Developing Voice Through the Language Arts

"Developing Voice Through the Language Arts is user friendly, with lots of good examples...I am always looking for fresh, interesting, and pertinent material and this fits the bill." —Deborah A. Farrer, California University of Pennsylvania "Teachers facing the diversity in their classrooms need to understand the importance of ′developing voice′ so that all students become successful and can be heard!" —Tim Toops, Florida Southern College 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. Developing Voice Through the Language Arts 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. Prospective teachers are encouraged to view not only their students as language users and learners but to develop themselves as literate models. Through their incorporation of the NCTE/IRA Standards for the English Language Arts, the authors explore the integrated nature of the language arts using children′s literature, critical thinking, and technology. Through vignettes, views into classrooms, connections to the field, student artifacts, and an ongoing reflection journal Developing Voice Through the Language Arts provides prospective teachers with a wide range of activities that will help them to make connections between theoretical constructs and their manifestation in classroom practice. Accompanied by High-Quality Ancillaries! A Student Resource CD bound in the text includes video clips, exercises, questions, and additional resources. The Web-based Student Study Site provides a comprehensive Study Guide, links to standards, children′s literature, reflection exercises, journal articles, and PRAXIS test preparation material. http://www.sagepub.com/dvtlastudy The Instructor′s Resource CD offers lecture outlines, PowerPoint slides, sample syllabi, video clips with student exercises, test bank, web resources, reflection portfolio guidelines, and more. Instructor′s Resource CD: 1-4129-5013-9 IRCDs are available for qualified instructors only. To request an IRCD for this book please contact Customer Care at 1.800.818.7243 (6 am – 5 pm Pacific Time) or by emailing info@sagepub.com with course name and enrollment and your university mailing address to expedite the process.

Table of Contents:
Preface Features of the Text Organization of the Text Instructor′s Resources CD Web-Based Student Study Guide Student Resources CD Reference Acknowledgments PART I. UNDERSTANDING LANGUAGE ARTS 1. Becoming a Reflective Teacher Exploring Your Assumptions About Teaching, Learning and Assessing Why Reflect on Your Own Literacy? Linking Your Literacy to That of Your Students Creating a Literacy Learning Environment End-of-Chapter Reflection Planning for Teaching Connections With the Field References 2. What Are the Language Arts? How Literacy Develops: Literacy Acquisition Birth Through Grade 6 Language Development What Are the Language Arts? Listening Talking Reading Writing Viewing Visual Representing The Foundation of Language: The Four Cueing Systems Approaches to Teaching Language Arts Traditional Basal Approach Language Experience Approach Whole Language Approach Balanced or Comprehensive Approach Language Arts and Literacy Theory: The Beliefs Undergirding This Text Socioculturalism Historical Influences on Teaching and Learning Active Constructive Process/Constructivism Theory of Cognition and Psychological Constructivism Psychological Constructivism Social Constructivism Sociocultural Constructivism Language Theorists and Language Theory Holdaway′s Model of Student LEarning Cambourne′s Conditions of Language Learning Adapting Curriculum to Reflect and Appreciate Classroom Diversity Creating Home-School Literacy Connections Creating an Optimal Environment for Language Arts Learning Differentiating Instruction for Meeting the Needs of All Students Our Beliefs About Language Arts Teaching, Learning, and Assessment Your Beliefs Influence How You Teach End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resources Technology Resources PART II. FRAMEWORKS AND APPROACHES TO TEACHING, LEARNING, AND ASSESSING IN THE LANGUAGE ARTS 3. Reading and the Language Arts Developmental Stages of Reading Emergent Stage of Reading: Early Chilhood, Ages 3-7 Early Stage of Reading: Middle Childhood, Ages 6-9 Transitional Stage of Reading: Early Adolescence, Ages 9-12 Fluent Stage of Reading: Early Adolescence/Adolescence, Ages 9-14 Initial Assessment of Student Development in Reading Elements of Reading Phonemic and Phonological Awareness Graphophonics/Phonics Fluency Comprehension Vocabulary and Word Study Major Approaches to Teaching and Learning Reading Traditional Model: Basal Reading Program Transactional Model: A Comprehensive/Balanced Approach Reading Program Components of a Comprehensive/Balanced Reading Program Interactive Read-Alouds Shared Reading Guided Reading Independent Reading Reading for a Variety of Purposes Transactional Theory of Reading Response Integrating Reading Within the Language Arts Assessing Reading Concepts of Print Assessment of Strategy Use Student Self-Assessment Assessment of Response to Reading Reading Logs Informal Reading Inventories Running Records Anecdotal Records Checklists Assessment Portfolios Conferencing Developmental Standards in Reading Second Language Learners Home and School Links End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resources Technology Resources 4. Writing and the Language Arts Writing as a Language Art Developmental Stages of Writing Developmental Standards in Writing Applying the Standards for Writing: An Exampple Major Approaches to Teaching and Learning Writing Traditional Approach Process Approach Writing Workshop Framework Teacher as Model of Writing Shared Writing Interactive Writing Writing for a Variety of Purposes Writing to Learn: Content Area Writing Writing About Reading Personal Writing Telecommuting Through E-Mail, Instant Messaging, and Other Internet Communication Rules for Internet Writing Integrating Writing Within the Language Arts Examining Author′s Craft Oral Language and Media Technology Listening Assessing Writing Conferencing Assessment and Record-Keeping Devices Home and School Writing Connections End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resources Other Children′s Literature Resources Technology Resources 5. Language, Word Study, and the Tools of Writing What is Word Study? Phonemic Awareness Word-Solving Skills: What Do You Notice? Alphabet Books Literacy Centers Word Sorts Integrated Word Study Making Words