Susan Hynds

Margaret J. Finders

From two prominent scholars in the field of literacy comes a middle school teacher preparation text that offers important innovations not usually found in traditional secondary methods texts. The book is rife with concrete examples of teaching literacy and language arts in middle school contexts, but is relevant to preservice and practicing teachers at middle and high school levels. This edition includes a stronger focus on culturally relevant pedagogy and the needs of English Language Learners as well as a Standards in Practice feature, which helps teachers incorporate state and national standards in teaching and planning. The book is based on a teacher-as-inquirer model. A fieldwork component provides tools for classroom inquiry and reflection in each chapter. The book is timely and relevant, with classroom cases written by experienced and new middle school language arts teachers.

Planning, Teaching, and Assessing Learning

Language Arts and Literacy in the Middle Grades

Donald L. Rubin

In this book, teacher educators and researchers show how classrooms can come alive when talk is used constructively. Following an introduction by Donald L. Rubin, the articles include: "Speaking Creatures in the Classroom" (Judith Wells Lindfors); "Oral Language and Learning" (Douglas Barnes); "Negotiation, Language, and Inquiry: Building Knowledge Collaboratively in the Classroom" (Cynthia Onore); "Asking Questions about Questions" (Theresa Roger and others); "Play Talk, School Talk, and Emergent Literacy" (Lee Galda and A. D. Pellegrini); "Talking Up a Writing Community: The Role of Talk in Learning to Write" (Anne Haas Dyson); "Talking in Writing Groups" (Anne Ruggles Gere); "Reading and Response to Literature: Transactionalizing Instruction" (Stanley B. Straw);"Teacher/Student Talk: The Collaborative Conference" (Muriel Harris); "Talking Life and Literature" (Susan Hynds); "Student Performance of Literature" (Elizabeth C. Fine); "Dramatic Improvisation in the Classroom" (Betty Jane Wagner); "Learning to Listen and Learning to Read" (Sara W. Lundsteen); "Oral Activities in the English Classroom" (Phil Backlund); "Language Diversity and Learning" (Lisa D. Delpit); "Bilingual/ESL Learners Talking in the English Classroom" (Sarah Hudelson); and "The Silent Sounds of Language Variation in the Classroom" (Jerrie Cobb Scott). (MG)

Perspectives on Talk and Learning

Deborah Appleman

Jeffrey Wilhelm

Richard Beach

This text for pre-service and in-service English education courses presents current methods of teaching literature to middle and high school students. The methods are based on social-constructivist/socio-cultural theories of literacy learning, and incorporate research on literary response conducted by the authors. Teaching Literature to Adolescents – a totally new text that draws on ideas from the best selling textbook, Teaching Literature in the Secondary School, by Beach and Marshall – reflects and builds on recent key developments in theory and practice in the field, including: the importance of providing students with a range of critical lenses for analyzing texts and interrogating the beliefs, attitudes, and ideological perspectives encountered in literature; organization of the literature curriculum around topics, themes, or issues; infusion of multicultural literature and emphasis on how writers portray race, class, and gender differences; use of drama as a tool for enhancing understanding of texts; employment of a range of different ways to write about literature; integration of critical analysis of film and media texts with the study of literature; blending of quality young adult literature into the curriculum; and attention to students who have difficulty succeeding in literature classes due to reading difficulties, disparities between school and home cultures, attitudes toward school/English, or lack of engagement with assigned texts or response activities. The interactive Web site contains recommended readings, resources, and activities; links to Web sites and PowerPoint presentations; and opportunities for readers to contribute teaching units to the Web site databases. Instructors and students in middle and high school English methods courses will appreciate the clear, engaging, useful integration of theory, methods, and pedagogical features offered in this text.

Teaching Literature to Adolescents

Bob Fecho

Rob Simon

Designed to introduce prospective English teachers to current methods of teaching literature in middle and high school classrooms, this popular textbook explores a variety of innovative approaches that incorporate reading, writing, drama, talk, and media production. Each chapter is organized around specific questions that English educators often hear in working with preservice teachers. The text engages readers in considering the dilemmas and issues facing literature teachers through inquiry-based responses to authentic case narratives. A Companion Website, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their own current or future classrooms. New in the second edition: more attention to the use of digital texts from use of online literature to digital storytelling to uses of online discussion and writing tools incorporated throughout new chapter on teaching young adult literature new chapter on teaching reading strategies essential to interpreting literature more references to examples of teaching multicultural literature.

Susan Hynds

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