Teaching Language Arts: A Student- and Response-Centered Classroom (with Student Activities Planner), 5/E
Carole Cox, California State University, Long Beach

ISBN-10: 0205455824
ISBN-13: 9780205455829

Publisher: Allyn & Bacon
Copyright: 2005
Format: Cloth; 576 pp
Published: 08/06/2004

This item has been upgraded to Teaching Language Arts: A Student-Centered Classroom, 6/E .

Teaching Language Arts continues its emphasis on a student-and response-centered approach to literature-based teaching in today's culturally and linguistically diverse classrooms.

Engaging writing style and snapshots of real teachers bring the content to life for students. Instructors can use lesson plans, teaching ideas, and the online video case studies that accompany each chapter to reinforce learning.

Carole Cox uses a strong theoretical base that covers content in a broad and in-depth manner. This provides a balance of student-centered and teacher-directed instruction that includes many examples from today's classrooms. Teaching Language Arts continues to be an eloquent and well-researched text that students and teachers will find empowering.


  • Emphasizes both aesthetic and efferent reading and writing of literary and informational texts, and literacy in the content areas (Ch. 10).
  • Includes a separate chapter on spelling, devoted to instructional strategies specific to children's stages of spelling development across a range of grade levels (Ch. 12).
  • “Standards for the English Language Arts” are explained and incorporated in all lesson plans and teaching ideas throughout.
  • Chapter 13, “Technology in the Classroom”, offers thorough coverage of media literacy integrated into the teaching of the language arts.
  • Rich in pedagogy, including:

    • “Lesson Plans” offer specific suggestions that can readily be put into practice.

    • “Ripple Effects,” graphic organizers found in each chapter, illustrate how response-themed learning spreads out across the curriculum.

    • “Snapshot” features give a glimpse into a real classroom, demonstrating how material discussed in the chapter can be transformed into action.

  • Assessment Tool Boxes provide several authentic assessment tools, including:

    • “ELL” icon highlights specific ideas for teaching English Language Learners.

    • “WWW” notes include annotated Websites linked to chapter content.

    • “Software for the Classroom” provides reviews and comments for use in teaching language arts.

    • “HELP!” sections for struggling readers and writers and students with disabilities.

  • Strong Focus on Assessment:

    • New Chapter 2, “Assessing Language Arts, ” discusses standards-based assessment and teaching, high-stakes testing, the role of authentic assessment for planning developmentally appropriate instruction based on each child's strengths and needs.

    • Updated “Assessment Toolbox” offers tools students can actually put to use in field experiences, with examples of how they are used with real children.

  • Heavy emphasis on second language learners throughout the text including:

    • Snapshots of classrooms with second language learners in every chapter—some illustrated with video in the Companion Website.

    • A full chapter on “First- and Second-Language Development” provides students with the necessary background to understand the relationship between the two and its importance to the teaching of the language arts (Ch. 3)

    • A full chapter on “Emergent Literacy and Biliteracy” explains in depth the process by which young children become literate in two languages if they come to school speaking a home language other than English (Ch. 4).

  • New Chapter 2, “Viewing and Visually Representing,” includes the visual arts, media, drama, and technology as they pertain to learning and teaching language arts.
  • Separate chapter on multicultural issues, education, and literature (Ch. 8) includes increased coverage of teaching African-American students as well as how to use multicultural literature in the classroom (in addition to a separtate chapter, “Teaching with Literature”).
  • Separate Chapter 6, “Reading,” offers increased coverage of phonics, phonemic awareness, and direct instruction in reading, providing specific suggestions for instruction of second language learners and struggling readers and writers in addition to increased coverage throughout the text.
  • New Video Icons refer students to selecte video clips on the Companion Website.

Contents.

Special Features.

Preface.

1. Learning and Teaching Language Arts.

Questions about Learning and Teaching Language Arts.

The Language Arts.

Snapshot A Day in Avril Font’s Fourth-Grade Class.

Learning Language Arts.

An Active, Constructive Process.

A Social, Interactive Process.

A Transactional Process.

Teaching Language Arts.

A Student- and Response-Centered Classroom.

Curriculum Content.

Classroom Environment.

Scheduling and Grouping.

Literature, Resources, and Technology.

Integrated Teaching: “Ripple Effects” of Response-Themed Learning.

Ripple Effect Our Community and State.

Modeling Lessons for Initiating and Demonstrating.

Lesson Plan Modeling with an Initiating Lesson Using an Alphabet Book.

Answers to Questions about Learning and Teaching Language Arts.

2. Assessing Language Arts.

Questions about Assessing Language Arts.

Guidelines for Assessment.

Standardized Testing versus Authentic Assessment.

Snapshot Draft Books in Avril Font's First-Grade Class.

Assessment Tools.

Assessment Toolbox 2.1 Writing Log.

Logs and Journals.

