语言艺术的学与教

PART ONE Contexts for teaching and Learning the Language ArtsCHAPTER 1 Language Arts:Learnig and Teaching Changing Views Learning and Teaching as Processes Strategies for Learning and Teaching Involving Families and Communities Summary Activities Further Reading ReferencesCHAPTER 2 Organizing and Manaing the Language Arts Program Addressing Organization and Manaement Issues across Grade Levels Establishing a Supportive Classroom Environment Providing a Balanced Language Arts

PART ONE Contexts for teaching and Learning the Language ArtsCHAPTER 1 Language Arts:Learnig and Teaching Changing Views Learning and Teaching as Processes Strategies for Learning and Teaching Involving Families and Communities Summary Activities Further Reading ReferencesCHAPTER 2 Organizing and Manaing the Language Arts Program Addressing Organization and Manaement Issues across Grade Levels Establishing a Supportive Classroom Environment Providing a Balanced Language Arts Program Managing Time Accommodating Learner Variability Managing Materials in the Language Arts Claaroom Organizing for Thematic Instruction Summary Activities Further Reading ReferencesChapter 3 The Role of Literature in Language Arts Teaching And LearningPART TWO Language Arts ProcessesCHAPTER 4 Oral Language:Early and Later DevelopmentCHAPTER 5 Orla Language:SupportingCHAPTER 6 Reading:The Emergence of Literacy in the Early YearsCHAPTER 7 Reading:Responding to and Learning from Texts through the GradesCHAPTER 8 Writing:Launching Children into WritingCHAPTER 9 Writing:Writing across the GenresCHAPTER 10 Word Study,Vocabulary,and Spelling Supprts for LiteracyCHAPTER 11 Written Language Conventions:Grammar,Punctuation,and HandwitingCHAPTER 12 Linking Assessment and lnsturctionCHAPTER 13 Language Arts Learning and Teaching across the CurriculumTeacher's Choices in Children'sLiteratureName Title IndexSubject Index

由在方法教育中最受尊敬的三人执笔，这部崭新著作富有切实可用的教学观点和第一线语言艺术教师的生动例证。以扎实的当代研究和最好的实践，本书向就业前教师表明儿童如何最好地学习语言艺术，如何使教育支持他们的学习。每一章联系到为有成效的教学所规定的特定标准——这易使本书与国家规定和课程大纲保持一致。杜萝茜·斯特里克兰特，丽·高尔达和伯尼丝·库里南三位作者也突出文学可利用为学习语言和通过语言学习的主要资源。