Student-centered Language Arts and Reading, K-13: A Handbook for TeachersCovers curriculum and methods of language arts and reading for both elementary and secondary school as well as teaching English in basic college courses. |
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Page 47
... child needs for learn- ing to read and write have been well exercised in learning to speak - the very same abilities to analyze , classify , and infer . For literacy a child has to pair spoken words with written words — a relatively ...
... child needs for learn- ing to read and write have been well exercised in learning to speak - the very same abilities to analyze , classify , and infer . For literacy a child has to pair spoken words with written words — a relatively ...
Page 235
... child caption her own drawing on a separate paper and then exchange drawings but not the cap- tions . Then each child captions another child's picture , and that caption can be compared with the one the artist did . Youngsters ...
... child caption her own drawing on a separate paper and then exchange drawings but not the cap- tions . Then each child captions another child's picture , and that caption can be compared with the one the artist did . Youngsters ...
Page 406
... child reading in kindergarten or first grade , and some minor- ity parents suspect discrimination if a teacher does not force their child . Much practical evi- dence indicates that some children could learn with greater speed and ease ...
... child reading in kindergarten or first grade , and some minor- ity parents suspect discrimination if a teacher does not force their child . Much practical evi- dence indicates that some children could learn with greater speed and ease ...
Contents
DEFINING LANGUAGE ARTS | 13 |
GOAL STATEMENTS | 21 |
INTERACTION | 31 |
Copyright | |
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abstraction action activity cards aloud audience captions Chapter child classroom composition concepts curriculum decoding dents dialogue digraphs directions discourse discussion dramatic dramatic monologue English eral evaluation example experience fables and parables feel fiction focus formal grammar goal grammar guage haiku ical ideas improvisation individual interaction interior monologue kind language arts learner learning letters limericks listening literacy look material means ment monologue narrative oral pantomime paper performance person phonemes phonics phrases play players poems practice problem punctuation reader reading and writing recording rections rehearsed rience role scene schwa script sensory recording sentence sequence skills small group someone sound speaker speech spelling story Story Theater talk tape teach teacher tell tences Theater things thought tion topic verbal voice vowel whole Word Play words written youngsters