Developing Voice Through the Language Arts

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ISBN: 9781412918114 | 1412918111
Cover: Hardcover
Copyright: 11/17/2006

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Let every voice be heard! Developing Voice Through the Language Arts shows prospective teachers how to use the language arts to connect diverse students to the world around them and help them develop their own literate voices. This book considers the integrated nature of the primary language arts - reading, writing, listening, speaking, viewing, and visually representing. Authors Kathryn Henn-Reinke and Geralyn A. Chesner encourage preservice and inservice teachers to take a reflective, balanced approach in preparing to teach language arts.

Preface	p. xvii
Features of the Text	p. xxii
Organization of the Text	p. xxiv
Instructor's Resources CD	p. xxv
Web-Based Student Study Guide	p. xxv
Student Resources CD	p. xxv
Reference	p. xxv
Acknowledgments	p. xxvi
Understanding Language Arts	p. 1
Becoming a Reflective Teacher	p. 3
Exploring Your Assumptions About Teaching, Learning, and Assessing	p. 5
Why Reflect on Your Own Literacy?	p. 8
Linking Your Literacy to That of Your Students	p. 9
Creating a Literacy Learning Environment	p. 11
End-of-Chapter Reflection	p. 16
Planning for Teaching	p. 16
Connections With the Field	p. 16
References	p. 17
What Are the Language Arts?	p. 19
How Literacy Develops: Literacy Acquisition Birth Through Grade 6	p. 20
Language Development	p. 21
Considerations of Cultural Differences in Language Development	p. 22
Second Language Acquisition	p. 22
What Are the Language Arts?	p. 22
Listening	p. 24
Talking	p. 24
Reading	p. 24
Writing	p. 25
Viewing	p. 25
Visually Representing	p. 25
The Foundation of Language: The Four Cueing Systems	p. 25
Approaches to Teaching Language Arts	p. 27
Traditional Basal Approach	p. 28
Language Experience Approach	p. 29
Whole Language Approach	p. 29
Balanced or Comprehensive Approach	p. 29
Outside Influences on the Teaching of Language Arts	p. 30
Language Arts and Literacy Theory: The Beliefs Undergirding This Text	p. 31
Socioculturalism	p. 32
Historical Influences on Teaching and Learning	p. 33
Active Constructive Process/Constructivism	p. 33
Theory of Cognition and Psychological Constructivism	p. 34
Psychological Constructivism	p. 35
Social Constructivism	p. 35
Sociocultural Constructivism	p. 36
Language Theorists and Language Theory	p. 37
Holdaway's Model of Student Learning	p. 37
Cambourne's Conditions of Language Learning	p. 38
Adapting Curriculum to Reflect and Appreciate Classroom Diversity	p. 41
Creating Home-School Literacy Connections	p. 43
Creating an Optimal Environment for Language Arts Learning	p. 47
Differentiating Instruction for Meeting the Needs of All Students	p. 48
Gifted Students	p. 48
Students With Special Needs	p. 49
English Language Learners (ELLs)	p. 50
Our Beliefs About Language Arts Teaching, Learning, and Assessment	p. 50
Your Beliefs Influence How You Teach	p. 51
End-of-Chapter Reflection	p. 53
Planning for Teaching	p. 53
Connections With the Field	p. 53
References of Children's/Young Adult Literature	p. 54
References of Professional Resources	p. 54
Technology Resources	p. 55
Frameworks and Approaches to Teaching, Learning, and Assessing in the Language Arts	p. 57
Reading and the Language Arts	p. 59
Developmental Stages of Reading	p. 61
Emergent Stage of Reading: Early Childhood, Ages 3-7	p. 61
Early Stage of Reading: Middle Childhood, Ages 6-9	p. 62
Transitional Stage of Reading: Early Adolescence, Ages 9-12	p. 62
