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1 | (10) |
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Considerations in Organizing Language Arts Instruction |
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3 | (2) |
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Areas of the Language Arts Developed in This Text |
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5 | (1) |
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How Are the Activities Presented? |
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6 | (3) |
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9 | (2) |
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Oral Language and Cognitive Development Activities |
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11 | (60) |
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13 | (3) |
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Developing Vocabulary Skills Through Webbing---Part I |
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16 | (2) |
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Developing Vocabulary Skills Through Webbing---Part II |
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18 | (2) |
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Developing Cognitive Skills Through Careful Observation of Illustrations |
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20 | (1) |
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Stimulating Oral Language Development Through Poetry Performances |
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21 | (2) |
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23 | (2) |
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Storytelling from Lost-and-Found Advertisements |
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25 | (2) |
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27 | (2) |
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29 | (2) |
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Solving Problems Through Role-Playing |
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31 | (3) |
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34 | (5) |
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39 | (1) |
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40 | (2) |
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Low Bridge, Everybody Down |
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42 | (2) |
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44 | (2) |
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46 | (2) |
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Looking at American History in Folk Songs |
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48 | (2) |
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A Walk Through Imagination |
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50 | (4) |
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A Softball Game Without a Ball |
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54 | (3) |
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Identifying and Evaluating the Level of Formality in Page Design |
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57 | (2) |
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Oral Debate: Who Is the Leading Conservationist? |
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59 | (2) |
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Oral Debate: The Truth and Nothing but the Truth |
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61 | (2) |
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Putting On Our Own TV Show---Part I |
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63 | (2) |
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Putting On Our Own TV Show---Part II |
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65 | (6) |
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71 | (50) |
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Listening for Different Purposes---Why and How |
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74 | (4) |
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78 | (3) |
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81 | (3) |
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84 | (2) |
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The Mystery of the Kidnapped Chemist |
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86 | (2) |
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88 | (2) |
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90 | (1) |
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Listening to Predict Outcomes---Part I |
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91 | (1) |
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Listening to Predict Outcomes---Part II |
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92 | (2) |
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Listening for Supportive Evidence in Literature |
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94 | (2) |
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Listening to Identify Point of View |
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96 | (2) |
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98 | (2) |
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Developing Listening Comprehension Through ELVES |
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100 | (2) |
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102 | (2) |
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Playing Detective with Fairy-Tale Heroes |
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104 | (3) |
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Playing Detective with Famous Americans |
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107 | (4) |
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111 | (3) |
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Fools and Foolishness in Folktales |
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114 | (2) |
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116 | (1) |
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117 | (4) |
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121 | (68) |
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124 | (2) |
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My Lovable Dirty Old Bear |
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126 | (3) |
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129 | (1) |
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130 | (2) |
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Wow! I Just Won One Hundred Dollars |
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132 | (2) |
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Creating a Mystery in Your Classroom |
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134 | (2) |
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Creating a History of Your Town |
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136 | (2) |
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138 | (2) |
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Developing Imagery with Similes |
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140 | (3) |
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Illustrations Increase Understanding of Similes |
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143 | (1) |
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Observing and Writing Descriptions of Objects |
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144 | (2) |
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Observing and Writing Descriptions of Settings |
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146 | (1) |
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Imaginative Writing Motivated by Book Characters |
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147 | (2) |
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Writing Biographical Sketches about Poets |
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149 | (2) |
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Using Biographical Sketches of Poets to Model Poetry Writing---Jack Prelutsky |
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151 | (2) |
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Knowing My Audiences and My Purpose |
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153 | (2) |
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155 | (3) |
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158 | (2) |
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160 | (2) |
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Evaluating and Comparing Sources |
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162 | (2) |
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The Controlling Idea in a Paragraph |
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164 | (2) |
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Organization Using Chronological Order |
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166 | (1) |
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Organization Using Questions and Answers |
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167 | (2) |
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Organization Using Spatial Concepts or Physical Details |
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169 | (2) |
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Organization Using a Problem, Cause, and Solution Format |
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171 | (2) |
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Sequence for Writing about Literature |
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173 | (3) |
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Composition: Positive Versus Negative Values of Living Forever |
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176 | (1) |
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Composition: Are Like and Equal the Same Thing? |
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177 | (2) |
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Composition: Which Character Gained the Greatest Understanding? |
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179 | (2) |
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Composition: What Is Courage? |
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181 | (2) |
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183 | (6) |
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Activities for the Mechanics of Language |
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189 | (38) |
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191 | (2) |
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The Beginning of the English Language |
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193 | (3) |
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The English Language in the United States |
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196 | (3) |
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Identifying Common Grammar Errors |
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199 | (1) |
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Building Sentence Patterns |
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200 | (1) |
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201 | (1) |
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Sentence Combining with Easy-to-Read Books |
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202 | (2) |
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204 | (1) |
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205 | (1) |
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Discovering Stylistic Options Used by Outstanding Authors, Part I |
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206 | (2) |
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Discovering Stylistic Options Used by Outstanding Authors, Part II |
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208 | (2) |
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210 | (1) |
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211 | (2) |
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Relating Meaning and Spelling |
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213 | (1) |
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Vocabulary Expansion Through Semantic Mapping |
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214 | (3) |
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Cohesive Devices: Personal Pronouns |
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217 | (3) |
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Personal Learning Centers for Writing |
