My Language Arts Design for a Lower Elementary Classroom (written Spring 2013)
Philosophy of Teaching/Learning in Language Arts
I believe that Language Arts instruction is the most essential component in education. While content areas such as math and science are important, if a child is not able to read a math problem or express a prediction for a science experiment through writing then any instruction in the content areas will not be as meaningful. Developing skills through all the areas of Language Arts will also help children to understand themselves and the world they live in better.
I believe that the purpose behind Language Arts is understanding meaning and is best acquired through meaningful use and practice. It should always be taught in context, not in abstractions, in order to make meaningful connections for the students. Reading and writing should be integrated and taught simultaneously as much as possible. In addition, reading and writing should be integrated with other subjects (math, science, social studies, etc.).
Another important area of Language Arts involves translating skills into real world situations such as conversing with a friend, listening or speaking in a formal setting. Students need to have the opportunity to practice these skills in the classroom. Having them listen as the teacher reads aloud or asking them to discuss a passage they have read are both ways to accomplish this idea.
In order to foster a love of reading, teachers should introduce several genres so that students can make an independent decision about which ones are their favorites. Along the same lines, children should be asked to write as often as possible using multiple genres and writing assignments. And while reading any text, students should be asked to preview text before they read and they should get familiar with looking at titles, pictures, captions, etc. The use of graphic organizers should be used in order to help the students visually represent ideas and main themes from their reading.
Children should be taught to not accept nonsense when they read any material. However, there are other areas of language arts where “nonsense” may be ok; for example, it is important to allow children to be creative and use their imagination without being corrected every time (i.e., allowing invented spelling).
Thinking is a very important part of Language Arts development; we want children to constantly be challenged to think about what they are learning. We should teach them how to think, not what to think. There is no “one-size-fits-all” way to teach Language Arts; there will be several different learning styles amongst a group of students and the instructor needs to be aware of these differing needs.
Goals
Goals for myself as a teacher include modeling critical thinking/questioning skills, creating a safe atmosphere in terms of writing that will allow children the freedom to take risks and helping children develop the confidence to speak in front of others in order to communicate their ideas and feelings.
My goals for the students in my classroom are as follows:
Design for Instruction
Grouping Practice: I will use a variety of grouping strategies in my Language Arts instruction. These strategies will include whole group, small groups and one-on-one meetings. Whole group meetings will be used for things such as reading aloud, discussing various story elements or writing techniques and presenting final products (such as Authors Chair activities). Small groups will be used for mini lessons and will be varied depending on the topic. I will separate groups by abilities for some activities where it will be beneficial to conduct different mini lessons with students at the same level; however, I will not use small groups based on ability all of the time because I would like struggling readers to have the experience of working with advanced readers. One-on-one meetings will be used for activities such as conferences regarding silent reading, discussions about writing pieces and lessons tailored to a specific skill that a student may be struggling with.
Balanced Literacy Program:
Resources/Materials: I plan to acquire as large of a classroom library as I can when I am a teacher. I have (and will continue to) visit garage sales, book stores, etc. in order to find deals on books that I can use. I will be sure to have multiple options for each genre and multiple reading levels within those genres. I will be especially careful to find a variety of non-fiction books because I think students often have a harder time acquiring interest in non-fiction so I would like to have as much variety as possible in order to gain their attention. In terms of writing, I will have journals for each student that will be used for Writer’s Workshop activities. I would also like to set up a writing station that will be stocked with materials like paper, pencils, pens, thesauruses, etc. to be used for free time activities.
Scheduling/Routines: One of the very first things I will do at the beginning of the school year will be to establish a predictable schedule and routine for my students to follow. This will include explaining the different schedules for each day of the week and posting them in the classroom. I plan to have set times set aside for different Language Arts areas such as Writer’s Workshop, reading aloud and independent reading. In addition to this, I will incorporate reading and writing into all other content areas. For math, I may expect students to explain how they arrived at an answer either verbally or by describing it in writing. In science, I may have the students read various non-fiction books relating to a lesson and describe experiments and their outcomes through lab journals. For social studies, I may try to find pieces of literature that relate to the lessons and have students write pieces about their thoughts on certain topics.
Instructional Strategies: In terms of instructional strategies, there are four that I plan to utilize on a consistent basis:
Set Up of Classroom
I would like for my physical classroom to be a place where students have many opportunities to practice different language arts skills. If space and resources allow, I would like to have the following components integrated in my room:
Assessment
Formative assessment of my students will be executed on a daily basis. If I do not constantly check for understanding I will not know whether I should stick to my original plan or if I need to revisit certain areas either as a whole group or with individual students. Examples of formative assessments that I will use are choral responses, exit passes, review of daily homework or in-class assignments and simple observations during group discussions and activities.
Summative assessments will vary depending on the specific lessons and topics. Examples of some summative assessments that I plan to use are final drafts of writing pieces, tests regarding story elements from read aloud or independent reading books, spelling tests (using vocabulary from relevant text) and written and verbal presentations in all subjects, including the content areas.
If I notice that certain students are struggling in any areas of language arts, I will be sure to choose appropriate diagnostic tests to try to pinpoint where the problems might be stemming from. Examples of some of these tests are reading interest surveys, the McCracken Word Test, Running Records and an IRI. I hope to have different resources I can utilize to help struggling readers, such as paraprofessionals or reading resource teachers; however, I understand that those resources may not always be available so I will have to arm myself with the knowledge necessary to help those students.
