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 Language
Arts

Fm-Donoghue-45635.indd 1 7/3/2008 5:26:53 PM

Fm-Donoghue-45635.indd 2 7/3/2008 5:26:53 PM
 Language
Integrating Skills for Classroom Teaching
Arts
Mildred R. Donoghue
California State University, Fullerton

Fm-Donoghue-45635.indd 3 7/3/2008 5:26:53 PM

 Copyright © 2009 by SAGE Publications, Inc.

All rights reserved. No part of this book may be reproduced or utilized in any form
or by any means, electronic or mechanical, including photocopying, recording, or by
any information storage and retrieval system, without permission in writing from the
publisher.

For information:

Sage Publications, Inc. Sage Publications India Pvt. Ltd.

2455 Teller Road B 1/I 1 Mohan Cooperative Industrial Area
Thousand Oaks, California 91320 Mathura Road, New Delhi 110 044
E-mail: [email protected] India

Sage Publications Ltd. Sage Publications Asia-Pacific Pte. Ltd.

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55 City Road Far East Square
London EC1Y 1SP Singapore 048763
United Kingdom

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Donoghue, Mildred R.
Language arts: Integrating skills for classroom teaching/Mildred R. Donoghue.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4129-4049-8 (pbk.)
1. Language arts (Elementary) 2. Curriculum planning—United States. I. Title.

LB1576.D59 2009
372.6′044—dc22 2008006235

Printed on acid-free paper

08 09 10 11 12 10 9 8 7 6 5 4 3 2 1

Acquiring Editor: Diane McDaniel

Editorial Assistant: Leah Mori
Production Editor: Sarah K. Quesenberry
Copy Editor: Gail Naron Chalew
Proofreader: Theresa Kay
Indexer: Wendy Allex
Typesetter: C&M Digitals (P) Ltd.
Cover Designer: Candice Harman
Marketing Manager: Christy Guilbault

Fm-Donoghue-45635.indd 4 7/3/2008 5:26:54 PM

 To my daughter Kathleen who, as an elementary school librarian, thoughtfully
and effectively helps children daily to discover the joys of reading and sharing books.

Fm-Donoghue-45635.indd 5 7/3/2008 5:26:54 PM

Fm-Donoghue-45635.indd 6 7/3/2008 5:26:54 PM
 Preface vii

Brief Contents

Preface xix
IRA/NCTE Standards for the English Language Arts xxiii
Acknowledgments xxiv

Part I Foundations of the Language Arts

Chapter 1 Language and the English Language Arts 3
Chapter 2 Children as Language Learners and Thinkers 31
Chapter 3 Formal and Authentic Assessment 53
Chapter 4 Integrating Language Arts Across the Curriculum 81

Part II Reading as a Language Art

Chapter 5 Word Recognition Skills and Vocabulary Development 113
Chapter 6 Reading: Principles, Approaches, Comprehension,
and Fluency 157
Chapter 7 Reading and Children’s Literature 201

Part III Writing as a Language Art

Chapter 8 Writing: Process, Genres, and Motivational Strategies 247
Chapter 9 Writing Tools: Handwriting, Keyboarding,
Spelling, and Grammar 293
Chapter 10 The Writers’ Workshop 333

Part IV Oral Language Arts

Chapter 11 Listening and Speaking 361
Chapter 12 Creative Drama 393
Appendix: Technology Connections for the Language Arts 417
Glossary 427
Index 435
About the Author 451

Fm-Donoghue-45635.indd 7 7/3/2008 5:26:56 PM

 Detailed Contents

Preface xix
IRA/NCTE Standards for the English Language Arts xxiii
Acknowledgments xxiv