Fluent Stage of Reading: Early Adolescence/Adolescence, Ages 9-14	p. 62
Initial Assessment of Student Development in Reading	p. 63
Elements of Reading	p. 64
Phonemic and Phonological Awareness	p. 65
Graphophonics/Phonics	p. 65
Fluency	p. 66
Comprehension	p. 66
Vocabulary and Word Study	p. 67
Major Approaches to Teaching and Learning Reading	p. 67
Traditional Model: Basal Reading Program	p. 68
Transactional Model: A Comprehensive/Balanced Approach Reading Program	p. 69
Components of a Comprehensive/Balanced Reading Program	p. 69
Interactive Read-Alouds	p. 70
Shared Reading	p. 70
Guided Reading	p. 71
Independent Reading	p. 71
Reading for a Variety of Purposes	p. 71
Transactional Theory of Reading Response	p. 72
Integrating Reading Within the Language Arts	p. 73
Assessing Reading	p. 74
Concepts of Print	p. 74
Assessment of Strategy Use	p. 74
Student Self-Assessment	p. 75
Assessment of Response to Reading	p. 75
Reading Logs	p. 76
Informal Reading Inventories	p. 78
Running Records	p. 80
Anecdotal Records	p. 81
Checklists	p. 84
Assessment Portfolios	p. 86
Conferencing	p. 87
Developmental Standards in Reading	p. 89
Second Language Learners	p. 91
Home and School Links	p. 93
End-of-Chapter Reflection	p. 95
Planning for Teaching	p. 95
Connections With the Field	p. 95
References of Children's/Young Adult Literature	p. 96
References of Professional Resources	p. 96
Technology Resources	p. 97
Writing and the Language Arts	p. 99
Writing as a Language Art	p. 100
Developmental Stages of Writing	p. 101
Developmental Standards in Writing	p. 104
Applying the Standards for Writing: An Example	p. 105
Major Approaches to Teaching and Learning Writing	p. 108
Traditional Approach	p. 108
Process Approach	p. 108
Prewriting Stage	p. 108
Writing Stage	p. 108
Postwriting Stage	p. 109
Writing Workshop Framework	p. 110
Teacher as a Model of Writing	p. 111
Shared Writing	p. 112
Interactive Writing	p. 112
Writing for a Variety of Purposes	p. 112
Writing to Learn: Content Area Writing	p. 113
Learning Logs	p. 113
Writing Reports/Research Writing	p. 113
Double-Entry Journals or Two-Column Notes	p. 114
Writing About Reading	p. 115
Reading Response Journals	p. 115
Reading Logs	p. 117
Innovations on Text	p. 117
Writing Sequels	p. 118
Using Reading to Inform or as a Model for Writing	p. 119
Personal Writing	p. 119
Story Writing	p. 120
Community Stories or Round-Robin Storytelling	p. 121
Writing Autobiography	p. 121
Personal Journals	p. 121
Dialogue Journals	p. 122
Letter Writing	p. 122
Friendly Letters	p. 123
Business Letters	p. 124
Telecommuting Through E-Mail, Instant Messaging, and Other Internet Communication	p. 124
Rules for Internet Writing	p. 125
Integrating Writing Within the Language Arts	p. 126
Examining Authors' Craft	p. 126
Oral Language and Media Technology	p. 128
Listening	p. 128
Assessing Writing	p. 128
Conferencing	p. 129
Assessment and Record-Keeping Devices	p. 130
Checklists	p. 130
Anecdotal Records	p. 132
Student Self-Assessment of Writing	p. 132
Portfolio Assessment	p. 133
Author's Chair	p. 134
Holistic Writing Assessments and Writing Rubrics	p. 134
Home and School Writing Connections	p. 138
End-of-Chapter Reflection	p. 139
Planning for Teaching	p. 139
Connections With the Field	p. 139
References of Children's/Young Adult Literature	p. 140
References of Professional Resources	p. 140
Other Children's Literature Resources	p. 141
Literature Models for Reflective Personal Writing	p. 141
Literature Models for Journal Writing and Learning Logs	p. 141
Literature Models for Letter Writing	p. 141
