In this stimulating and readable book, educators--most of whom have long been involved in computer-based literacy research efforts--provide up-to-date information on computer-based activities in reading and language arts. These experts offer valuable goals and strategies for integrating computer technology into the reading/language arts curriculum, including suggestions for activities that should and should not be used. They also address the basics of developing, evaluating, and using computer-based reading instruction programs. The unique benefits of computer technology to teach English as a second language, writing skills, and the reading process to early readers are thoroughly explored. Innovative Uses of the Computer in the Language Arts Classroom Computerized readability assessment Reinforcement and instructional objectives Student interest profiles Class book files This exciting book--in a broader sense--corrects the failure by many to consider the literacy issues that invariably surround and govern computer use. While the types of computer-literacy environments differ, the literacy requirements are still the same--the computer and the user must communicate through text. Thus, The Computer in Reading and Language Arts provides essential understanding of the literacy requirements and environments involved in computer use.

This framework addresses reading, writing, speaking, listening, and written and oral English-language conventions for the full range of learners across all grade levels. Each grade level contains sections on Standards and Instruction, Curricular and Instructional Profile, and English-Language Arts Content Standards. The standards give special emphasis to continuity and progression in the language arts curriculum and to building blocks of proficiency between grade levels. The framework describes the curriculum and instruction necessary to help students achieve levels of mastery and stresses linkages among curriculum, instruction, and assessment. Chapters include: (1) Introduction to the Framework; (2) Goal and Key Components of Effective Language Arts Instruction; (3) Content Standards and Instructional Practices, Kindergarten through Grade Three; (4) Content Standards and Instructional Practices, Grades Four through Eight; (5) Content Standards and Instructional Practices, Grades Nine through Twelve; (6) Assessment of Proficiency in the Language Arts; (7) Universal Access to the Language Arts Curriculum; (8) Responsibilities and Support for Proficiency in the Language Arts; and (9) Development and Evaluation of Instructional Materials. (Contains 195 references. Appendixes contain "Matrix for the English-Language Arts Content Standards, by Grade" and "Representative Content Standards and Instructional Connections for the Language Arts," as well as a 71-item glossary of selected terms.) (EF)

Curriculum set for first grade issued in five named parts, for classroom use in teaching reading.

Contains easy-to-use reproducibles designed to help increase comprehension and retention of informational texts related to the language arts.

California Treasures is a research-based reading and language arts program for Grades K-6 that: builds a lifelong love of reading through explicit systematic instruction coupled with time-honored classics, contemporary nonfiction, and rich literature; addresses the four key aspects of language arts every day: listening, speaking, reading, and writing; integrates print resources with digital resources providing teachers with options for teaching styles; offers an equitable parallel Spanish program, California Tesoros de lectura; follows California's revised English language development standards by incorporating the required English language support into the program and providing a complete English language development component to assist students transitioning into English.

Engaging Student Books Reinforce Phonics and Word Instruction.

A collection of articles linked together by the topic of making a difference.

Provides students and teachers extensive opportunity to explore a variety of reading materials; helps teachers encourage students to become lifelong readers; promotes student understanding of literature, oral language, word identification, writing and vocabulary.

The impetus for this book emerged from a conference that brought together publishers, and reading researchers and educators for the purpose of examining the best available research evidence about what we know -- and what we have yet to learn -- about the teaching of reading and about how children learn to read. The goal of the conference was to contribute to a sound research base upon which to develop classroom practices that will ensure that every American child will become fully literate. Because the field is still so deeply divided over the best ways to translate belief into classroom practice, the editors decided to highlight rather than gloss over these divisions. It is hoped that the papers in this volume will promote thought and discussion that will lead to action in improving reading instruction for children, now and into the new century.