Language Arts: Patterns of Practice Plus MyEducationLab with Pearson eText -- Access Card Package

The best selling language arts text in the market, Language Arts: Patterns of Practice continues to ground language arts instruction in the contemporary classroom. Its strengthened focus on the needs of English learners, as well as its new coverage of Common Core Standards for English Language Arts and its integrated treatment of technology as a teaching tool combine to make this new edition an invaluable tool for pre-service and elementary language arts teachers.

Table of Contents:
Language Arts: Patterns of Practice 8e Table of Contents Chapter 1 Learning and the Language Arts  2 Vignette First Graders Apply the Six Language Arts  2 HOW CHILDREN LEARN  5 The Process of Learning 5 Learning Strategies  6 Social Contexts of Learning  7 Implications for Learning Language Arts  7 LANGUAGE LEARNING AND CULTURE 8 The Four Language Systems  8 Academic Language  11 Culturally and Linguistically Diverse Students 11 Critical Literacy 13 Implications for Learning Language Arts 14 HOW STUDENTS LEARN LANGUAGE ARTS  14 A Community of Learners 14 Self-Efficacy  17 The Six Language Arts 18 Language Arts Strategies  20 Communicative Competence  24 Engaging English Learners  24 Summing Up  25 Chapter 2 Teaching and Assessing Language Arts  26 Vignette A Sixth Grade Language Arts Class  26 PATTERNS OF PRACTICE  30 Literature Focus Units  31 Literature Circles 31 Reading and Writing Workshop 33 Thematic Units 37 THE TEACHER’S ROLE  38 Scaffolding Learners  38 Differentiating Instruction  41 Engaging English Learners  42 Teaching Struggling Students  42 Language Arts Standards 44 ASSESSING LEARNING  45 Monitoring Progress  46 Evaluating Learning  48 Implementing Portfolios 49 High-Stakes Assessments 56 Summing Up  57 Chapter 3 Emergent Literacy  58 Vignette K–1 Students Read and Write  58 FOSTERING CHILDREN’S INTEREST IN WRITTEN LANGUAGE  62 Written Language Concepts  62 Alphabet Concepts  64 YOUNG CHILDREN BECOME READERS 74 Shared Reading 74 Language Experience Approach 78 YOUNG CHILDREN LEARN TO WRITE  78 Introducing Young Children to Writing 81 Interactive Writing  81 Minilessons  84 Summing Up  85   Chapter 4 Personal Writing 86 Vignette Seventh Graders Respond to Literature  86 WRITING IN JOURNALS  90 Personal Journals 90 Dialogue Journals 92 Reading Logs  93 Double-Entry Journals 95 Learning Logs  96 Simulated Journals 98 SOCIAL NETWORKING  101 Classroom Blogs 101 Safety Concerns 103 LETTER WRITING  104 Friendly Letters 104 Email Messages 106 Business Letters 107 Simulated Letters 107 TEACHING PERSONAL WRITING 107 Minilessons  108 Mentor Texts  108 Engaging English Learners 110 Assessing Students’ Personal Writing 112 Summing Up  113 Chapter 5 Oral Language: Listening and Talking 114 Vignette Second Graders Read Folktales 114 LISTENING  118 Types of Listening  118 Reading Aloud 122 Persuasion 125 TALK  127 Talking in Small Groups 127 Discussions 128 Oral Reports  133 Interviews 133 Debates 134 TEACHING ORAL LANGUAGE  136 Minilessons  136 Mentor Texts  137 Taking Notes  137 Engaging English Learners  140 Assessing Oral Language 142 Summing Up  143 Chapter 6 Written Language: Reading and Writing  144 Vignette Ms. Kakutani Uses the Reading Process 144 THE READING PROCESS  148 Stage 1: Prereading  148 Stage 2: Reading  149 Stage 3: Responding  151 Stage 4: Exploring  152 Stage 5: Applying  153 Teaching the Reading Process 153 THE WRITING PROCESS  156 Stage 1: Prewriting  157 Stage 2: Drafting  158 Stage 3: Revising  159 Stage 4: Editing  162 Stage 5: Publishing 164 Teaching the Writing Process  166 The Author’s Craft  168 Engaging English Learners 172 Reading and Writing Are Reciprocal Processes 173 Summing Up  175   Chapter 7 Visual Language: Viewing and Visually Representing  176 Vignette Eighth Graders Learn About Irony  176 VISUAL ELEMENTS 181 Color  181 Line  184 Symbols 185 Humor  188 Teaching Visual Language  190 VIEWING 192 Art Appreciation 192 Visual Language in Books  196 VISUALLY REPRESENTING 203 Artistic Representations 203 Graphic Representations 204 Dramatic Representations 204 Summing Up  209 Chapter 8 Building Vocabulary  210 Vignette Eighth Graders Study Words  210 HISTORY OF THE ENGLISH LANGUAGE 213 Old English (A.D. 450–1100)  