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ERIC Number: ED447529
Record Type: Non-Journal
Publication Date: 2001
Pages: 175
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-87207-278-9
ISSN: N/A
Talking Classrooms: Shaping Children's Learning through Oral Language Instruction.
Smith, Patricia G., Ed.
This book offers a variety of viewpoints relevant to teachers and researchers who are interested in the practical application of the theory and philosophy behind oral language instruction. Through an assortment of international essays, the authors demonstrate the changing nature of children's talk in the writing circle, reading conference, English as a second language classroom, and round-table discussion, and they offer suggestions for activities and assessment. Chapters in this book are: (1) "Shaping Our Worlds: the Role of Oral Language in Children's Learning" (Patricia G. Smith); (2) "Theoretical Tools for Talk" (Susan Hill); (3) "Talking to Think, Learn, and Teach" (Bridie Raban); (4) "What's in YOUR Backpack? Exchanging Funds of Language Knowledge in an ESL Classroom" (Stacey King Medd and Kathryn F. Whitmore); (5) "Practical Suggestions for Supporting Speaking and Listening in Classrooms" (Dale Gordon); (6) "Shaping Conversations: Young Children's Philosophical Thought" (Gloria Latham); (7) "Creating Space for Sharing in the Writing Circle" (Frank Serafini, Rebecca Willey, and Jennifer Funke); (8) "Beyond the Words on the Page: The Reading Conference as a Forum for Language Development" (George Hunt and Brian Richards); (9) "Assessing Student Language Growth: Kirsten's Profile" (Patrick Griffin and Patricia G. Smith); and (10) "A Developmental Assessment Approach to Assessing and Reporting Students' Speaking Skills" (Margaret Forster). Individual chapters contain 200 references. (EF)
International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($27.95). Web site: http://www.reading.org.
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: International Reading Association, Newark, DE.