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


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Curriculum | Education | English

October 2012 | 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

For instructors

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