This text is designed specifically to meet the needs of preservice teachers who have had little experience working in middle-grade classrooms. Three ideas are central: * teaching language arts at the middle level is a complex activity that demands expertise in the use of a variety of strategies, * reading and writing are key processes of language arts study, but so are speaking, listening, and viewing/visually representing, and * teaching the processes of effective communication is crucial, but middle school students must also begin to learn the content of the field--literature, language, and media. Teaching Language Arts in Middle Schools gives balanced attention to various teaching strategies, processes, and content, demonstrating how all of these connect to improve students' abilities to communicate. In this text: *Research and theory are summarized and applied to practice *A non-prescriptive approach is integrated with practical information *Debates in the field are acknowledged *Additional reading and research are emphasized *The author's voice and point of view are explicithope students would eventually learn about poetry, but not everything needs to be taught at the middle level. ... Personification (students often misunderstand this one initially) Onomatopoeia (obvious examples work best) Simile (to distinguish from metaphor, ... poem (each line begins with a preposition, the lastline is usually a kind of revelation of the subject matter) ac Acrostic poem (uses a key word, suchanbsp;...
|Title||:||Teaching Language Arts in Middle Schools|
|Publisher||:||Routledge - 2000-02-01|