Language Arts and Literature in the Elementary School

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Language Arts and Literature in the Elementary
School

• Day One

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Welcome back!
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Welcome back!

• What are you currently reading?

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Reading to, with and by

• Caldecott Award
• The Caldecott Medal was named in honor of
  nineteenth-century English illustrator Randolph
  Caldecott. It is awarded annually by
  the Association for Library Service to Children,
  a division of the American Library Association,
  to the artist of the most distinguished American
  picture book for children (ALSC).

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Reading to, with and by

• Newberrry Award
• The Newbery Medal was named for
  eighteenth-century British bookseller John
  Newbery. It is awarded annually by the
  Association for Library Service to Children,
  a division of the American Library Association,
  to the author of the most distinguished
  contribution to American literature for children.
  (ALSC)

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Teacher Responsibilities

• Know childrens literature
• Provide students with access to a wide variety of
  childrens literature
• Provide time for reading and talking about books
• Plan for whole-group, small-group, and individual
  experiences with literature

• At those times when you choose to provide group
  experiences with a particular work of literature,
  be sure to read the book.
• Identify themes, topics or compelling issues in
  the book.
• Plan activities for three stages of exploration
  before, during, and after reading
• Establish an atmosphere of trust

Yopp Yopp (2006). Literature-Based Reading
Activities. pp. 5-6.
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Ideology

• Personal views of how the social world ought to
  be (Galindo, 1997)
• Not based on research, but on what the individual
  thinks is logical
• The individual believes it is common sense and
  believe others should agree with them
• Who makes decisions that direct our work as
  language arts teachers?

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What are the effective practices of language arts
teachers?
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Taylor, et el. (2002). Looking Inside
Classrooms. The Reading Teacher.

• Maintain academic focus
• Keep pupils on task
• Provide direct instruction
• Make learning goals clear
• Ask students questions to monitor understanding
  of content or skills covered
• Provide feedback about academic progress

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Taylor, et el. (2002). Looking Inside Classrooms.
The Reading Teacher.

• Use modeling and explanation to teach strategies
  for decoding words and understanding texts
• Stress higher level thinking skills
• More small group rather than large group
  instruction
• Elicit high levels of pupil engagement
• Coach and not tell

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Taylor, et el. (2002). Looking Inside Classrooms.
The Reading Teacher.

• Engage students in a great deal of actual reading
  and writing
• Foster self-regulation in students use of
  strategies
• Teach phonics skills early
• Direct instruction but not telling

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Stewart (2004). Early Literacy Instruction in
the Climate of No Child Left Behind. The Reading
Teacher.

• Explicit and systematic instruction
• Use entire blocks of time fully
• Establish effective routine procedures
• Differentiate instruction
• Teach children strategies
• Make use of teachable moments
• Scaffold
• Provide a great deal of time for actual reading

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Stewart (2004). Early Literacy Instruction in
the Climate of No Child Left Behind. The Reading
Teacher.

• Give explicit feedback
• Provide explicit instruction
• Encourage students to self-regulate
• Understand the children they teach, know the
  content of the subjects they teach, and
  effectively engage students in learning that
  content

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Blair, Rupley Nichols (2007). The Effective
Teacher of Reading Considering the what and
how of instruction. The Reading Teacher.

• The teacher is more important and has a greater
  impact than any single, fixed reading program,
  method or approach
• Blend formal and informal assessments to identify
  strengths and weaknesses
• Use continuous monitoring-to identify both
  progress and effectiveness of strategies
• Assess more frequently than ineffective teachers

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Blair, Rupley Nichols (2007). The Effective
Teacher of Reading Considering the what and
how of instruction. The Reading Teacher.

• Use explicit instruction-to teach what students
  need to know
• Use meaningful teacher-student interaction
• Teach skills and strategies
• -explicit explanations-step by step details
• -modeling-dramatizing how (talk-aloud,
  think-aloud)
• -guided practice-meaningful practice, gradual
  release
• The teacher acts as a mediator

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Blair, Rupley Nichols (2007). The Effective
Teacher of Reading Considering the what and
how of instruction. The Reading Teacher.

• Provide opportunities to learn
• -low achieving students spend more time on
  worksheets rather than whole-text reading and on
  isolated word-recognition activities rather than
  comprehension activities
• -instruction must relate to assessment data,
  desired outcomes, instructional format, and
  application in actual reading tasks

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Blair, Rupley Nichols (2007). The Effective
Teacher of Reading Considering the what and
how of instruction. The Reading Teacher.

