Integrated Language Arts Chapter 2 Teaching the Language

Integrated Language Arts Chapter 2 Teaching the Language Arts

Teaching the Language Arts • How to organize language arts – Research says • Students who read frequently write better than those who read less often • Students who read voluntarily are more interested in books and do better on standardized tests • Students who read more were more selective in their choice of books • Students in a literature rich environment wrote more

• Students produce better products when give control of the topics they write about • Students in a student-centered class appear to shift their perceptions of reading and writing from a skill to a meaning emphasis process.

Developing a master plan • What do you want your students to have accomplished by the end of the year ? – State objectives – district objectives – develop semester-long goals and weekly goals – develop daily schedule – develop routines

– how to promote a classroom community – discipline plan

Organizational Plans • Learning Centers – writing corner – listening corner – reading center or classroom library center

– creative arts area – problem-based center

– Sharing area, discussion dens or student display area – Content topic area

Minilessons and workshops • Class meeting

• morning message • minilesson is presented – direct presentation – demonstration by student – role play – teacher modeling – relate to previous experience

• Workshops – students have from 30 to 50 minutes to work on activity they chose, can be independent or small groups – sharing time

Helps for smooth operation • No one interrupts individual reading conference • Groups resolve needs or put in writing to work on later • Student is responsible for assessing their own day’s work • Those not involved in conference will work in small groups or alone

Integrated thematic unit • Series of literary experiences organized around a literary focus – content area – genre – author – language arts topic – narrative element or device

• Themes need powerful real ideas and questions to unite around theme • Founded on student questions, built on authentic activities and culminating in outcomes the students do in life • Students use language arts skills to work on activities

Multiage Classes • Two to three aged learners become a community of learners • Family grouping model • Older students have a chance to teach younger students • More individualized instruction

Grouping for instruction • Paired groupings • Small groupings

• cooperative learning groups • large groups

• independent work

Types of Predictable books • Big books • Wordless picture books • Predictable books

Begin to formalize your philosophy as a language arts teacher • Personal journal writing • Write letters to parents – explain procedures – explain your philosophy – get parents involved