INTRODUCTION TO THE LANGUAGE ARTS

1. CHAPTER1 INTRODUCTION TO THE LANGUAGE ARTS

2. ACTIVITIES TAKING PLACE Reading Writing Visual representing Listening MEANING Speaking Viewing THROUGHOUT THE DAY Integrated Language Arts Wheel

3. The Standards for the English Language Arts • Read a wide range of print and nonprint texts to • understand texts themselves • understand U.S. cultures • acquire new information • respond to society and the workplace • seek personal fulfillment

4. The Standards for the English Language Arts (continued) 2. Read a range of literature from many periods and genres to understand dimensions of human experience • Philosophical • Ethical • Aesthetic

5. The Standards for the English Language Arts (continued) • Apply range of strategies to comprehend, • interpret, evaluate, & appreciate texts • • prior experience • • interactions with other readers and writers • • knowledge of word and text meaning • • word identification

6. The Standards for the English Language Arts (continued) • Adjust use of language to communicate with different audiences for a variety of purposes • Employ a range of writing strategies and use writing process elements to communicate with different audiences for a variety of purposes • Apply knowledge to create, critique, and discuss texts •language structure • language conventions (e.g., spelling & punctuation) • media techniques • figurative language • genre

7. The Standards for the English Language Arts (continued) 7. Conduct research on issues and interests •generate ideas and questions •pose problems • gather, evaluate, synthesize data • communicate discoveries

8. The Standards for the English Language Arts (continued) 8. Use a variety of technological and information resources 9. Develop an understanding of and respect for diversity in language use, patterns, and dialects 10. ELL/ESL use first language to develop competency in English language arts and content areas 11. Participate in a variety of literacy communities

9. The Standards for the English Language Arts (continued) 12. Use language to accomplish the reader’s own purposes • learning • enjoyment • persuasion • information exchange

10. South Carolina Frameworks • Language Arts Standards currently under revision. • Draft of New Standards available on SC Department of Education Website: • http://www. myscschools.com

11. Bruner’s Learning Experiences Ladder

12. Cambourne’s Conditions Necessary for Learning Expectation Demonstration Response Immersion ENGAGEMENT Employment Approximation Responsibility

13. Characteristics of a SuccessfulLearning Activity(Cambourne, 2001) • Has links to other parts of learning • Is accompanied by reasons why students should participate • Encourages interaction and collaboration • Encourages integration of more than one language mode

14. Characteristics of a SuccessfulLearning Activity(Cambourne, 2001)(cont.) • Encourages the use of more than language subsystems • Encourages integration of meaning across different semiotic systems • Involves higher-level thinking • Is developmentally appropriate and does not demand a lot of time or expense

15. Ideologies on Teaching the Language Arts • Functional literacy ideology • Focuses on learning to read and write instead of reading and writing to learn • Progressive literacy ideology • Focuses on a student-centered curriculum based on students’ needs and personal backgrounds

16. Approaches to Teaching the Language Arts • Separate skills approach • Whole language approach • Integrated approach • Balanced approach

17. Viewing Visual Representing Listening Speaking Speaking Listening Spelling Writing Reading Capitalization Reading Handwriting VisualRepresenting Viewing Punctuation Writing Subskills Separate Skills Approach Charts

18. Listening Speaking Reading A slice of “pie” includes all language arts elements EXPERIENCES & CONTENT AREAS (Math, Science, Social Studies) Writing Viewing Visually Representing The Whole Language “Pie”

19. The Integrated Approach (the six components of the language arts are woven into the study of all subject areas)

20. Separate Skills Whole Language Direct Instruction Indirect Instruction Balanced Approach to the Language Arts

21. Comprehensive Approach Model

22. Differentiating Instruction (Thomlinson, 2000) Differentiating instruction involves belief that students . . . • of the same age differ in readiness to learn • have different abilities • have different interests • have different learning styles • have different background experiences

23. Differentiating Instruction (cont.) Differentiating instruction involves belief that students . . . • learn at different paces • learn best in a community of learners • learn best when they can connect school learning to personal lives • need accommodations in order to reach their potential

24. National Reading Panel (NRP) • Charged with reviewing and assessing research on teaching reading • Released report backed by U.S. Congress that asserted students need explicit, systematic phonics instruction • Reading First Legislation of 2002 (No Child Left Behind” act—PL 107-110) based on the panel’s findings

25. “No Child Left Behind” Act • To qualify for Title I monies, schools must • use “scientific evidence-based” educational plans • document student growth in six areas: (1) phonemic awareness, (2) systematic phonics, (3) spelling and writing, (4) fluency, (5) text comprehension, and (6) vocabulary • Mandates standardized testing at all grades (high stakes testing)

26. Most Important Things (MITs) • Based on this information and your readings in the textbook, use one of the cards to answer the following questions: • What are the three MITs from today’s information? • What questions do you still have? • What one task do you need to complete before the next class?