes and the Languages of Learning Traditional

Themes: Organizing Ideas and Creating Connections

Preparing for Theme Activities

Presentation: Using Language to Explore Ideas and Information

Teacher–Directed Experiences to Assist Learning

Evaluating Learning In the Content Areas

Build Partnerships

If This Is Your Situation

Reflections (Christine Lanning, Fifth-Grade Teacher)

A Perspective (Eleanor Duckworth, Teacher/Researcher)

What Research Says About Literature In the Content Areas

For Your Personal Library

Try Out the Chapter Ideas

Chapter Eleven: The Languages of Expression— Play, Media, and the Fine Arts

In This Chapter

The Main Idea

In the Classroom

The Importance of Play and the Fine Arts In Emerging Literacy

Preparing for Play and Fine Arts Activities

Presentation: Introduction to Play Centers

The Importance of Media and Literacy

Preparing for a Media–Literacy Experience

Presentation: A Movie and Discussion

Importance of Expression Through the Arts

Presentation: Exercises to Express Responses to the Fine Arts

Evaluating Play and Artistic Experiences

Build Partnerships

If This Is Your Situation

Reflections (The Author)

A Perspective (Karen Gallas, Teacher/Researcher)

What Research Has to Say About Play, Language, and Literature

For Your Personal Library

Try Out the Chapter Ideas

Appendix A: Minimizing Distractions to Learning

Anticipate Responses

Adjust Expectations

Analyze Causes of Disruption

Normal Disruptions

Twenty Quick Ways to Deal With Impulsive Behaviors: How to Save Your Sanity and Get On With the Day

Other Causes of Misbehavior

Appendix B: Book Selection Literature

Book Links: Connecting Books, Libraries, and Classrooms

The Horn Book Magazine

Multicultural Publishers Exchange Catalog of Books By and About People of Color

Notable Children’s Trade Books In Social Studies

Outstanding Science Trade Books for Children

American Library Association Notable Children’s Books

Children’s Choices Awards

Other Sources of Reviews

Appendix C: Awards for Children’s Literature

United States

Canada

United Kingdom

Australia

New Zealand

International

Appendix D: Student Forms and Guidelines

Identify the Genre–Primary

Identify the Genre–Intermediate

Special Features of Informational Books

Types of Literature: A Genre Checklist–Intermediate

Student Reading Conference Preparation: Primary

Student Conference Preparation: Intermediate

Student Preconference Memo to Teacher

Guidelines for Biographical Writing: Primary and Intermediate

Oral Reading Exercises

List of Book Response Activities for Fast

Appendix E: Teacher Forms and Guidelines

Personal Response to Literature

Comprehension

Mechanics

Sense of Audience

Sample Skills Checklist for Kindergarten

Sample Skills Checklist for Kindergarten/Early Primary/Developmental

Sample Skills Checklist for Late Primary/Intermediate

Identifying the Genre: Kindergarten

Writing Conference Form

Sample Questions for Writing Conference

Additional Follow–Up Questions

Writing Skills Checklist: Primary/Intermediate

References

In her formal life, Marcia Popp was an elementary teacher and university professor, but before and after that, she gained valuable experience as a band member, short order cook, representative for UNICEF, house cleaner, babysitter, tutor, piano teacher, parent and grandparent. She is the author of several textbooks and biographies, the content of which was gleaned from years of watching exemplary teachers at work in the classroom. She received the 2008 Robert G. Cohn Prose Poetry Award for the title poem of Comfort in Small Rooms, a collection that chronicles the experience of being a grandchild in the 1940s. Another poem from the collection was anthologized in Best New Poets 2008 and read on the Writer’s Almanac by Garrison Keillor.

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