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220 | (7) |
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Activities for Literature |
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227 | (70) |
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Investigating Children's Interests |
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229 | (2) |
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The Fantasy of Mother Goose |
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231 | (4) |
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Person-Versus-Person Plot Structure |
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235 | (3) |
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Person-Versus-Self Plot Structure |
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238 | (3) |
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Responding to Characters and Conflicts in Literature---Part I |
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241 | (1) |
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Responding to Characters and Conflicts in Literature---Part II |
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242 | (1) |
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Responding to Characters and Conflicts in Literature---Part III |
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243 | (3) |
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Responding to Characters and Conflicts in Literature---Part IV |
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246 | (2) |
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Developing Understanding of Characterization |
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248 | (2) |
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Characterization and Plot Development in the Writings of Beverly Cleary |
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250 | (3) |
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Creative Settings for Imaginative Worlds |
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253 | (2) |
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Author's Style: Appreciating and Identifying Humor---Part I |
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255 | (2) |
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Author's Style: Appreciating and Identifying Humor---Part II |
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257 | (2) |
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Developing Understanding of Symbolism |
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259 | (2) |
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Developing Appreciation for and Understanding of Poetic Elements |
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261 | (2) |
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Developing Understanding of Theme |
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263 | (2) |
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Webbing Literary Elements |
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265 | (3) |
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Evaluating the Qualities of the Most Significant Books That Shaped the Twentieth Century |
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268 | (2) |
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Activities Around Call It Courage |
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270 | (5) |
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Maurice Sendak and His Literature---An Interest Center |
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275 | (4) |
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Carol Ryrie Brink's Caddie Woodlawn---An Interest Center for Historical Fiction |
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279 | (4) |
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The Salem Witch Hunts---A Historical Fiction Unit |
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283 | (5) |
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Survival in Mountains, on Tundra, and in Canadian Wilderness---A Unit Related to Geography |
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288 | (9) |
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297 | (36) |
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Investigating Viewing Interests and Habits |
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299 | (2) |
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Survey of Time Spent Watching Television and Programs Watched |
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301 | (2) |
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Using a Guide for Selective Viewing |
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303 | (2) |
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Using Television to Motivate Reading |
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305 | (2) |
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The Power of Persuasion---Unit of Study |
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307 | (8) |
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Identifying Persuasive Techniques |
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315 | (2) |
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Comparing Responses to Harry Potter Movies and to the Books on Which They Are Based |
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317 | (1) |
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Comparing Responses to the Movie Lord of the Rings and to J.R.R. Tolkien's Text |
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318 | (1) |
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319 | (3) |
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Relating Parts of a Newspaper to a Book or Story |
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322 | (2) |
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Headlines Show the Main Idea |
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324 | (1) |
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Advertisers Try to Appeal to a Specific Population |
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325 | (2) |
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Critical Reading---Fact Versus Fiction |
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327 | (3) |
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Critical Reading---Fact Versus Opinion |
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330 | (3) |
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333 | (56) |
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Evaluating the Quality of Source Notes in Multicultural Literature |
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335 | (2) |
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Developing Evaluative Criteria to Identify the Quality of Artists' Notes in Multicultural Literature |
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337 | (2) |
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Traditional Values---African Folklore |
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339 | (2) |
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Storytelling---African Folklore |
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341 | (2) |
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343 | (2) |
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Poetry Expresses Feelings |
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345 | (3) |
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Traditional Values---Native American Folklore |
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348 | (2) |
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Storytelling---Native American Folklore |
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350 | (2) |
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My Brother the Hawk---The Writer's Point of View |
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352 | (2) |
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Finding Native American Symbols in the Illustrations of Paul Goble |
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354 | (2) |
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Integrating Literature and Geography |
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356 | (3) |
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Traditional Values---Latino Folklore |
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359 | (2) |
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Folk Heroes Across Cultures---Comparing a Traditional Hispanic Folktale with American Tall Tales |
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361 | (2) |
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Traditional Values---Asian Folklore |
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363 | (2) |
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Red Riding Hood Across Cultures---Comparing a Chinese and a German Version |
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365 | (3) |
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Cross-Cultural Music Appreciation and Analysis |
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368 | (2) |
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Discovering One's Own Heritage Brings Pride to Individuals from All Backgrounds |
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370 | (2) |
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Responding to and Debating about Stereotypes |
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372 | (2) |
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Traditional Values---Jewish Literature |
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374 | (3) |
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Traditional Values---Folklore from the Middle East |
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377 | (3) |
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People from All Backgrounds Have Dreams That Influence Their Lives |
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380 | (9) |
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Technology and the Language Arts |
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389 | (38) |
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Technology and Society: A History of Information Exchange |
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391 | (2) |
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Introducing Computer Technology Through Literature: Susan Cooper's The Boggart |
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393 | (2) |
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395 | (2) |
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How to Participate in a Collaborative Project over the Internet: Becoming Part of the Global Classroom |
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397 | (2) |
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Cultural Exchange: Key Pals |
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399 | (2) |
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Bringing Field Specialists into the Classroom Through Electronic Mentoring: A Study of King Arthur |
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401 | (2) |
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403 | (2) |
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A Virtual Field Trip to the White House |
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405 | (3) |
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Searching for the Filming Locations of the Harry Potter Movies on Web Sites |
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408 | (2) |
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The Library of Congress On-Line: Using and Evaluating Primary Sources |
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410 | (3) |
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Debate: Print-Based Culture Versus Virtual Images Culture |
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413 | (1) |
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A Virtual Expedition to the Arctic |
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414 | (3) |
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417 | (2) |
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Electronic Publishing: Creative Writing on the Web |
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419 | (3) |
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Writing and Publishing Book Reviews on the Web |
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422 | (5) |
Index |
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427 | |