This book presents both a theoretical framework and classroom-tested ideas for literacy instruction in middle schools. Equally suitable for middle school courses as well as for in-service training, this concise yet comprehensive text is divided into two parts—Part I introduces students to 8 principles/concerns that are at the forefront of middle school students' minds and Part II includes applications for Literacy Instruction and Learning in the Middle Grades Reading/LA classes, providing teaching ideas, instructional strategies, and suggestions for assessment, evaluation and grading. This text gives one new insight for the potential for literacy instruction in today's middle schools and the need to understand the many questions and concerns that pre-service and practicing teachers have as they teach in those schools. This text is loaded with theoretically-sound ideas for building student-sensitive literacy curricula.
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Integrated Literacy Instruction in the Middle Grades: Channeling Young Adolescents' Spontaneous Overflow of Energy, 1/e by Pamela Sissi Carroll
Taking a novel approach to middle school instruction, Carroll believes that teachers can learn to take advantage of adolescents' “spontaneous overflow” of energy as language users. She provides direction for pre-service and practicing teachers who want to balance the physical, emotional, social, and intellectual characteristics of today's young adolescents with an academically challenging, standards-linked, student-sensitive curriculum.
“Spontaneous Overflow is very readable. The tone is warm and friendly towards students...The authors' common sense approach to working with middle school students is refreshing.”
Dr. Ellyn Arwood, University of Portland
“The author did a good job of getting 'into the heads' of middle school students especially in terms of the literacy demands being placed on them...I enjoyed Carroll's friendly style and consistent tone throughout her work.”
Professor Gail A. Bauman, Florida A&M University
“I like that Spontaneous Overflow makes real teaching seem possible within the standards and the integrated literacy framework.”
Professor Alexandra G. Leavell, University of North Texas
While spending over twenty years with adolescents, their teachers, and future teachers in school settings, Pamela Sissi Carroll has developed an approach to teaching the language arts that foregrounds the teacher's knowledge and understanding of multiple literacies, and is supported by a spirit of enthusiasm and compassion for working with young adoelscents. Her publications include CAROLINE COONEY: FAITH AND FICTION (Scarecrow, 2001), USING LITERATURE TO HELP TEENAGERS COPE WITH SOCIETAL ISSUES (Ed.) (Greenwood, 1999), and BOOKS AND BEYOND: THEMATIC APPROACHES FOR TEACHING LITERATURE IN HIGH SCHOOLS (co-authored with Gail P. Gregg) (Christopher-Gordon, 1998), an upcoming book about the realities of student teaching in secondary English/language arts, co-written with Michael Rychlik (Heinemann, scheduled for publication in 2003), and numerous articles and chapters on aspects of teaching middle and high school English.language arts, with a focus on literature for adolescents. She served as Editor of THE ALAN REVIEW from fall, 1998 through the spring of 2003.
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Book Description Pearson, 2003. Paperback. Book Condition: New. Never used!. Bookseller Inventory # P110205375545