213 Middle English (1100–1500)  214 Modern English (1500–Present) 215 Learning About Word Histories 215 WORDS AND THEIR MEANINGS  216 Morphological Information  217 Synonyms and Antonyms 219 Homonyms  222 Multiple Meanings  223 Idioms  224 Borrowed Words 225 TEACHING STUDENTS ABOUT WORDS 225 Targeting Words to Teach  228 Word-Learning Strategies  229 Word Walls  230 Word-Study Activities 232 Minilessons  234 Differentiating Instruction  237 Engaging English Learners  238 Assessing Vocabulary Knowledge  240 Summing Up  241 Chapter 9 Comprehending and Composing Stories  242 Vignette Fifth Graders Read a Novel  242 CONCEPT OF STORY 247 Elements of Story Structure  247 Story Genres  256 Narrative Devices  258 Teaching Students About Story Structure  258 Engaging English Learners  263 Assessing Students’ Knowledge About Stories 264 COMPREHENDING STORIES 264 Guided Reading 264 Readers Theatre 265 Responding to Stories  266 Retelling Stories 268 WRITING STORIES  270 Writing Retellings 271 Story Innovations 272 Genre Stories  273 Original Stories 274 Summing Up  275 Chapter 10 Investigating Nonfiction 276 Vignette Kindergartners Learn About Fish 276 NONFICTION BOOKS 281 Expository Text Structures  285 Nonfiction Features  287 Comparing Fiction and Nonfiction Books  287 RESEARCH  289 The Research Process  289 Research Tools 289 Reporting  291 Multigenre Projects  299 Life Stories  301 TEACHING NONFICTION  304 Research Workshop  305 Minilessons  306 Mentor Texts  306 Engaging English Learners  308 Assessing Nonfiction Projects 309 Summing Up  310 Chapter 11 Exploring Poetry 312 Vignette Sixth Graders Participate in Poetry Workshop 312 PLAYING WITH WORDS  316 Laughing With Language  316 Creating Word Pictures  318 Experimenting With Rhyme  318 THE POETRY GENRE 320 Poems Students Read  320 Poems Students Write  320 Poetic Devices  333 TEACHING POETRY 335 How to Read Poems  335 Teaching Students to Write Poems  340 Minilessons  342 Mentor Texts  344 Engaging English Learners  344 Assessing Poetry 345 Summing Up  347 Chapter 12 Learning to Spell Conventionally  348 Vignette Fourth Graders Study Spelling Words 348 SPELLING DEVELOPMENT 352 Invented Spelling  353 Stages of Spelling Development 353 Analyzing Students’ Spelling Development  356 TEACHING SPELLING  360 Spelling Strategies  360 Components of the Spelling Program  361 Minilessons  367 Weekly Spelling Tests 367 Engaging English Learners  371 Assessing Students’ Spelling Development  372 Summing Up  373 Chapter 13 Language Tools: Grammar and Handwriting 374 Vignette Fifth Graders Learn Grammar Through Literature  374 GRAMMAR  379 Grammar Concepts  379 Teaching Grammar  382 Engaging English Learners  390 Assessing Students’ Knowledge About Grammar  390 HANDWRITING  391 Handwriting Forms  391 Students’ Handwriting Development  392 Teaching Handwriting 393 Summing Up  399 Chapter 14 Putting It All Together 400 Vignette First Graders Study the Solar System  400 LITERATURE FOCUS UNITS  405 How to Develop a Literature Focus Unit  405 A Primary Grade Unit on The Mitten  409 An Upper Grade Unit on The Giver  411 LITERATURE CIRCLES  411 How to Organize Literature Circles  411 READING AND WRITING WORKSHOP  414 Establishing a Workshop Environment 415 How to Set Up a Reading Workshop  415 How to Set Up a Writing Workshop  417 THEMATIC UNITS  420 How to Develop a Thematic Unit  421 Using Content-Area Textbooks 423 A Fourth Grade Unit on Flight 425 Summing Up  427 Special Features Table of Contents Minilesson Mr. Voss’s Kindergartners Learn to Predict  85 Mr. Rinaldi’s Eighth Graders Write Simulated Letters 109 Ms. Shapiro Teaches Her Second Graders About Sustaining Conversations  138 Ms. Yarborough Introduces Revising to Third Graders 168 Mrs. Monroe Teaches Her Sixth Graders About Word Histories 236 Mrs. Levin’s Second Graders Learn About Theme  260 Mr. Uchida Teaches His Fifth Graders How to Write Data Charts  307 Mr. Johnston Teaches His Third Graders to Read Poems Expressively 343 Mrs. Hamilton Teaches the “Think It Out” Strategy  369 Ms. Thomas Teaches Manuscript Letter Formation  395 Step-by-Step Minilessons  31 Think-Alouds  40 Rubrics 51 Shared Reading 75 Language Experience Approach 79 Interactive Writing 83 Classroom Blogs 102 Interactive Read-Alouds 123 Grand Conversations  130 Hot Seat 