Literature Models for Autobiography and Memoir Writing	p. 142
General Writing Models	p. 142
Literature About Writers	p. 142
Picture Books	p. 142
Poetry	p. 142
Resources for Book Making in the Classroom	p. 142
Technology Resources	p. 143
Language, Word Study, and the Tools of Writing	p. 145
What Is Word Study?	p. 146
Phonemic Awareness	p. 147
Word-Solving Skills: What Do You Notice?	p. 149
Alphabet Books	p. 151
Literacy Centers	p. 152
Word Sorts	p. 152
Integrated Word Study	p. 152
Making Words	p. 154
Word Analysis	p. 156
Grammar	p. 157
Parts of Speech	p. 158
Capitalization and Punctuation	p. 160
Sentence Structure	p. 161
Sentence Types	p. 162
Spelling	p. 163
Approaches to Teaching and Learning Spelling	p. 163
Spelling Frequently Used Words	p. 166
Learning Spelling Words	p. 166
Spelling Within the Writing Process	p. 168
Handwriting	p. 169
Practicing Handwriting	p. 171
Assessing Handwriting	p. 171
End-of-Chapter Reflection	p. 173
Planning for Teaching	p. 173
Connections With the Field	p. 173
References of Children's/Young Adult Literature	p. 174
References of Professional Resources	p. 174
Other Children's/Young Adult Literature Resources	p. 175
Alphabet Books	p. 175
Literature Appropriate for Language/Word Study	p. 175
Technology Resources	p. 176
Strategies for Listening, Speaking, Viewing, and Visually Representing	p. 177
The Integration of Listening, Speaking, Viewing, and Visually Representing	p. 178
Listening	p. 179
Listening as a Learning Tool	p. 181
Purposes for Listening	p. 181
Listening Strategies	p. 182
Listening Activities in the Classroom	p. 184
Assessment of Listening Progress	p. 185
Viewing	p. 187
Purposes for Viewing	p. 187
Viewing Strategies	p. 188
Determining Purpose	p. 188
Previewing	p. 189
Predicting	p. 189
Selecting Key Information	p. 189
Understanding the Design of Visuals	p. 190
Evaluating Bias	p. 190
Evaluating Tone and Mood	p. 190
Making Personal Connections	p. 191
Assessment of Viewing Progress	p. 192
Speaking	p. 193
Speaking as a Learning Tool	p. 194
Purposes for Speaking	p. 195
Speaking Strategies	p. 196
Determining Purpose	p. 196
Responding to an Audience	p. 197
Using Prior Knowledge	p. 198
Organizing Ideas and Developing Presentation Skills	p. 198
Selecting Appropriate Register	p. 198
Speaking Activities in the Classroom	p. 198
Assessment of Oral Communication Skills	p. 199
Visually Representing	p. 200
Visual Representation as a Learning Tool	p. 201
Purposes for Representing Visually	p. 202
Visual Representation Strategies	p. 202
Activities in the Classroom Focused on Representing Through Visuals	p. 203
Assessment of Visual Representation	p. 204
English Language Learners and Listening, Speaking, Viewing, and Visually Representing	p. 205
End-of-Chapter Reflection	p. 207
Planning for Teaching	p. 207
Connections With the Field	p. 207
References of Children's/Young Adult Literature	p. 207
References of Professional Resources	p. 208
Other Children's/Young Adult Literature Resources	p. 208
Choral Reading and Readers' Theater Suggestions	p. 208
Technology Resources	p. 209
Children's and Young Adult Literature as a Tool for the Language Arts	p. 211
Children's and Young Adult Literature in the Language Arts Curriculum	p. 212
Purpose of Literature in the Curriculum	p. 213
Lifelong Habits of Reading	p. 214
Making Connections to Oneself (Text-to-Self)	p. 214
Making Connections to Other Texts (Text-to-Text)	p. 215
Making Connections to the World (Text-to-World)	p. 216
Exploring the Social and Cultural Aspects of the World Through Literature	p. 217
