Language Arts Workshop

Language Arts Workshop : Purposeful Reading and Writing Instruction

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Language Arts Workshop: Purposeful Reading and Writing Instruction presents a manageable way of organizing instruction, exploring a gradual release of responsibility through meaningful experiences in all areas of need for literacy development, including oral language, spelling, vocabulary, word study, fluency, and comprehension. Like an apprenticeship, novice readers and writers learn a craft under the guidance of a skilled and knowledgeable teacher. Through the language arts workshop, students read and write everyday, spending time working with their teacher, collaborating with peers, and working independently. Learn to model successful language arts teaching for your studentsWorkshop format addresses the diverse learning needs of students, including English language learners, students with disabilities, and students who read at, above, or below grade level to support early interverntion or response to intervention programs. Predictable chapter organization clarifies the workshop approach and framework. Authentic examples from successful classrooms engage readers and model effective language arts instruction. A strong focus on assessment grounds the instruction, and a compendium of assessment tools prepares readers to drive their own classroom.
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Product details

  • Mixed media product | 496 pages
  • 177.8 x 231.1 x 22.9mm | 771.12g
  • Pearson
  • Upper Saddle River, NJ, United States
  • English
  • Teacher's ed.
  • 0131117327
  • 9780131117327

Back cover copy

"Language Arts Workshop: Purposeful Reading and Writing Instruction "presents a manageable way of organizing instruction, exploring a gradual release of responsibility through meaningful experiences in all areas of need for literacy development, including oral language, spelling, vocabulary, word study, fluency, and comprehension. Like an apprenticeship, novice readers and writers learn a craft under the guidance of a skilled and knowledgeable teacher. Through the language arts workshop, students read and write everyday, spending time working with their teacher, collaborating with peers, and working independently. Learn to model successful language arts teaching for your students Workshop format addresses the diverse learning needs of students, including English language learners, students with disabilities, and students who read at, above, or below grade level to support early interverntion or response to intervention programs. Predictable chapter organization clarifies the workshop approach and framework. Authentic examples from successful classrooms engage readers and model effective language arts instruction. A strong focus on assessment grounds the instruction, and a compendium of assessment tools prepares readers to drive their own classroom.
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Table of contents

PART 1: YOU, YOUR STUDENTS, AND YOUR TEXTS1. Principles of the Language Arts Workshop. PART 2: COMPONENTS OF THE LANGUAGE ARTS WORKSHOP 2. Focus Lessons: Shared Readingand Shared Writing in the Language Arts Workshop. 3. Guided Readingand Writing in the Language Arts Workshop 4. Collaborative Learning in the Language Arts Workshop. 5. Independent Reading, Writing, and Conferring in the Language Arts Workshop. PART 3: APPROACHES TO TEACHING IN THE LANGUAGE ARTS WORKSHOP 6. Speaking and Listening in the Language Arts Workshop. 7. Teaching Spelling and Word Study in the Language Arts Workshop. 8. Vocabulary Development in the Language Arts Workshop. 9. Building Reading and Writing Fluency in the Language Arts Workshop. 10. Comprehension Strategy Instruction in the Language Arts Workshop. 11. Using Assessments to Guide Instruction in the Language Arts Workshop. Compendium of Assessments1. Classroom Observation Form2. Storybook Reading Inventory3. Basic Rubric4. Self-Assessment of Group Work5. Reading Interest Survey6. Yopp-Singer Test of Phoneme Segmentation7. Narrative Story Retelling Rubric8. Informational Text Retelling Rubric9. Student Form for Letter Identification10. Teacher Recording Form for Letter Identification11. Dolch Sight Word Assessment - Preprimer12. Dolch Sight Word Assessment - Primer13. Dolch Sight Word Assessment-First Grade14. Dolch Sight Word Assessment - Second Grade15. Dolch Sight Word Assessment - Third Grade16. Frequently Used Rimes17. Early Concepts of Print Checklist18. Coding Sheets for Running Records19. Blank Running Record Form20. Collecting Data for Running Record21. The Nonword Reading Test22. Sample Cloze Procedure - Student Form23. Sample Cloze Procedure Answer Key 24. Metacomprehension Strategies Index25. Metacomprehension Strategies Index Answer Key26. Elementary Reading Attitude Survey27. Self-Assessment for Traits of Effective Readers28. Developmental Spelling Analysis Screening Inventory29. Developmental Spelling Analysis Screening Inventory Prediction Chart30. Class Record of Writing Fluency31. Holistic Writing Rubric for Friendly Letter32. Writing Attitude Survey33. Speaking Checklist34. Speaking Self-Assessment Checklist35. Oral Presentation Checklist36. Student Oral Language Observation Matrix (Solom) Appendix I: Book Choices by Grade Level. Appendix II: Children and Young Adult Titles by Genre. Appendix III: Literary Devices for Narrative Text Index
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About Nancy Frey

Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University and the Director of Professional Development for the City Heights Educational Collaborative. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as Improving Adolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU(1)s teacher-credentialing program as well as graduate-level courses on English language development and literacy. He has also taught classes in English, writing, and literacy development to secondary school students.Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University and the Coordinator of Professional Development Schools for the City Heights Educational Collaborative. Before joining the university faculty, Nancy was a teacher in the Broward County (FL) Public Schools, where she taught students at the elementary and middle school level. She later worked for the Florida Department of Education on a statewide project for supporting students with diverse learning needs in general education curriculum. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. She research interests include reading and literacy, assessment, intervention, and curriculum design, and she was a finalist in for the International Reading Association's Outstanding Dissertation Award. She has co-authored books on literacy such as Improving Adolescent Literacy: Strategies at Work and Language Arts Workshop: Purposeful Reading and Writing Instruction, both published by Pearson Merrill Prentice Hall. She teaches a variety of courses in SDSU's teacher-credentialing program on elementary and secondary literacy in content area instruction and supporting students with diverse learning needs. Nancy continues to test her own understanding of literacy learning by teaching at the schools in City Heights.
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