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Home > Society and Social Sciences > Education > Teaching of students with different educational needs > Teaching of gifted or talented students > Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students
Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students

Developing Verbal Talent: Ideas and Strategies for Teachers of Elementary and Middle School Students


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About the Book

This text offers teachers of the language arts and of high ability learners important approaches in promoting talent development in all learners. Developing Verbal Talent also provides a theoretical and research-based approach to applying practical techniques for teaching language arts at elementary and middle school levels. The book emphasizes the importance of students' constructing meaning for themselves through the study of rich and complex literature and the translation of that study into response journals, persuasive writing, debate, and special projects. The ideas in this text were developed by educators from language arts, gifted education, as well as classroom practitioners who collaborate on what works with high ability learners in classrooms. The text responds to the questions of how to meet the needs of the best students in an inclusionary classroom setting and how to challenge all learners more effectively in the language arts. Developing Verbal Talent was organized to provide students with important theory and research in the language arts and talent development while providing practical translation of those ideas into classroom activities and teacher-generated commentary.

Table of Contents:
Introduction to Book. I. TALENT DEVELOPMENT IN THE LANGUAGE ARTS. Introduction to Section I. 1. The Process of Talent Development, by Joyce VanTassel-Baska. Case Histories of Writers: The Talent Development Process at Work. Educational Implications. Educational Approaches to Talent Development. Historical Development of School-Based Responses to Talent Development. The Integrated Curriculum Model. Translation into Curriculum. Curriculum Reform Design Elements. Implementation Considerations. The Learner: Characteristics, Aptitudes, and Predispositions. The Identification of Talent. The Context Variables. Conclusion. Key Points Summary. 2. Talent Development in the Language Arts, by A. Harry Passow. Some Conceptions of Verbal Talent. Identifying Verbal Talent(s). Nurturing Verbal Talent(s). Conclusion. Key Points Summary. 3. Reading, Writing, and the Construction of Meaning, by Nancy Nelson Spivey. A Constructivist Perspective on Literacy. Reading and Writing the Text. Reading and Writing the Intertext. Reading and Writing the Context. Conclusion. Key Points Summary. 4. Mentors on Paper: How Classics Develop Verbal Talent, by Michael Clay Thompson. A Consensus Against Basals. The Classics Remain Classic. Classics are Inherently Self-differentiating. Classics are Appropriate. Classics Teach Words. Classics Develop the Ability to Articulate Ideas. Classics Develop Thinking Skills. Classics Develop Human Values. Conclusion. Key Points Summary. 5. The Study of Literature: Insights Into Human Understanding, by Barbara Allen Taylor. Education and Understanding. Literary Understanding. Barriers to Understanding. A Strategy for Literary Understanding. Conclusion. Key Points Summary. II. MEANING THROUGH INQUIRY IN LANGUAGE ARTS. Introduction to Section II. 6. Literacy Development in Verbally Talented Children, by Jane M. Bailey. What is Literacy Development? Advanced Development. Case Examples of Verbal Talent. Strategies to Foster Verbal Talent Development. Conclusion. Key Points Summary. 7. Oral Communication: Thinking in Action, by Ann L. Chaney. Toward a Working Definition of Oral Communication. Teaching ``Thinking in Action.'' Teaching Response to Persuasion through Evaluative Listening. Teaching Persuasive Speaking. Speech Competitions. Assessment. Conclusion. Key Points Summary. 8. Teaching Discourse through Writing, by Colleen Kennedy. History of Movement in Writing. Text-based Writing Pedagogies. The Integration of Writing into the Curriculum. Assessment of Student Writing. Key Points Summary. 9. Formal Language Study for Gifted Students, by Michael Clay Thompson. Grammar. Mystery Sentences. Vocabulary. Poetics. Putting it All Together. Conclusion. Key Points Summary. 