Literature and Its Influence on Language Arts Development	p. 219
Opportunities to Appreciate and Enjoy Literature in the Classroom	p. 220
Read-Alouds	p. 220
Book Talks	p. 220
Illustration Study	p. 221
Author and Genre Study	p. 221
Developing Strategic Readers Using Authentic Texts	p. 221
Reading for Information Using Authentic, Meaningful Texts	p. 223
Learning About and Through Literature	p. 224
The Development of Visual Literacy	p. 224
Literary Elements	p. 225
Characters	p. 225
Plot	p. 226
Setting	p. 227
Theme	p. 228
Style	p. 230
Genres of Children's and Young Adult Literature	p. 231
Picture Books	p. 231
Folk Literature	p. 233
Realistic Fiction	p. 234
Historical Fiction	p. 234
Modern Fantasy and Science Fiction	p. 236
Mystery	p. 239
Informational Literature and Concept Books	p. 240
Poetry	p. 241
Technology and Literature	p. 241
E-Books	p. 241
Living Books	p. 244
Digital Storytelling	p. 245
End-of-Chapter Reflection	p. 246
Planning for Teaching	p. 246
Connections With the Field	p. 246
References of Children's/Young Adult Literature	p. 247
References of Professional Resources	p. 247
Literature Dealing With Sexual Orientation	p. 248
Multicultural Children's Literature	p. 249
African American	p. 249
Asian	p. 249
Latino	p. 250
Native American	p. 250
Technology Resources	p. 250
Language Arts and the Content Areas	p. 253
Conceptual Development	p. 254
Activate Prior Knowledge	p. 254
Relate New Concepts to Known/Real World	p. 255
Develop New Schema	p. 256
Identifying Needed Information	p. 257
Key Vocabulary and Key Concepts	p. 257
Key Information	p. 258
Content Area Skills and Strategy Development	p. 262
Instructional Considerations	p. 264
Selection of Effective Resources and Materials	p. 264
Purposeful Reading, Writing, Listening, Speaking, Viewing, and Visually Representing	p. 265
Active Learning	p. 266
Development of Critical Thinking	p. 267
Assessment of Content Area Learning	p. 267
Content Area Subjects: Mathematics, Social Studies, and Science	p. 269
Text Features	p. 269
Content Area Materials	p. 271
Content-Area-Specific Skills and Strategies: Reading Social Studies Text	p. 272
Learning Experiences in Social Studies	p. 275
Research in Social Studies	p. 278
Content-Area-Specific Skills and Strategies: Reading Mathematics Text	p. 281
Content-Area-Specific Skills and Strategies: Reading Science Text	p. 284
Integrated Units of Study	p. 286
End-of-Chapter Reflection	p. 289
Planning for Teaching	p. 289
Connections With the Field	p. 289
References of Children's/Young Adult Literature	p. 290
References of Professional Resources	p. 290
Other Children's/Young Adult Literature Resources	p. 291
Technology Resources	p. 292
Workshops in the Language Arts Curriculum	p. 295
What Are Workshops in the Language Arts?	p. 296
Benefits and Challenges of a Workshop Framework	p. 297
The Workshop Format	p. 297
Minilessons	p. 297
Work Session	p. 301
Status of the Class	p. 301
Work Session: Writing Workshop	p. 302
Work Session: Reading Workshop	p. 304
Sharing Sessions	p. 305
The Reading, Writing, Language Workshop	p. 308
Organizing for Workshops	p. 309
Materials	p. 309
Teacher Instruction	p. 310
Collaborative/Cooperative Learning	p. 310
Independent Work	p. 311
Content Area Workshops	p. 312
End-of-Chapter Reflection	p. 315
Planning for Teaching	p. 315
Connections With the Field	p. 315
References of Professional Resources	p. 315
Technology Resources	p. 316
Language Arts Teaching, Learning, and Assessing From Early Childhood to Early Adolescence	p. 317
Early Childhood Language Arts: Kathi Glick's First-Grade Classroom	p. 319
