Summary
Contents
Subject index
Provides a clear and succinct introduction to teaching the language arts to elementary students
Key Features
- Focuses on integrating the six language arts—reading, writing, listening, speaking, viewing, and visually representing—with other subject areas
- Provides guidance on differentiating instruction to bring out the best in the rapidly growing number of students with special needs and English language learners in the regular classroom
- Includes a detailed lesson plan in each chapter along with instructional activities and techniques to integrate the language arts across all the subjects in the elementary curriculum
Accompanied by High-Quality Ancillaries!
Student Resource CD: Bundled with the book, this CD includes video clips and discussion questions that correlate with important chapter concepts.
http://www.sagepub.com/donoghuestudyWeb-based student study site
This interactive study site provides practice tests, flashcards, chapter summaries, links to NCTE/IRA and state-specific Language Arts standards, and much more.
Instructor Resources on CD: Available by contacting SAGE Customer Care at 1-800-818-SAGE (7243), this CD for instructors offers resources such as lecture outlines, PowerPoint slides, a test bank, and sample syllabi for semester and quarter courses.
Intended Audience
This book is intended for undergraduate and graduate courses in elementary language arts methods, which teaches pre-service teachers and licensure/certification candidates specifically how to teach their students the basics of the six language arts — reading, writing, listening, speaking, viewing, and visually representing.
Children as Language Learners and Thinkers
Children as Language Learners and Thinkers
Small children are not taught a language but learn it by themselves without conscious effort and application. Because they seem to possess an inborn faculty for language generally, the language they learn depends wholly on the language—or languages—to which they are exposed until nearly the age of puberty.
By the time children are ready for kindergarten, they already have marvelous control over the syntax (word order), phonology (pronunciation), and semantics (meaning) of their native language as they have learned it from their families and playmates. The school then begins to share with the home and community the responsibility for children's language development. Both inside and outside the school environment, children continually increase their command of ...
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