Part I Foundations of the Language Arts

Ch a p ter 1 Language and the English Language Arts 3
Anticipation Statements   4
Standards for the English Language Arts   4
Applicable IRA/NCTE Standards   5
Language Arts: Components and Integration   7
Listening   9
Speaking 9
Reading   10
Writing   10
Viewing and Visual Representation   10
Functions and Characteristics of Language   14
Language Structure   17
Language and Thought   18
Assessment   22
Working With English Language Learners   23
Practical Instructional Activities and Ideas   23
Lesson Plan   24
Integration Across the Curriculum   26
Parents as Partners   27
Additional Professional Readings   27
Student Study Site   27
Children’s Literature Cited in the Text   27

Fm-Donoghue-45635.indd 8 7/3/2008 5:26:57 PM

 References   28
Anticipation Statement Answers   29

Ch a p ter 2 Children as Language Learners and Thinkers 31

Anticipation Statements   32
Models of Natural Language Learning   32
Holdaway’s Model 33
Cambourne’s Model   33
Applicable IRA/NCTE Standards   33
First-Language Acquisition   35
Factors Influencing Language Acquisition 36
Second-Language Acquisition   37
Program Models 38
Linguistically Diverse Learners   39
What Teachers Need to Understand   42
Positive Language Classroom Environments   43
Assessment   47
Working With English Language Learners   47
Practical Instructional Activities and Ideas   47
Lesson Plan   48
Integration Across the Curriculum   49
Parents as Partners   50
Student Study Site   50
Additional Professional Readings   51
Children’s Literature Cited in the Text   51
References   51
Anticipation Statement Answers   52

Ch a p ter 3 Formal and Authentic Assessment 53

Anticipation Statements   54
Principles and Purposes for the Assessment of the Language Arts   54
Applicable IRA/NCTE Standards   55
Formal Assessment: Standardized Tests   56
High-Stakes Testing   57
Authentic Assessment: What, Why, and How   60
Anecdotal Record   61
Checklist   62

Fm-Donoghue-45635.indd 9 7/3/2008 5:26:58 PM

 Conference   62
Portfolio   62
Authentic Assessment: Grading   67
Working With English Language Learners   69
Practical Instructional Activities and Ideas   70
Lesson Plan   72
Integration Across the Curriculum   75
Parents as Partners   77
Student Study Site   78
Additional Professional Readings   78
Children’s Literature Cited in the Text   78
References   78
Anticipation Statement Answers   79

Ch a p ter 4 Integrating Language Arts Across the Curriculum 81

Anticipation Statements   82
Integration: Definition, Principles, and Benefits   82
Applicable IRA/NCTE Standards   83
Thematic Units: Overview   86
Constructing a Thematic Unit   88
Identifying a Theme   90
Selecting Unit Goals   91
Choosing Resources   91
Planning Instructional Activities   96
Implementing a Thematic Unit   98
Assessment   99
Working With English Language Learners   99
Practical Instructional Activities and Ideas   100
Lesson Plan   102
Parents as Partners   105
Student Study Site   106
Additional Professional Readings   106
Children’s Literature Cited in the Text   106

Fm-Donoghue-45635.indd 10 7/3/2008 5:26:58 PM

 References   108
Anticipation Statement Answers   108

Part II Reading as a Language Art

Ch a p ter 5 Word Recognition Skills and Vocabulary Development 113
Anticipation Statements   114
Word Recognition Skills   114
Phonemic Awareness   114
Applicable IRA/NCTE Standards   115
Phonic Analysis   121
Structural Analysis   125
Contextual Analysis   128
Developing a Sight Vocabulary   128
Vocabulary Development   131
Types of Vocabularies   131
Factors Affecting Vocabulary Growth   133
Principles of Vocabulary Development   135
History of the English Language   139
Teaching English Vocabulary: Approaches   140
Teaching English Vocabulary: Instructional Activities   143
Assessment   144
Working With English Language Learners   145
Practical Instructional Activities and Ideas   146
Lesson Plan   148
Integration Across the Curriculum   151
Parents as Partners   153
Student Study Site   153
Additional Professional Readings   154
Children’s Literature Cited in the Text   154
References   154
Anticipation Statement Answers 155

