We want stu- dents to feel connected to the community we create in the classroom and to have the tools to connect to, analyze, and respond to the world. [...] We needed a way to delve deeply into the issues and practices that mattered to us the most, to see the bigger structures across the year and reporting periods, across our philosophies and styles. [...] We challenge each other to ensure that we comes and to the community of fellow are teaching something engaging, with enough scaffolding to meet the needs of teachers from whom we can learn more about ourselves and our craft.” (Palmer, a diverse group of students. [...] By introducing a variety of texts to expand their repertoire of techniques and strategies, and to develop their capac- our students and inviting them to bring in their own, we create a context within ity to purposefully and flexibly use language. [...] We need to be open-minded to our Inquiry units require students to challenge and extend their understandings students’ ideas and experiences if we by asking questions, interpreting a variety of texts, and personalizing and trans- want students to be open to what they learn in our classrooms.
- Bibliography, etc. Note
- Includes bibliographical references and index
- Control Number Identifier
- CaOOCEL
- Dewey Decimal Classification Number
- 428.0071/2
- Dewey Decimal Edition Number
- 22
- General Note
- Issued as part of the desLibris books collection
- ISBN
- 9781551382371 9781551388229
- LCCN
- LB1575.8
- LCCN Item number
- P84 2009eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaOONL
- Physical Description | Extent
- 1 electronic text (160 p.)
- Published in
- Canada
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00227197 (OCoLC)755882756 (CaOOCEL)439211
- System Details Note
- Mode of access: World Wide Web
- Transcribing agency
- CaOONL
Table of Contents
- Cover 1
- Contents 4
- Introduction: Pulling Together Principles and Practices 6
- How This Book Is Organized 7
- Chapter 1: Working Together to Build Practices 8
- Finding Ways to Work Together 8
- Re-Imagining English Language Arts: Our Perspective 9
- Learning in English Language Arts 10
- Thinking in English Language Arts 10
- Strategies for Success in English Language Arts 11
- Chapter 2: Integrating Planning, Assessment, and Instruction 13
- Rethinking Thematic Teaching 13
- Strategic Teaching 16
- Gradual Release 16
- Self-Regulated Learning 19
- Chapter 3: Responsive Teaching and Assessment 22
- Performance-Based Assessment 22
- Linking Formative and Summative Assessment 23
- Planning Summative Assessment 24
- Considerations for Summative Assessment 25
- Responsive Planning 28
- Using Surveys to Guide Planning 30
- Providing Choice within a Unit 31
- Focusing Instruction on Student Needs 32
- The Process of Inquiry 34
- Reflection and Goal-Setting within the Inquiry Process 34
- Chapter 4: Thinking Through Oral Language 38
- Explicit Teaching of Oral Language 38
- Core Understandings: Oral Language 39
- Bringing Oral Language into the Classroom 40
- The Importance of Listening 40
- Discussing to Make Meaning 41
- Examples from our Classrooms 42
- Famous Speeches 42
- Responding to Oral Presentations 46
- Poetry Literature Circles 48
- Spoken Word 49
- Chapter 5: Rethinking Reading 60
- Reading as a Foundation 60
- Focusing on Higher-Level Thinking 61
- Core Understandings: Reading 61
- Helping Students Approach and Negotiate Texts 62
- Examples from our Classrooms 63
- Inquiry Circles 63
- Literature Circles 67
- Setting Goals in Reading Workshop 70
- Chapter 6: Writing as Thinking 78
- Core Understandings: Writing 79
- Writing For and With Students 79
- Writing as Critical Thinking 81
- Examples from our Classrooms 82
- Explicit Teaching of Literary Analysis 82
- Revision 86
- Chapter 7: Embracing New Literacies 93
- Core Understandings: New Literacies 93
- New Literacies in the Classroom 94
- Examples from our Classrooms 94
- Communications Technology Unit 95
- Global Interdependence: Online Literature Forum 100
- Chapter 8: Constructing Critical Literacy 108
- Core Understandings: Critical Literacy 109
- Examples from our Classrooms 110
- Junior Unit: Self and Other 110
- Senior Unit: The Darkness in Humanity 119
- Chapter 9: Integrating Content Areas 135
- Cross-Curricular Planning and Teaching 136
- Core Understandings: Integrating Content Areas 137
- Examples from our Classrooms 137
- Integrating Science and English Language Arts 137
- Integrating Language Arts and Social Studies 145
- Conclusion: Looking Back, Thinking Ahead 155
- Bibliography/Professional Resources 156
- Index 158
- A 158
- B 158
- C 158
- D 158
- E 158
- F 159
- G 159
- H 159
- I 159
- L 159
- M 159
- N 159
- O 160
- P 160
- Q 160
- R 160
- S 160
- T 161
- U 161
- V 161
- W 161
- Y 161