Assessment Toolbox 2.2 Double-Entry Literature Journal.

Anecdotal Records and Observations.

Checklists and Records

Inventories and Tests.

Rubrics.

Assessment Toolbox 2.3 Writing Rubric.

Self-Assessment and Peer Assessment.

Assessment Toolbox 2.4 Self-Assessment Form for Group Work.

Assessment Toolbox 2.5 Peer-Assessment Form for Group Work.

Portfolios and Work Samples.

Planning and Progress Forms.

Teaching and Assessing Students with Disabilities and Other Special Needs.

Assessment Toolbox 2.6 Portfolio Analysis Form.

Teaching Students with Special Needs.

Assessing Students with Special Needs.

Snapshot An English Language Learner with Learning Disabilities in an Inclusive Classroom.

Assessment Toolbox 2.7 Classroom Activity Analysis Worksheet.

Adapting Language Learning.

Answers to Questions about Assessing Language Arts.

3. First- and Second-Language Development.

Questions about First- and Second-Language Development.

First-Language Development.

Snapshot Four Children Talking.

Constructivist Theory.

Social Interactionist Theory.

Language Structure and Systems.

Second-Language Development.

Second-Language Acquisition Theories.

Assessment Toolbox 3.1 Stages of English Language Proficiency.

Lessons for English Language Learners: Providing a Context for Instruction.

Teaching Idea Teaching English and Mathematics to Spanish-Speaking Students.

Assessment Toolbox 3.2 Stages of English Language Proficiency for Jaqui’s Students.

Teaching and Assessing Vocabulary Development for First- and Second-Language Learners.

Semantic Mapping.

Teaching Idea Semantic Maps with Armenian-Speaking Students.

Word Play.

Lesson Plan Word Play and Literature.

Assessment Toolbox 3.3 Anecdotal Record Assessment (ARA).

Answers to Questions about First- and Second-Language Development.

4. Emergent Literacy and Biliteracy.

<B.Questions about Emergent Literacy and Biliteracy.

Emergent Literacy.

Snapshot Apples and the First Week of First Grade.

Emergent Reading.

Ripple Effect Apples.

Emergent Writing.

Assessment Toolbox 4.1 Concepts about Print.

Seven Ways to Begin Teaching Reading and Writing.

Assessment Toolbox 4.2 Concept of a Word.

Lesson Plan Read, Talk, Draw, Write.

Snapshot A Day in a Kindergarten Class.

Emergent Biliteracy.

Learning to Read and Write in Two Languages.

Snapshot The First Day of School for Spanish-Speaking Kindergartners.

Supporting Students Learning English as a Second Language.

Lesson Plan Read, Talk, Draw, Write Adapted for Spanish-Speaking Kindergartners.

Assessing Young Children.

Answers to Questions about Emergent Literacy and Biliteracy.

Assessment Toolbox 4.3 Systematic Sampling of Emergent Literacy.

5. Listening and Talking.

Questions about Listening and Talking.

Listening and Talking in the Classroom.

Listening: The Neglected Language Art.

Talking: The Suppressed Language Art.

Literacy and Listening and Talking.

Snapshot Teacher Talk and Student Talk about a Book and a Film at Halloween.

Teaching Listening and Talking.

Questions and Prompts.

Instructional Conversations.

Supporting English Language Learners in Instructional Conversations.

Graphic Organizers.

Cooperative Learning.

Listening and Media Centers.

Supporting English Language Learners, Struggling Readers and Writers, and Students with Disabilities in Cooperative Learning.

Interviews and Oral Histories.

Teaching Idea Model for an Oral History.

Reading Aloud.

Drama in the Classroom.

Storytelling.

Puppets.

Reader's Theater.

Teaching Idea Reader’s Theater Script Prepared for Children.

Creative Drama.

Lesson Plan Creatures! Creative Drama and Listening, Talking, and Writing.

Story Dramatization.

Teaching Idea Directed Listening Thinking Activity (DLTA) with Literature.

Teaching Idea Bringing the "Wild Things" to Life.

Snapshot English Language Learners Make Masks and Act Like “Wild Things.170>

Assessing Listening and Talking.

Supporting English Language Learners and Students with Disabilities in Drama.

Assessment Toolbox 5.1 Peer Evaluation of Listening and Talking.

Assessment Toolbox 5.2 Story Retelling Record.

Answers to Questions about Listening and Talking.

6. Reading.

Questions about Reading.

Reading Is a Language Art.

Models of Reading.

The Linear Model.

The Interactive Model.

The Transactional Model.

A Balanced Approach.

Shared Reading.

Snapshot Shared Reading in a First-Grade Class of Struggling Readers.

Supporting Struggling Readers through Shared Reading.

Guided Reading.

Teaching Idea Guided Reading with The Very Hungry Caterpillar, by Eric Carle.

