| Description |
ix, 437 pages : illustrations ; 26 cm |
| Contents |
I. Orientation. Relation to Current Trends. Related Resources. Ch. 1. Understanding Language Arts. Curriculum Reform. The Contexts of Language Learning. Defining Language Arts. Literacy. Substructures of Language. Goal Statements. Ch. 2. Individualization, Interaction, and Integration. Individualization. Interaction. Integration. Making Schooling More Effective. Ch. 3. Setting Up. Individual Programs. Learning With Colleagues. Fostering Small-Group Process. Other Human Resources. Material Resources. Classroom Layout. Getting Started -- II. Basic Processes. Ch. 4. Talking and Listening. Task Talk. Topic Talk. Monologues. Ch. 5. Informal Classroom Drama. The Value of Informal Classroom Drama. Play With Objects. Puppet Play. Movement-To-Sound. Warming-Up and Concentration Activities. Pantomime. Enactment and Improvisation. The Drama Workshop. Ch. 6. Becoming Literate. Preparation for Literacy. Visual Processing of Text. Read-Along Or the Lap Method. The Language-Experience Approach. The Reading Impasse. Independent Writing With Invented Spelling. Games and Multisensory Materials. Summary. Ch. 7. Reading. Individualized Reading. The Misconception of "Reading Comprehension Skills" Causes of Incomprehension. Means to Comprehension. Listening to Texts. Reading Aloud. Reading Silently. Group Reading Activities. Transforming Texts. Materials. Remedial Reading. Teaching Literature. Ch. 8. Performing Texts. Teacher Role. Rehearsed Reading. Special Techniques for Giving a Rehearsed Reading. Enacting Scripts. The Value of Performing Texts. Ch. 9. Writing. Disseminating Written Products. Collective Writing. The Writing Workshop. Conferencing. Writing Stimuli. Sensory Writing. Spelling and Punctuating. Ch. 10. Evaluating. Different Functions. Evaluating Without Activities That Only Test. Evaluation for Those Inside the Classroom. Evaluation for Those Outside the Classroom. Summary -- III. Kinds of Discourse. Ch. 11. Word Play. The Word as Thing. Pictographs and Cryptograms. The Sentence as Thing. Playing for Laughs. Formulaic Verse. Comparisons. Songs. Ch. 12. Labels and Captions. Signs. Exhibits. Maps. Charts. Graphs. Student Art. Collages. Booklets. Newspaper Headlines and Magazine Headings. Wit. Ch. 13. Directions. Stage Directions. Games. How to Do and Make. Ch. 14. Actual and Invented Dialogue. Actual Dialogue. Invented Dialogue. Ch. 15. Invented Stories. Media Alternatives. Points of Departure. Types of Fiction. Points of View in Storytelling. Working the Repertory. Ch. 16. True Stories. Writing from Recollection. Writing from Investigation. Ch. 17. Information. What the Environment Shows. What Experiments Show. What Other Persons Know. What Records Store. Composites of Information Gathering. Ch. 18. Ideas. Loaded Description. Single Statements. Dialogue of Ideas. Reflection. Transpersonal Essay |
| Summary |
This is the fourth edition of James Moffett's seminal text, first published in 1968, which set forth the rationale and practices for the kind of individualized, interactive, integrative language learning environment that only today is coming into its own. It proposed whole language, collaborative learning, active learning, writing workshops, the process approach, student empowerment, portfolio assessment, and the substitution of children's literature for basal readers many years before these cornerstones of enlightened English language arts teaching became fashionable. The book is the centerpiece of life work devoted to curricular innovation and constitutes a truly original approach to the nature of discourse. It is cross-referenced to an equally original collection of anthologies that illustrate with both professional and student writing the reading, writing, talking, dramatizing repertories it stakes out--and to Moffett's other works that build on and extend this one. From the second edition on, the book has profited from the input of Betty Jane Wagner, a master teacher of teachers. Student-centered Language Art, K-12 is arguably the most comprehensive, practically detailed, and original textbook/resource book on English education. It covers theory and practice, elementary and secondary, drama, oral-language activities, and initial literacy as well as general reading and writing. Furthermore, verbal learning is placed in a social context and in the context of nonverbal media and arts that compete with and complement language. The authors have made this edition more compact by shifting some material to a new edition of Active Voice and by abridging matters that no longer need to be dealt with at length because the profession is catching up with the book. They have recast some matters to tie in with current vocabulary and understanding, and some practices have been updated to utilize current technology. In this fourth edition, the book is shorter in length but broader in perspective as it continues to break new ground to integrate language arts with other learning |
| Notes |
Rev. ed. of: Student-centered language arts and reading, K-13. c1983 |
| Bibliography |
Includes bibliographical references (pages 429-430) and index |
| Subject |
English language -- Study and teaching.
|
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Language arts.
|
| Author |
Moffett, James.
Student-centered language arts and reading, K-13
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Wagner, Betty Jane.
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| LC no. |
91029010 |
| ISBN |
0867092920 |
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