Ch a p ter 6 Reading: Principles, Approaches, Comprehension, and Fluency 157

Anticipation Statements   158
Principles of Teaching Reading   158
Applicable IRA/NCTE Standards   159

Fm-Donoghue-45635.indd 11 7/3/2008 5:26:58 PM

 Emergent Reading   161
Shared Reading    162
Picture Books That Celebrate Reading 163
Major Instructional Approaches   164
Basal Reader Approach 164
Literature-Based Approach 165
Language Experience Approach   167
Balanced Approach 169
Models of Reading   169
Guided Reading   170
Characteristics   171
Steps in Guided Reading 172
Leveled Books 172
Comprehension: Categories and Influential Factors   172
Levels of Comprehension   174
Factors That Influence Comprehension 175
Comprehension Strategies   178
Implementing Strategies for Instruction   179
Strategies Used by Good Readers   180
Questioning: A Critical Comprehension Strategy   180
Teaching Questioning Strategies   184
Sorting Out Comprehension “Problems”   185
Reading in the Content Areas   186
Study Methods   186
Reading Flexibility Skills   187
Locational Skills   188
Organizational Skills   189
Fluency   191
Strategies That Promote Fluency 191
Assessment   193
Working With English Language Learners   193
Practical Instructional Activities and Ideas   193
Lesson Plan   194
Integration Across the Curriculum   195
Parents as Partners   196
Student Study Site   196
Additional Professional Readings   196

Fm-Donoghue-45635.indd 12 7/3/2008 5:26:58 PM

 Children’s Literature Cited in the Text   197
References   197
Anticipation Statement Answers   199

Ch a p ter 7 Reading and Children’s Literature 201

Anticipation Statements   202
Literature in Elementary Education: Values and Functions   202
Applicable IRA/NCTE Standards   203
What Literature Does for Readers and Writers   205
Children’s Needs and Reading Interests   206
Criteria and Resources for Selecting Quality Books   207
Elements of Literature   209
Elements of Fiction   209
Elements of Nonfiction   210
Literature Genres   211
Picture Books   211
Traditional Literature   212
Modern Fantasy and Science Fiction 212
Poetry 213
Contemporary Realism 214
Historical Fiction   214
Nonfiction: Informational Books   215
Nonfiction: Biography   215
Bibliotherapy: Books That Help Children Cope   216
A Sample of Selected Books Useful in Bibliotherapy   218
Selected Activities   220
Living in a Diverse World: Multicultural Literature and
   International Literature   221
Multicultural Literature   221
International Literature   223
Instructional Activities   224
Motivational Activities   224
Interpretive Activities   228
Literature Circles: A Popular Interpretive Activity   229
Assessment   230
Working With English Language Learners   231
Practical Instructional Activities and Ideas   231
Lesson Plan   233

Fm-Donoghue-45635.indd 13 7/3/2008 5:26:59 PM

 Integration Across the Curriculum   236
Parents as Partners   237
Student Study Site   238
Additional Professional Readings   238
Children’s Literature Cited in the Text   239
References   243
Anticipation Statement Answers   244

Part III Writing as a Language Art

Ch a p ter 8 Writing: Process, Genres, and Motivational Strategies 247
Anticipation Statements   248
Guidelines for the Teaching of Writing   248
Applicable IRA/NCTE Standards   249
Factors Affecting Children’s Writing Performance   251
Emergent Writing   252
Early Writing Stages   252
Principles of Emergent Writing   253
Prerequisites for Beginning Writing   254
Abilities Needed for Effective Writing   254
Ability to Write a Sentence   254
Ability to Write Paragraphs   255
Ability to Use Capitalization 255
Ability to Use Punctuation   255
The Writing Process   256
Prewriting   256
Drafting   259
Revising   259
Editing   260
Publishing   260
Writing Genres   261
Narrative Writing   262
Expository Writing    266
Persuasive Writing   268
Poetic Writing   268
Motivational Strategies That Promote Writing   270
Kindergarten–Third Grade   270
Fourth Grade–Sixth Grade   271