• Provide a high level of student interaction
• High achievement is observed in classrooms where
  there is a high level of student engagement, time
  on task, and involvement in doing work
• Time on task-students success rate while working
  productively-above 80 of the time
• Taylor found teachers in highly successful
  classrooms had students on task 96 of the
  timeless effective 63

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Blair, Rupley Nichols (2007). The Effective
Teacher of Reading Considering the what and
how of instruction. The Reading Teacher.

• Teacher efficacy-teachers believe in themselves
  and expect their students to succeed in learning
• Having different expectations is fine if the
  expectations are based on diagnostic data, not
  socioeconomic status, gender, race, or ethnic
  background
• Teachers communicate high expectations to their
  students
• Teachers believe their efforts will result in
  valued outcomes

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Blair, Rupley Nichols (2007). The Effective
Teacher of Reading Considering the what and
how of instruction. The Reading Teacher.

• The effective teacher of reading must navigate
  the political waters and yet be flexible enough
  to meet the individual needs of their learners.

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Wilfred Gordon McDonald PartridgeWritten by Mem
FoxIllustrated by Julie Vivas
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Quickwrites from Experience

• Tell about a time you tried to figure someone
  out. What did you do?

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Character Perspective Charts

• The Characters
• Character Perspective Chart
• An example

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• Main character Who is the main character?
• Setting Where and when does the story take
  place?
• Problem What is the main characters problem?
• Goal What is the main characters goal?
• What does the character want?
• Attempt What does the main character do to
  solve the problem or reach the goal?
• Outcome What happens as a result of the
  attempt?
• Reaction How does the main character feel about
  the outcome?
• Theme What point does the author want to make?

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Character Journal

• Assume the voice of the character and record
  feelings about story events.

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Components of the Language Arts

• IRA
• NCTE
• Six Components
• Standards
• 12 Major Tenets

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NCLB-ESEA reenactment-passed in 2001 signed into
law January 2002 by President George W. Bush

• The purpose of the law is
• to ensure that all children have a fair,
  equal, and significant opportunity to obtain a
  high-quality education and reach, at a minimum
  proficiency on challenging State academic
  achievement standards and state academic
  assessments

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NCLB-ESEA reenactment-passed in 2001 signed into
law January 2002 by President George W. Bush

• 1. Accountability for results
• School report cards, AYP, Assessments,
  Corrective Actions
• 2. Doing what works-based on scientific research
• 3. Expanded parental options
• 4. Expanded local control and flexibility

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NCLB-ESEA reenactment-passed in 2001 signed into
law January 2002 by President George W. Bush

• Title I-funds to supplement not supplant
  parental involvement requirements comparability
  maintenance of effort services to private school
  students
• Title II, Part A-teacher and principal quality
  class size school improvement
• Title II, Part D-technology programs, efforts to
  support student achievement
• Title III-English Language Learners
• Title IV Part A-Safe and Drug Free Schools
• Title IV, Part B-21st Century Learning Centers
• Title V, Part A-Innovative Programs
  Grant-preschool programs are included

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NCLB-ESEA reenactment-passed in 2001 signed into
law January 2002 by President George W. Bush

• Title I-The purpose of this title is to ensure
  that all children have a fair, equal, and
  significant opportunity to obtain a high-quality
  education and reach, at a minimum, proficiency on
  challenging State academic standards and state
  academic assessments.

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NCLB-ESEA reenactment-passed in 2001 signed into
law January 2002 by President George W. Bush

• Reading First Grants-Part B
• To provide assistance to State educational
  agencies and local educational agencies in
  establishing reading programs for students in
  kindergarten through grade 3 that are based on
  scientifically based reading research, to ensure
  that every student can read at grade level or
  above not later than the end of grade 3

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NCLB-ESEA reenactment-passed in 2001 signed into
law January 2002 by President George W. Bush

• Essential Components of Reading Instruction-The
  term essential components of reading
  instruction means explicit and systematic
  instruction in (A) phonemic awareness (B)
  phonics (C) vocabulary development, (D) reading
  fluency, including oral reading skills and (E)
  reading comprehension strategies

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NCLB-ESEA reenactment-passed in 2001 signed into
law January 2002 by President George W. Bush

• Reading.-The term reading means a complex
  system of deriving meaning from print that
  requires all of the following (A) The skills
  and knowledge to understand how phonemes, or
  speech sounds, are connected to print. (B) The
  ability to decode unfamiliar words. (C) The
  ability to read fluently. (D) Sufficient
  background information and vocabulary to foster
  reading comprehension. (E) The development of
  appropriate active strategies to construct
  meaning from print. (F) The development and
  maintenance of a motivation to read.

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How do we make this happen?

• Implementation requires extremely knowledgeable,
  thoughtful, well-prepared teachers who adjust
  instruction for learners needs (Stewart, M.
  2004).

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