This groundbreaking text was the first in its field to present practical, research-based guidance on creating integrated curriculum. It has been updated to reflect cutting edge perspectives in literacy and language arts instruction. “Webs,” the hallmark feature of the text, enable readers to easily incorporate integrated units in the classroom. The Fourth Edition continues to offer practical and critical curriculum paradigms, and clearly shows the reciprocal relationship between assessment and instruction. Perfect for both pre-service and in-service K-8 teachers for its accessibility, the text is solidly grounded in cognitive, linguistic, and curriculum theory, but also does an excellent job of examining what goes on in the classroom minute-by-minute, day-by-day.

Table of Contents:
Introduction. Vignettes of Two Integrated Language Classrooms. Summary. An Overview of the Book.   References.   Children’s Literature.   1. The Theory of the Integrated. Language Perspective. How Do Children Learn Spoken Language? Spoken Communication. Written Communication. It’s a Multimodal World: The Communication Landscape. Schemas: Our Mental Representations of Knowledge. Summary. Suggested Activities. References. Children’s Literature. 2. Children and Teachers in an Integrated Language Classroom. Characteristics of Children and Teachers. Teachers Use a Collaborative Style of Teaching. Sharing Power in Collaboration: Developing Alternative, Non-IRE Classroom Discourse Patterns. The Culture of the Classroom. Suggested Activities. References. Children’s Literature. Contents. Acknowledgments. 3. Planning Thematic Units. Choosing a Theme. Selecting Resources. Planning Activities. Organizing the Classroom for Complex Instruction. Implementing the Unit. Conclusions. References. Children’s Literature. 4. Prototypes for Integrated Language Classrooms. Starting a Thematic Unit. Prototype 1: Full-Day Kindergarten–WONDERING. References. Children’s Literature. Prototype 2: First Grade–SOUNDS ALL AROUND. Children’s Literature. Websites. Prototype 3: Second/Third Grade–JOURNEYS. Children’s Literature. Prototype 4: Third Grade–CREATING COMMUNITIES. Children’s Literature. Websites. Prototype 5: Fourth Grade–CYCLES. Children’s Literature. Prototype 6: Fifth Grade–EXPLORING OUR ROOTS. Children’s Literature. Prototype 7: Sixth Grade–DIGGING UP THE PAST. Children’s Literature. Other Resources. Prototype 8: Seventh Grade–LANDSCAPES. Children’s Literature. Prototype 9: Eighth Grade–PERSPECTIVES. Children’s Literature. Conclusions. References. 5. More Ideas to Integrate the Curriculum. Social Studies. References. Children’s Literature. Science. References. Children’s Literature. Mathematics. References. Children’s Literature. Art and Music. Resources for Exploring the Arts. References. Children’s Literature. 6. Learning about Written Language. Registers of Written Language. The Organization of Written Genres. A General Model of Written Genres. The Ideology of Texts/Genres: Examining the “Element” of Description in Different Genres. The Reading and Writing Processes. The Nature of Visual Images. The Reader/Viewer—Writer/Illustrator Contract Reconsidered. Summary. Suggested Activities. References. Children’s Literature. 7. More How-To: Action Approaches in Integrated Language Classrooms. Reflective, Disciplined Inquiry.* Organizing/Monitoring Student-Directed Inquiry* Projects. Collaborative/Cooperative Groups.* Primary Sources.* Jackdaws.* Observation and Inference.* Graphic Organizers.* Literacy Activities and Experiences. Writing Activities and Experiences. Developing a Repertoire of Literacy Strategies. Extending Literacy Strategies. Conclusions. References. Children’s Literature. 8. Learning Kid-Watching Procedures and Techniques. Literacy Assessments. Modified Miscue Analysis (MMA). Writing. Kid-Watching Procedures for Emergent Learners. Retelling Assessment. General Observation Schemes. Conclusions. References. Children’s Literature. 9. Evaluation and Accountability. Major Methods of Evaluation. Managing Authentic, Performance-Based Assessment. Learning Portfolios. Conclusions. References. Children’s Literature. 10. Developing an Antiracist, Multicultural Community. Redesign the Physical Environment. Confront the Basics. Look to the Content Areas. Implement and Share Your Own Teacher Research. Invite Parents to Participate. Work with Administrators. Invite the Community in and Take Children into the Community. Find a Friend. Get Involved! Become Associated with a University or College. Incorporate Evaluation and Assessment Strategies. Become Politically Savvy. Conclusions. References. Children’s Literature. Guidelines for Teacher Inquiry. Teacher Inquiry as Cycles of Action Research. Raising Questions about Teaching—Learning. The Role of Research Journals in Teacher Inquiry. Strategies for Analyzing Your Journal Entries and Other Data. Tips for “Publishing” Teacher Inquiry. Inquiry Possibilities for Student Teacher Researchers. Summary. References. Index.