Communication in Action integrates the language arts--speaking, listening, viewing, reading, and writing--into a total curriculum that centers around children's literature. The text includes ideas for using literature to teach language skills across the curriculum, and a planning resource handbook at the end of the text that helps teachers create lesson plans, select children's books, and evaluate software options.
I. A Philosophy for Teaching the Language Arts1. Teaching for Communication: An Integrated, Literature-Based Approach to the Language ArtsLiterature in Action: Walking with RosiePlanning for and Teaching the Language Arts: Developing a Philosophy of InstructionA Balanced, Integrated Language ArtsLiterature-Based Language ArtsThe Organization of a Language-Learning CommunityCreative Planning for Communication in ActionA Summary Thought or Two: Teaching for CommunicationYour Language Arts PortfolioIntermezzo: The Integrated Workshop in a Standards-Oriented SettingII. A Knowledge Base for Teaching the Language Arts2. Diversity in the Multicultural, Inclusive Classroom: Meeting the Social and Language Needs of All ChildrenA Learning Community in Action: Preserving Habitats: A Thematic UnitLanguage Arts for All ChildrenChildren with Behavior ImpairmentsChildren with Diverse Language and Cultural BackgroundsChildren Who Speak Variant Forms of EnglishChildren Who Bring a Learning Disadvantage or DisorderAcademically Talented ChildrenChildren with Sensory ImpairmentsChildren with Speech ProblemsContinuous Assessment of Children as Language UsersA Summary Thought or Two: Diversity in the Multicultural, Inclusive ClassroomYour Language Arts Portfolio3. Language and Children's Early Language Development: Social Interaction--The KeyLanguage Learning in Action: Mushrooms NowHow Young Children Learn to Communicate and ThinkHow Children Develop Language FacilityHow Children Learn About LanguageA Summary Thought or Two: Language and Children's Early Language DevelopmentYour Language Arts Portfolio4. Literature for Life: Journeying into and with BooksA Literature Conversation in Action: Racing Life with WillyWays to Analyze Children's Stories--Qualities That Trigger ResponsesBringing Children and Books TogetherA Summary Thought or Two: Literature for LifeYour Language Arts PortfolioIntermezzo: A Literary JourneyIII. From Oracy into Literacy5. Listening for Meaning: Learning to Listen and Listening to LearnListening in Action: Getting at the Root of ConflictListening and LearningInformational, or Literal, ListeningListening to InterpretListening CriticallyListening AestheticallyA Summary Thought or Two: Listening for MeaningYour Language Arts Portfolio6. Oral Expression: The Classroom as a Talking-Place"A Talking-Place in Action: Dramatizing "The Three Billy Goats Gruff"Storytelling and Dramatics: Let's Make a Story Together...Choral Speaking: Let's Do a Poem Together...Conversations: Let's Talk Together About...Reports: Let Me Tell You About...Assessing Children's Growth as Oral Language UsersA Summary Thought or Two: Oral ExpressionYour Language Arts Portfolio7. Oral Language as a Bridge into Literacy and Higher-Order Thought: The Integrated Language ArtsLanguage Experiencing in Action: Billy GoatLanguage Experiencing: Looking, Talking, and Writing InteractivelyVocabulary Development Through Contextually Relevant Word StudyCollaborative Workshops: Clarifying Ideas Through Talking and WritingCollaborative Workshop in Action: The LoraxA Summary Thought or Two: Oral Language Activity as a Bridge into Literacy and Higher-Order ThoughtYour Language Arts PortfolioIntermezzo: CPR in the Classroom: An Oral Communication UnitIV. Literacy for the Twenty-First Century8. Reading with Meaning: Becoming LiterateReading/Writing in Action: From Communication Circle into Reading-Writing WorkshopDecoding/Encoding in a Balanced Literature-Based Language ArtsComprehension: Interacting and Constructing Meaning with TextStudy Strategies and Content-Area Reading and WritingSustained Silent Reading and Library VisitsA Summary Thought or Two: Reading with MeaningYour Language Arts Portfolio9. Writing as Idea Making: Creating Within a Variety of GenresWorkshop in Action: Journals, Idea Clusters, and Other Ways to Make Ideas During WorkshopIdea Making in ActionIdea Making and Emergent WritingExpanding Writing HorizonsMaking Ideas by Writing and Reading ProseMaking Ideas by Writing and Reading PoetryA Summary Thought or Two: Writing as Idea MakingYour Language Arts Portfolio10. Writing Processes in a Workshop Environment: The Child Writer as AuthorInteractive Writing in Action: The DesertOrganizing for Process WritingReading and Listening Like a WriterRehearsing for Story and Informational WritingDraftingRevising and EditingSharing and Publishing: The Child Writer as AuthorObserving, Profiling, and Assessing Children as AuthorsA Summary Thought or Two: Writing Processes in a Workshop EnvironmentYour Language Arts Portfolio11. Writing, Language Conventions, and Grammar: Managing Word and Sentence Patterns in WritingLanguaging in Action: Revising Sentences--A Mini-LessonWriting, Language Conventions, and GrammarControlling the SentenceManaging Other Conventions of Written LanguageGrammar: Describing the LanguageA Summary Thought or Two: Language Conventions and GrammarYour Language Arts Portfolio12. Spelling, Dictionary Use, and Handwriting: Tools of the Editor's CraftSpelling in Action: Spelling Patterns and WritingWhat We Know About Spelling DevelopmentIntroducing Children to the Logic of English SpellingMaking Spelling Speculation a Meaningful Part of WritingUsing the DictionaryTeaching Manuscript Letter Forms to Active Young WritersHandwriting in Action: Introducing Manuscript Letter Forms to Young ChildrenMoving from Manuscript Letter Forms into Cursive FormsHandwriting in Action: Introducing Cursive Letter FormsA Summary Thought or Two: Spelling, Dictionary Use, and HandwritingYour Language Arts PortfolioCoda: Accepting the InvitationTeacher InquiryReflecting BackClosing MeasuresYour Language Arts PortfolioAccess Pages: The Teacher's Planning Resource HandbookCaldecott and Newbery Award-Winning BooksDorothy Hennings's Favorite Books for Organizing Literature-Based UnitsBibliography of Multicultural BooksA Planning Guide for Literature-Based ActivitiesPlans for Literature-Based UnitsPlans for Extended LessonsPlans for Mini-LessonsEvaluating Computer-Based Literature and Instructional SoftwareChildren's References. References. Index"