Development of 3- to 6-Year-Old Children	p. 320
Beginning of the Year	p. 323
Daily Language Arts Teaching, Learning, and Assessing	p. 326
Reading Workshop	p. 330
Middle of the Year	p. 331
Early Spring	p. 333
The Alignment of Curriculum and Assessment	p. 335
Working With Students With Special Needs	p. 335
Integrated Language Arts Experiences: Reader's Theater	p. 342
Guided Reading in First Grade	p. 343
End of School Year	p. 347
End-of-Year Assessment	p. 348
End-of-Year Celebration	p. 353
End-of-Chapter Reflection	p. 357
Planning for Teaching	p. 357
Connections With the Field	p. 357
References of Children's/Young Adult Literature	p. 357
References of Professional Resources	p. 358
Other Children's/Young Adult Literature Resources	p. 359
Technology Resources	p. 359
Middle Childhood Language Arts: Sandy Cabernathy's Third-and Fourth-Grade Classroom	p. 361
Development of 7- to 9-Year-Old Children	p. 362
Introduction to Sandy Cabernathy and Her Third- and Fourth-Grade Multiage, Multigrade Students and Classroom	p. 362
Planning for the School Year and Language Arts Curriculum	p. 365
Beginning of the School Year	p. 367
First Day of School Laying the Groundwork for a Literate Classroom Environment	p. 370
Shared Reading and Writing	p. 370
Independent Reading	p. 371
Writing Workshop	p. 372
Integrated Curriculum	p. 374
Reflecting on the First Day of School	p. 375
Assessing Students' Literacy	p. 376
Typical Language Arts Learning Schedule	p. 378
Middle of the School Year	p. 379
Writing Portfolios	p. 384
Author Study	p. 384
End of the School Year	p. 386
Student Self-Assessment and Goal Setting	p. 386
Reading and Writing Workshop Celebrations	p. 386
Teacher Reflection and Future Planning	p. 388
End-of-Chapter Reflection	p. 389
Planning for Teaching	p. 389
Connections With the Field	p. 389
References of Children's/Young Adult Literature	p. 390
References of Professional Resources	p. 390
Technology Resources	p. 391
Early Adolescence Language Arts: Joelle Quimby's Eighth-Grade Language Arts Classroom	p. 393
Development of 10-to 13-Year-Old Children	p. 394
Introduction to Joelle Quimby and Her Eighth-Grade Language Arts Classroom and Students	p. 394
Planning for the School Year and Language Arts Curriculum	p. 397
Overall Curriculum Planning	p. 400
Reading Program and Foci	p. 400
Writing Program and Foci	p. 404
School- or Grade-Level Theme Foci	p. 405
Test-Taking Strategies Foci	p. 405
Grammar Integration	p. 407
Newspaper Club	p. 407
Classroom Setup and Materials for Language Arts Curriculum	p. 408
Beginning the School Year: Basic Framework of Joelle Quimby's Eighth-Grade Language Arts Curriculum	p. 411
First Day of School	p. 411
A Typical Day/Week in Joelle Quimby's Eighth-Grade Language Arts Classroom	p. 413
End-of-Quarter Self-Assessment Portfolios	p. 416
End of the School Year	p. 418
End-of-Chapter Reflection	p. 420
Planning for Teaching	p. 420
Connections With the Field	p. 420
References of Children's/Young Adult Literature	p. 420
References of Professional Resources	p. 421
Other Resources	p. 421
Technology Resources	p. 421
Epilogue: Reflecting on Your Future Teaching of the Language Arts	p. 423
End-of-Chapter Reflections	p. 432
Planning for Teaching	p. 432
Reference	p. 432
Glossary	p. 433
Index	p. 447
About the Authors	p. 465
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Developing Voice Through the Language Arts

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Developing Voice Through the Language Arts

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