Word Analysis Grammar Parts of Speech Capitalization and Punctuation Sentence Structure Sentence Types Spelling Approaches to Teaching and Learning Spelling Spelling Frequently Used Words Learning Spelling Words Spelling Within the Writing Process Handwriting Practicing Handwriting Assessing Handwriting End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resources Other Children′s/Young Adult Literature Resources Literature Appropriate for Language/Word Study Technology Resources 6. Strategies for Listening, Speaking, Viewing, and Visually Representing The Integration of Listening, Speaking, Viewing and Visually Representing Listening Listening as a Learning Tool Purposes for Listening Listening Strategies Listening Activities in the Classroom Assessment of Listening Progress Viewing Purposes for Viewing Viewing Strategies Assessment of Viewing Progress Speaking Speaking as a Learning Tool Purposes for Speaking Speaking Strategies Speaking Activities in the Classroom Assessment of Oral Communication SKills Visually Representing Visual Representation as a Learning Tool Purposes for Representing Visually Visual Representation Strategies Activities in the Classroom Focused on Representing Through Visuals Assessment of Visual Representation English Language Learners and Listening, Speaking, Viewing, and Visually Representing End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resources Other Children′s/Young Adult Literature Resources Technology Resources 7. Children′s and Young Adult Literature as a Tool for the Language Arts Children′s and Young Adult Literature in the Language Arts Curriculum Purpose of Literature in the Curriculum Lifelong Habits of Reading Making Connections to Oneself (Text-to-Self) Making Connections to Other Texts (Text-to-Text) Making Connections to the World (Text-to-World) Exploring the Social and Cultural Aspects of the World Through Literature Literature and its Influence on Language Arts Development Opportunities to Appreciate and Enjoy Literature in the Classroom Developing Strategic Readers Using Authentic Texts Reading for Information Using Authentic, Meaningful Texts Learning About and Through Literature The Development of Visual Literacy Literacy Elements Genres of Children′s and Young Adult Literature Picture Books Folk Literature Realistic Fiction Historical Fiction Modern Fantasy and Science Fiction Mystery Informational Literaure and Concept Books Poetry Technology and Literature E-Books Living Books Digital Storytelling End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resoures Literature Dealing With Sexual Orientation Multicultural Children′s Literature Technology Resources 8. Language Arts and the Content Areas Conceptual Development Activate Prior Knowledge Relate New Concepts to Known/Real World Develop New Schema Identifying Needed Information Key Vocabulary and Key Concepts Key Information Content Area Skills and Strategy Development Instructional Considerations Selection of Effective Resources and Materials Purposeful Reading, Writing, Listening, Speaking, Viewing, and Visually Representing Active Learning Development of Critical Thinking Assessment of Content Area Learning Content Area Subjects: Mathematics, Social Studies, and Science Text Features Content Area Materials Content-Area-Specific Skills and Strategies: Reading Social Studies Text Learning Experiences in Social Studies Research in Social Studies Content-Area-Specific Skills and Strategies: Reading Mathematics Text Content-Area-Specific Skills and Strategies: Reading Science Text Integrated Units of Study End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resources Other Children′s/Young Adult Literature Resources Technology Resources 9. Workshops in the Language Arts Curriculum What Are Workshops in the Language Arts? Benefits and Challenges of a Workshop Framework The Workshop Format Minilessons Work Sessions Sharing Sessions The Reading, Writing, Language Workshop Organizing for Workshops Content Area Workshops End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Professional Resources Technology Resources PART III. LANGUAGE ARTS TEACHING, LEARNING, AND ASSESSING FROM EARLY CHILDHOOD TO EARLY ADOLESCENCE 10. Early Childhood Language Arts: Kathi Glick′s First-Grade Classroom Development of 3- to 6-Year-Old Children Beginning of the Year Daily Language Arts Teaching, Learning and Assessing Reading Workshop Middle of the Year Early Spring The Alignment of Curriculum and Assessment Working With Students With Special Needs Integrated Language Arts Experiences: Reader′s Theater Guided Reading in First Grade End of School Year End-of-Year Assessment End-of-Year Celebration End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resources Other Children′s/Young Adult Literature Resources Technology Resources 11. Middle Childhood Language Arts: Sandy Cabernathy′s Third- and Fourth-Grade Classroom Development of 7- to 9-Year-Old Children Introduction to Sandy Cabernathy and Her Third- and Fourth-Grade Multiage, Multigrade Students and Classroom Planning for the School Year and Language Arts Curriculum Beginning of the School Year First Day of School: Laying the Groundwork for a Literate Classroom Environment Assessing Students′ Literacy Typical Language Arts Learning Schedule Middle of the School Year Writing Portfolios Author Study End of the School Year Student Self-Assessment and Goal Setting Reading and Writing Workshop Celebrations Teacher Reflection and Future Planning End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resources Technology Resources 12. Early Adolescence Language Arts: Joelle Quimby′s Eighth-Grade Language Arts Classroom Development of 10- to 13-Year-Old Children Introduction to Joelle Quimby and Her Eight-Grade Language Arts Classroom and Students Planning for the School Year and Language Arts Curriculum Overall Curriculum Planning Grammar Integration Newspaper Club Beginning the School Year: Basic Framework of Joelle Quimby′s Eighth Grade Language Arts Curriculum First Day of School A Typical Day/Week in Joelle Quimby′s Eighth-Grade Language Arts Classroom End-of-Quarter Self-Assessment Portfolios End of the School Year End-of-Chapter Reflection Planning for Teaching Connections With the Field References of Children′s/Young Adult Literature References of Professional Resources Other Resources Technology Resources EPILOGUE: Reflecting on Your Future Teaching of the Language Arts End-of-Chapter Reflections Planning for Teaching Reference Glossary Index About the Authors