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Developing Voice Through the Language Arts
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Developing Voice Through the Language Arts



November 2006 | 496 pages | SAGE Publications, Inc

"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.


 
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
Key features
Includes research-based, classroom-tested, and practical information that is most useful to preservice and in-service teachers.

Includes concrete examples of how to begin with content standards and curriculum content, unit and lesson outcomes, and work toward the stages of building a lesson or unit, implementing it, and assessing student performance. 

Provides preservice and in-service teachers with the details and best practices related to actually developing a well-planned and executed lesson. 

Each chapter contains recommendations for reflection in a journal that students may keep throughout and, ideally, beyond the course.  The reflection feature includes topic suggestions and prompts at the beginning of the chapter as context setting and at the end as a means for encouraging readers to reflect deeply on was read. 

Connections to and the integration of children's literature are included within each chapter. A bibliography of literature that is discussed throughout the chapter is included at the end of each chapter to allow preservice and in-service teachers with opportunities to build a list of children's literature resources they can use in their teaching.

Each chapter includes concrete examples of teaching and learning experiences and questions that encourage readers to readily apply what is being learned.

Sample Materials & Chapters


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