Fm-Donoghue-45635.indd 14 7/3/2008 5:26:59 PM

 Writing Development Through the Grades   273
Kindergarten   273
First Grade   273
Second Grade   274
Third Grade   274
Fourth Grade   274
Fifth and Sixth Grades   275
Samples of Children’s Writing   275
Assessment   282
Working With English Language Learners   282
Practical Instructional Activities and Ideas   283
Lesson Plan   285
Integration Across the Curriculum   287
Parents as Partners   289
Student Study Site   290
Additional Professional Readings   290
Children’s Literature Cited in the Text   290
References   291
Anticipation Statement Answers    292

Ch a p ter 9  riting Tools: Handwriting, Keyboarding,

W
Spelling, and Grammar 293
Anticipation Statements   294
Handwriting and Keyboarding   294
Fundamental Facts About Teaching Handwriting   295
Applicable IRA/NCTE Standards   295
Prerequisite Skills for Beginning Writing   297
Handwriting Forms   299
Criteria for Determining Handwriting Quality   303
Left-Handed Children   305
Keyboarding or Word-Processing Skills   306
Spelling   308
Principles and Conventions of Spelling   309
Fundamental Facts About Spelling   310
Stages of Spelling Development   311
Invented Spelling   313

Fm-Donoghue-45635.indd 15 7/3/2008 5:26:59 PM

 Approaches to Teaching Spelling   314
Selecting Spelling Words   315
Guidelines to Spelling Instruction   316
Spelling Strategies That Must Be Taught   318
Grammar   320
Reasons for Teaching Grammar   320
Fundamental Facts About Grammar   320
Major Types of Grammar and Their Language Elements   321
Fundamental Facts About Grammar Instruction   322
Assessment   323
Working With English Language Learners   323
Practical Instructional Activities and Ideas   324
Lesson Plan   326
Integration Across the Curriculum   327
Parents as Partners   328
Student Study Site   329
Additional Professional Readings   329
Children’s Literature Cited in the Text   329
References   330
Anticipation Statement Answers    331

C h a p t e r 10 The Writers’ Workshop 333

Anticipation Statements   334
Essentials of the Workshop   334
Finding Time for the Whole Class to Write   334
Applicable IRA/NCTE Standards   335
Arranging the Environment for Talk   337
Gathering and Organizing Materials   337
Implementing the Writers’ Workshop   338
First Major Component of the Workshop Session: Focus Lessons   338
Second Major Component of the Workshop Session:
   Independent Writing Time   342
Grades K Through 1   346
Grades 2 Through 4   346
Grades 5 Through 6    346
Third Major Component of the Workshop Session: Share Time   347

Fm-Donoghue-45635.indd 16 7/3/2008 5:27:00 PM

 Assessment   349
Working With English Language Learners   350
Practical Instructional Activities and Ideas   350
Lesson Plan   352
Integration Across the Curriculum   354
Parents as Partners   355
Student Study Site   355
Additional Professional Readings   356
Children’s Literature Cited in the Text   356
References   356
Anticipation Statement Answers    356

Part IV Oral Language Arts

C h a p t e r 11 Listening and Speaking 361
Anticipation Statements   362
Listening   362
Relationship of Listening to Other Language Arts   363
Applicable IRA/NCTE Standards   363
The Complex Process of Listening   364
Factors That Influence Classroom Listening   365
Types of Listening   366
Strategies for Teaching Listening   370
Helping Special-Needs Students With Impaired Hearing   370
Speaking   371
Discussion   373
Interviewing   376
Storytelling by Teachers and Students   377
Choral Speaking   378
Readers Theater   381
Reporting   383
Assessment   385
Working With English Language Learners   386
Practical Instructional Activities and Ideas   386
Lesson Plan   388
Integration Across the Curriculum   390