135 Revising Groups 160 Interpreting Political Cartoons 190 Viewing Images 193 Story Boards  199 Process Drama 207 Word Learning 229 Word Walls  231 Sketch-to-Stretch  256 Guided Reading 266 Retelling Stories 269 The Research Process  290 Cubing  294 Choral Reading 338 Gallery Walks  342 Making Words 366 Word Ladders  368 Anticipation Guides  424 Integrating Technology   Literacy and the Internet 23 Online Assessment Tools 55 Electronic and Interactive Media 73 Technology-Supported Activities 38 Publishing Writing Online 166 Digital Tools for Viewing and Visually Representing 191 Digital Tools for Teaching Vocabulary 236 Digital Tools for Reading and Writing Stories 261 Nonfiction Applications of Digital Technology 308 Online Resources for Writing and Learning About Poetry  344 Keyboarding  397 Common Core State Standards Language Arts Standards 45 Emergent Literacy 62 Personal Writing 108 Oral Language  136 Written Language 147 Visual Language 190 Vocabulary  226 Stories  259 Nonfiction  306 Poetry  317 Spelling 360 Grammar 384

About the Author :
Gail Tompkins   I’m a teacher, first and foremost.  I began my career as a first-grade teacher in Virginia in the 1970s.  I remember one first grader who cried as the first day of school was ending.  When I tried to comfort him, he sobbed accusingly, “I came to first grade to learn to read and write and you forgot to teach me.”  The next day, I taught that child and his classmates to read and write! We made a small patterned book about one of the stuffed animals in the classroom.  I wrote some of the words and the students supplied the others, and I duplicated copies of the book for each child.  We practiced reading it until everyone memorized our little book.  The children proudly took their books home to read to their parents. I’ve never forgotten that child’s comment and what it taught me:  Teachers must understand their students and meet their expectations.    My first few years of teaching left me with more questions than answers, and I wanted to become a more effective teacher so I started taking graduate courses.  In time I earned a master’s degree and then a doctorate in Reading/Language Arts, both from Virginia Tech.  Through my graduate studies, I learned a lot of answers, but more importantly, I learned to keep on asking questions.    Then I began teaching at the university level.  First I taught at Miami University in Ohio, then at the University of Oklahoma, and finally at California State University, Fresno. I’ve taught preservice teachers and practicing teachers working on master’s degrees, and I’ve directed doctoral dissertations. I’ve received awards for my teaching, including the Provost’s Award for Excellence in Teaching at California State University, Fresno, and I was inducted into the California Reading Association’s Reading Hall of Fame. Throughout the years, my students have taught me as much as I taught them.  I’m grateful to all of them for what I’ve learned.    I’ve been writing college textbooks for more than 20 years, and I think of the books I write as teaching, too.  I’ll be teaching you as you read this text.  As I write a book, I try to anticipate the questions you might ask and provide that information.  I also include students’ samples so you can see concepts that I’m explaining, and I include lists of trade books that you can refer to as you work with students.  

Review :
It offers a comprehensive set of instructional strategies and also offers very solid explanations and examples of how to plan and implement instruction. The text also offers practical best practices for differentiating instruction. My students are unanimously positive semester after semester. Eileen Kaiser, Northerstern Illinois University   This textbook has it all! I have found this book to include all the topics, tools, and resources needed for preservice language arts teachers. Vernelle Tyler, Webster University   Tompkins's text is widely recognized as the industry standard for this methods course. Elaine Pierce Chakonas, Northeastern Illinois University   The activities Tompkins suggests are sound in the pedagogy employed. She offers methods that are not only rooted in sound research, but have been proven to be effective classroom practices. Kenneth Homes, Webster University