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

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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