Writing to Read.

Snapshot Struggling Readers Write about Bart the Crow.

Word Study and Phonics.

Assessment Toolbox 6.1 Test of Phoneme Segmentation.

Teaching Idea Whole-to-Parts Phonics Instruction with “The Eensy, Weensy Spider.”

Student Independent Reading.

Snapshot Sustained Silent Reading in a First-Grade Class.

Reading Workshop.

Assessing Reading.

Answers to Questions about Reading.

Assessment Toolbox 6.2 Running Record.

7. Teaching with Literature.

Questions about Teaching with Literature.

Reader Response to Literature.

The Transactional Model.

Children’s Stance on an Aesthetic-to-Efferent Continuum.

Snapshot How to Find a Lost Mine and Other Treasures in Children’s Books.

Ripple Effect The Desert of the Southwest United States.

Response-Centered, Integrated Teaching with Literature.

Choosing Children's Books.

Genres of Children's Literature.

Literature Discussions.

Literature Circles.

Teaching Idea Literature Circles with English Language Learners.

Assessment Toolbox 7.1 Literature Circle Plan and Progress Sheet.

Literature Focus Units.

Core Book Units.

Supporting English Language Learners, Students with Disabilities, and Struggling Readers and Writers through Literature Circles.

Snapshot Core Book Unit with Fourth-Graders.

Author Units.

Teaching Idea Author Unit on Eric Carle.

Genre Units.

Teaching Idea Genre Unit on "Cinderella".

Response Options.

Assessing Teaching with Literature.

Assessment Toolbox 7.2 Literature Portfolio Organizer.

Answers to Questions about Teaching with Literature.

8. Multicultural Education and Children's Books.

Questions about Multicultural Education and Children's Books.

Multicultural Education.

Approaches to Multicultural Education.

Integrating Multicultural Content.

Teaching Speakers of Nonmainstream English.

Supporting Speakers of Nonmainstream English.

Multicultural Children’s Books.

Literature Focus Units.

Lesson Plan Core Book Unit.

Ripple Effect The Pinkneys.

Snapshot “Somebody’s Lying”: Discovering the Truth about Columbus and the Taino People.

Questions about Multicultural Education and Children's Books.

9. The Writing Process.

Questions about the Writing Process.

What Children Do in the Writing Process.

Writing Workshop.

Snapshot Writing Workshop in a Fourth-Grade Class of English Language Learners.

Assessment Toolbox 9.1 Writing Status Checklist.

Writing in English as a Second Language.

Supporting English Language Learners in the Writing Process.

Teaching and Assessing Writing as a Process.

Authentic Assessment.

Assessment Toolbox 9.2 Writing Record.

Assessment Toolbox 9.3 Writing Rubric.

A Literate Environment.

Modeling.

Minilessons.

Conferences.

Journals.

Assessment Toolbox 9.4 Peer-Editing Form.

Revising and Editing.

Assessment Toolbox 9.5 Self-Editing Checklist.

Publishing.

Scheduling.

Portfolios.

Assessment Toolbox 9.6 Self-Assessment Form for Student’s Portfolio Selection.

Answers to Questions about the Writing Process.

10. Spelling.

Questions about Spelling.

The English Writing System.

Snapshot A Child Learns to Spell.

Stages of Spelling Development.

Spelling and Literacy Development.

Supporting Struggling Students, Students with Disabilities, and English Language Learners in Spelling.

Spelling and Writing.

Snapshot Peer-Editing Group in Writing Workshop.

Spelling and Reading.

Assessing and Teaching Spelling in Grades K-8.

Kindergarten through Second Grade.

Assessment Toolbox 10.1 The Camel Test.

Assessment Toolbox 10.2 Writing Sample Analysis.

Second through Fourth Grade.

Assessment Toolbox 10.3 Developmental Spelling Inventory.

Lesson Plan Word Study of Homophones.

Fifth through Eighth Grade.

Answers to Questions about Spelling.

11. Grammar, Punctuation, and Handwriting.

Questions about Grammar, Punctuation, and Handwriting.

Grammar.

Defining Grammar.

Types of Grammar.

Reasons for Teaching Traditional Grammar.

Snapshot Arguing about Grammar in Writing Workshop.

Grammar in Proper Perspective.

Teaching and Assessing Grammar.

Snapshot Revising and Editing in Writing Workshop.

Teaching Idea Content-Centered Sentence Combining.

Supporting Struggling Writers, Students with Disabilities, and English Language Learners in Learning Grammar.

Punctuation.

Development of Punctuation Skills.

Teaching and Assessing Punctuation.

Handwriting.

Development of Handwriting Skills.

Teaching and Assessing Handwriting.

Assessing Grammar, Punctuation, and Handwriting.

Answers to Questions about Grammar, Punctuation, and Handwriting.