Fm-Donoghue-45635.indd 17 7/3/2008 5:27:00 PM

 Parents as Partners   390
Student Study Site   391
Additional Professional Readings   391
Children’s Literature Cited in the Text   391
References   391
Anticipation Statement Answers   392

C h a p t e r 12 Creative Drama 393

Anticipation Statements   394
Benefits of Creative Drama   394
Applicable IRA/NCTE Standards   395
Qualities and Components of Creative Drama   397
Major Types of Creative Drama   398
What Is Not Included in Creative Drama   398
Pantomime   398
Puppetry   401
Story Dramatization: Interpretation   404
Story Dramatization: Improvisation   407
Assessment   408
Working With English Language Learners   409
Practical Instructional Activities and Ideas   409
Lesson Plan   411
Integration Across the Curriculum   413
Parents as Partners   414
Student Study Site   414
Additional Professional Readings   415
Children’s Literature Cited in the Text   415
References   415
Anticipation Statement Answers   416

Appendix: Technology Connections for the Language Arts 417

Glossary 427
Index 435
About the Author 451

Fm-Donoghue-45635.indd 18 7/3/2008 5:27:00 PM

 Preface

Language Arts: Integrating Skills for Classroom Teaching incorporates new approaches tailored
to the needs of an increasingly diverse student teacher population. This text offers current content
such as keyboarding, creative drama, working with English Language Learners, and motivational
strategies needed to promote writing among primary and intermediate students. It provides an in-
depth analysis of both formal and authentic assessment measures and lists more than 500 excellent
books for children that promote reading and writing activities.
Critically important national literacy standards, as defined by the National Council of Teachers
of English and the International Reading Association, prevail throughout the book, and the stan-
dards relevant to each chapter are listed specifically at its beginning. Each chapter also empha-
sizes activities to involve parents as educational partners, a detailed lesson plan, and techniques
to integrate the language arts across all the subjects in the elementary curriculum. The text further
includes extensive professional reading lists and technology-based resources to bring returning
teachers up to date, and to educate student teachers about the rapidly changing field they are pre-
paring to enter.
The English language arts are the most potent discipline in the entire elementary curriculum;
they are the foundation for all other subjects commonly taught to children. My aim, then, in writing
this textbook has been to combine the best of traditional language arts training with new concepts
to deepen the teaching repertoire of student teachers and returning instructors.

Organization of the Text

The book is divided into four parts.

Part I: Foundations of the Language Arts

Chapter 1: Language and the English Language Arts includes an outline of the six
arts as defined by the National Council of Teachers of English and the International Reading
Association, as well as a discussion of the functions, characteristics, and structure of lan-
guage itself. Chapter 2: Children as Language Learners and Thinkers is concerned
with both first- and second-language acquisition as well as linguistically diverse learners.
Chapter 3: Formal and Authentic Assessment addresses the issue of assessment, which
is of increasing importance in today’s high-stakes testing society. Chapter 4: Integrating
Language Arts Across the Curriculum promotes the subtitle of the book. Both
Chapters 3 and 4 are overviews of their subjects, as the topics reappear at the end of every
chapter throughout the book to emphasize their importance.

xix

Fm-Donoghue-45635.indd 19 7/3/2008 5:27:00 PM

Another random document with
no related content on Scribd:
 Si cette pétition parvient à la Chambre par milliers d’exemplaires,
nos députés se verront dans l’obligation d’accomplir à bref délai une
réforme que les bonnes mœurs exigent impérieusement.

L. T.
 TABLE DES MATIÈRES

Dédicace V
La Confession et les Confesseurs 9
Examen de conscience 22
Le Journal du Presbytère 45
APPENDICE
Pieuses exhortations 57
Mœchialogie, cours de luxure 77
Compendium 145
Les Diaconales 157
Moralité des immoralités 213

Paris. — Charles Unsinger, imprimeur, 83, rue du Bac.

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