10. Reflections on Foreign Language Study for Highly Able Learners, by Michael Clay Thompson & Myriam Boggs Thompson. Foreign Language as Enhancement. To Speak in the Dark. Words That are Foreign. Comparative Analysis of Languages. Foreign Sounds. Translation as Paraphrase. Providing a Multicultural Perspective. An Inherently Interdisciplinary Curriculum. Conclusion. Key Points Summary. III. TRANSFORMING THE LANGUAGE ARTS TO CLASSROOM PRACTICE. Introduction to Section III. 11. Creating a Language Arts Curriculum for High Ability Learners, by Joyce VanTassel-Baska. The Development of Language Arts Topics Papers. The Development of the Curriculum Framework. Assessment of Learner Outcomes. Appropriateness form High Ability Learners. Development of Curriculum Units. Implications of the Curriculum Development Project Phase. Conclusion. Key Points Summary. 12. Evaluating Language Arts Materials, by Phyllis W. Aldrich. Rationale and History. Existing Practice. New Understanding of reading. Curriculum Assessment Guide: Guidelines to Good Language Arts Materials. What is the Curriculum Assessment Guide (CAG)? How Was the CAG Applied? General Observations about the Reading Series. Summary Findings from the Review of the Basal Writing Series. Implications for the Teacher. Conclusion. Key Points Summary. 13. Assessment in the Language Arts Classroom, by Dana T. Johnson. Key Features. Issues of Implementation. Implications. Authentic Assessment in the National Language Arts Curriculum Project for High Ability Learners. Establishing Content Validity of Pre- and Post-Assessment Protocols. Scoring and Interrater Agreement. Discussion of Pilot Results by Unit. Conclusion. Key Points Summary. 14. In the Big Inning Was the Word: Word Play Resources for Developing Verbal Talent, by Linda Neal Boyce. Introduction : Chapter :: Word Play : Verbal Talent. Nadine : Words :: Juggler : Balls. Verbal Dexterity : Linguist :: Muscles : Athlete. Dictionary : Wordsmith :: Census Data : Demographer. Etymology : Word :: Paleontology : Fossil. Lexicographer : Word :: Numismatist : Coin. Flying Chaucer : Ufologists :: Pun : Wise Guise. Word Play : Literature :: Drafting Materials : Architecture. Chapter : Book :: Resources : Knowledge. Key Points Summary. 15. Windows and Mirrors: Gender and Diversity in the Literate Classroom, by Penny Kolloff. Recent Trends in Reading. The Emergence of Gender and Diversity Issues in Curriculum. Goals for the Development of Verbal Talent. Content Modification for the Development of Verbal Talent. Strategies for Developing Verbal Talent through Speaking and Writing. Conclusion. Key Points Summary. IV. TEACHER REFLECTIONS AND MODEL LESSON PLANS. Introduction to Section IV. 16. Constructing Meaning through Interdisciplinary Instruction in the Middle Schools: A Blueprint, by Becky M. Crossett and Connie W. Moody. A Rationale for Interdisciplinary Curriculum. Employing Interdisciplinarity: A Method of Facilitating Meaning Construction. Developing an Interdisciplinary Unit. Implement the Unit. Assess Student Learning. Assess the Effectiveness of the Unit. Unit Descriptions and Application to Model of Development. Key Features of Interdisciplinary Units. Graphic Organizers. Questions as Scaffolds for Higher Level Thinking. Multiculturalism and Globalism. Independent Investigation. Issues of Implementation. Conclusion. Key Points Summary. Sample Lessons from Literature of the 1940's: A Decade of Change. 17. Enhancing Oral Communication for Intermediate Students, by Sandra Coleman and Chwee Geok Quek. Key Features of the Unit. Implementation Issues. Conclusion. Key Points Summary. Sample Lessons from Changing Ideas and Perspectives through Persuasion. 18. Constructing Meaning through Shared Inquiry, by Carol Cawley and Jan Corbett. Models of Inquiry. Inquiry Instruction: Classroom Examples. Key Components of a Language Arts Unit. Holistic Curriculum. Brainstorming. Problem Solving. Research. Literary Discussion. Response Journals. Vocabulary Development. Issues of Implementation. Conclusion. Key Points Summary. Selected Lessons from Journeys and Destinations: The Challenge of Change. Unit Teaching Models for Section IV. Teaching Concepts. Vocabulary Web Model. The Literature Web. The Reasoning Model. Wheel of Reasoning. Models for Graphic Organizers. The Writing Process Model. Research Model. Metacognition Model. Appendix A. The Concept of Change: Interdisciplinary Inquiry and Meaning. Appendix B. Curriculum Framework Goals and Objectives. Appendix C. Description of Curriculum Materials Developed by the National Javits Language Arts Project for High Ability Learners.


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Product Details
  • ISBN-13: 9780205159451
  • Publisher: Pearson Education (US)
  • Publisher Imprint: Pearson
  • Language: English
  • Spine Width: 25 mm
  • Weight: 657 gr
  • ISBN-10: 0205159451
  • Publisher Date: 11 Apr 1996
  • Binding: Hardback
  • No of Pages: 384
  • Sub Title: Ideas and Strategies for Teachers of Elementary and Middle School Students
  • Width: 235 mm


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