More New and Used
from Private Sellers
In Stock Usually Ships in 24 Hours.
Starting at $4.50
Questions About This Book?
Why should I rent this book?
Renting is easy, fast, and cheap! Renting from eCampus.com can save you hundreds of dollars compared to the cost of new or used books each semester. At the end of the semester, simply ship the book back to us with a free UPS shipping label! No need to worry about selling it back.
How do rental returns work?
Returning books is as easy as possible. As your rental due date approaches, we will email you several courtesy reminders. When you are ready to return, you can print a free UPS shipping label from our website at any time. Then, just return the book to your UPS driver or any staffed UPS location. You can even use the same box we shipped it in!
What version or edition is this?
This is the edition with a publication date of 5/1/2004.
What is included with this book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
In productive classrooms, teachers don't just teach children skills: they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings.Choice Wordsshows how teachers accomplish this using their most powerful teaching tool: language. Throughout, Peter Johnston provides examples of apparently ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how the things we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Through language, children learn how to become strategic thinkers, not merely learning the literacy strategies. In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important.This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.
Table of Contents
|Foreword by Richard Allington||ix|
|Chapter 1 The Language of Influence in Teaching||1||(10)|
|Chapter 2 Noticing and Naming||11||(11)|
|Chapter 3 Identity||22||(7)|
|Chapter 4 Agency and Becoming Strategic||29||(14)|
|Chapter 5 Flexibility and Transfer (or Generalizing)||43||(10)|
|Chapter 6 Knowing||53||(11)|
|Chapter 7 An Evolutionary, Democratic Learning Community||64||(12)|
|Chapter 8 Who Do You Think You're Talking To?||76||(11)|
|Appendix A: The Fine Print||87||(5)|
|Appendix B: Four Fourth Graders||92||(5)|
|Appendix C: Analysis of Debbie Miller's Interaction with the Class and Brendan||97||(2)|