Assessment Toolbox 11.1 Students’ Revising and Editing Checklist.

12. Viewing and Visually Representing.

Questions about Viewing and Visually Representing.

The New Language Arts.

Snapshot Introducing the Solar System to Third-Grade English Language Learners.

Viewing.

Ripple Effect The Solar System and Science Fiction.

Critical Viewing and Media Literacy.

Teaching Idea Examining Advertising Language.

Film and Video.

Teaching Idea Film Response Guide for The Tender Tale of Cinderella Penguin.

Television.

Assessing Media Literacy.

Assessment Toolbox 12.1 Student’s Media Critique Form.

Visually Representing.

The Visual Arts. Lesson Plan Self-Portraits and Poetry.

Media Production.

Drama Performance.

Scriptwriting.

Snapshot Third- and Fourth-Grade Children Write and Perform an Original Play.

Adapting and Performing Dramatic Literature.

Teaching Idea Shakespeare for Children.

Curriculum Drama.

Snapshot A Schoolwide Renaissance Fair.

Assessing Drama Performance.

Assessment Toolbox 12.2 Drama Self-Assessment.

Answers to Questions about Viewing and Visually Representing.

13. Technology in the Classroom.

Questions about Technology in the Classroom.

Technology and the Language Arts.

Word Processing.

The Writing Process.

Word Processing in Writing Workshop.

Electronic Messaging.

Snapshot Connecting Second-Grade Key Pals in the United States and China.

Multimedia Projects.

The Internet.

Teaching Idea Internet Scavenger Hunt.

Hypermedia. Snapshot Eighth-Grade Latino Students Use HyperStudio to Tell Autobiographical Heritage Stories.

Supporting English Language Learners by Using Computers.

Assessing Multimedia Projects.

Caveats on Technology in the Classroom.

Assessment Toolbox 13.1 Rubric for a HyperStudio Project.

Answers to Questions about Technology in the Classroom.

14. Language Across the Curriculum.

Questions about Language across the Curriculum.

Understanding Language across the Curriculum.

Thematic Teaching.

Reading and Writing Both Aesthetically and Efferently.

Snapshot A Year-Long Theme of Colors across the Curriculum.

Ripple Effect Colors.

Language across the Curriculum for Students with Special Needs.

Supporting Struggling Readers and Writers, Students with Disabilities, and English Language Learners in Writing.

Literary Texts.

Poetry.

Songs.

Stories.

Informational Texts.

Nonfiction.

Snapshot Fifth-Grade English Language Learners Read and Write about Guts.

Biographies and Autobiographies.

Assessing Students' Understanding of Informational Texts.

Assessment Toolbox 14.1 Record for Retelling an Informational Text.

Ways for Students to Present Information.

Lesson Plan Integrated Teaching of Science and Language Arts.

Answers to Questions about Language across the Curriculum.

References.

Subject Index.

Index of Children’s Books, Films, and Software.

Written with an engaging writing style and packed with practical information, Carole Cox's fifth edition of Teaching Language Arts brings content to life for students!

Teaching Language Arts, Fifth Edition, continues to emphasize a student- and response-centered approach to literature-based teaching in today's culturally and linguistically diverse classrooms. With lesson plans, teaching ideas, and online video case studies that accompany each chapter this practical text reinforces what you teach in class.

The Fifth Edition is an eloquent and well-researched text that students and teachers will find empowering!

Take a Peek Inside...

  • Strong Focus on Assessment:
    • New! Chapter 2, “Assessing Language Arts”
  • New “Supporting boxes” present guidelines and activities for working with English language learners, students with disabilities, and struggling readers and writers
  • Heavy emphasis on second language learners throughout the text including:
    • Snapshots of classrooms with second language learners—some illustrated with video online
    • A full chapter on “First and Second Language Development”
    • A full chapter on “Emergent Literacy and Biliteracy”
  • New CW Icons refer students to the Companion Website to select Online Video Case Studies

Here's What They're Saying:

“The style with which this book is written distinguishes it from others in the field. In addition, the resources it offers make it more practical and less theoretical than other texts in the field.”
Alicia Mendoza, Florida International University

“As I read through Cox's text, I found it to be readable and quite comprehensive. It is clear that the author really knows what she is talking about. Excellent examples are given throughout the book, with actual excerpts of student work given as well. I believe that these are of the utmost value as they help pre-service teachers to visualize student work before going into the classroom.”
Cecile Arquette, San Diego State University

Meet the Author:
Carole Cox teaches field-based language arts methods courses at California State University, Long Beach, where she won the Outstanding Professor Award in 2001. Other textbooks include: Crossroads: Literature and Language in Culturally and Linguistically Diverse Classrooms, with Paul Boyd-Batstone (Merrill, 1997) and Teaching Reading with Children's Literature, with James Zarillo (Merrill 1993).

View a Sample Chapter PDF:

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