I believe that Language Arts instruction is the most essential component in education. While content areas such as math and science are important, if a child is not able to read a math problem or express a prediction for a science experiment through writing then any instruction in the content areas will not be as meaningful. Developing skills through all the areas of Language Arts will also help children to understand themselves and the world they live in better.
I believe that the purpose behind Language Arts is understanding meaning and is best acquired through meaningful use and practice. It should always be taught in context, not in abstractions, in order to make meaningful connections for the students. Reading and writing should be integrated and taught simultaneously as much as possible. In addition, reading and writing should be integrated with other subjects (math, science, social studies, etc.).
Another important area of Language Arts involves translating skills into real world situations such as conversing with a friend, listening or speaking in a formal setting. Students need to have the opportunity to practice these skills in the classroom. Having them listen as the teacher reads aloud or asking them to discuss a passage they have read are both ways to accomplish this idea.
In order to foster a love of reading, teachers should introduce several genres so that students can make an independent decision about which ones are their favorites. Along the same lines, children should be asked to write as often as possible using multiple genres and writing assignments. And while reading any text, students should be asked to preview text before they read and they should get familiar with looking at titles, pictures, captions, etc. The use of graphic organizers should be used in order to help the students visually represent ideas and main themes from their reading.
Children should be taught to not accept nonsense when they read any material. However, there are other areas of language arts where “nonsense” may be ok; for example, it is important to allow children to be creative and use their imagination without being corrected every time (i.e., allowing invented spelling).
Thinking is a very important part of Language Arts development; we want children to constantly be challenged to think about what they are learning. We should teach them how to think, not what to think. There is no “one-size-fits-all” way to teach Language Arts; there will be several different learning styles amongst a group of students and the instructor needs to be aware of these differing needs.
Goals
Goals for myself as a teacher include modeling critical thinking/questioning skills, creating a safe atmosphere in terms of writing that will allow children the freedom to take risks and helping children develop the confidence to speak in front of others in order to communicate their ideas and feelings.
My goals for the students in my classroom are as follows:
- Reading: I would like for students to develop an internal desire to read for information and pleasure. Since one of my goals as a teacher is to model critical thinking and questioning skills, I would like my students to develop the ability to ask themselves questions as they read and to constantly think about the patterns or predictions they can infer from the text. I want students to be courageous when exploring new genres, instead of intimidated or close-minded.
- Writing: The main goal I have for students in terms of writing is to develop their own voice over time by taking risks. I do not want my students to feel that they have to produce a perfect draft the first time through. I want students to look at writing as a purposeful process, instead of a chore to be rushed through in order to complete an assignment. After they have had a chance to put their initial thoughts in draft form, I would like my students to have the knowledge to revise their content (multiple times if need be) and finally to properly edit their work. As with reading, I would like my students to develop a love for writing and grasp the importance of writing as a therapeutic process.
- Listening: I believe that one of the best skills a student can develop is excellent listening skills. I would like my students to understand the difference between “hearing” and “listening” and to be able to explain why it is important to be a good listener. I would like students to develop different techniques that will help them listen critically, such as asking questions and keeping eye contact.
- Speaking: In a lower elementary classroom, chances are that many children are still developing their verbal language. I want my students to pay attention to the way they speak in terms of proper grammar, level of volume, variations in vocabulary, etc. I would like students to develop the confidence to speak in front of others in both formal and informal settings.
- Viewing: I want my students to understand the importance of critically viewing all aspects of literature in order to gain the best experience. I want them to be aware of different components of text, such as footnotes and titles. I also want them to understand how to read maps, picture captions and graphs. Finally, I would like them to understand how viewing other forms of art, such as plays and movies, can directly relate to language arts.
- Visually Representing: I would like my students to gain the ability to think critically about language arts and be able to express their thoughts in different forms, rather than only writing about them. I want them to draw pictures and make creations that can express their ideas in many different ways.
- Thinking: I would like my students to develop a thought process that centers around curiosity and constant activity. I would like my students to automatically pose questions to themselves when thinking about what they are reading, hearing, viewing or experiencing. Does this make sense? Do I have any prior knowledge that relates to or refutes what I am seeing? Are there any new ideas that I can contribute? I want my students to become an active part of the learning process, not just receive information from the teacher and store it in their memory without a thought.
Design for Instruction
Grouping Practice: I will use a variety of grouping strategies in my Language Arts instruction. These strategies will include whole group, small groups and one-on-one meetings. Whole group meetings will be used for things such as reading aloud, discussing various story elements or writing techniques and presenting final products (such as Authors Chair activities). Small groups will be used for mini lessons and will be varied depending on the topic. I will separate groups by abilities for some activities where it will be beneficial to conduct different mini lessons with students at the same level; however, I will not use small groups based on ability all of the time because I would like struggling readers to have the experience of working with advanced readers. One-on-one meetings will be used for activities such as conferences regarding silent reading, discussions about writing pieces and lessons tailored to a specific skill that a student may be struggling with.
Balanced Literacy Program:
- Reading to Children: It is my goal to read aloud to my students every single day. This will be accomplished through many different avenues: reading successive chapters from a novel, reading short stories that relate to content areas/life skills and sharing my personal writing during all phases of the writing process. I think it is important to vary what is expected of my students during the times I read aloud. For example, I may expect them to be learning content as I read a short story about something that relates to a scientific process but I may want them to just relax and enjoy listening to the reading of a chapter from a novel.
- Independent Reading: Since I have learned that independent reading is both part of and the goal of learning to read, I think it is essential to set aside time each day for independent reading. Students will learn how to choose books that are appropriate based on their reading level, but still provide enough challenge to enhance their skills. I will schedule specific independent reading time when all students will be expected to silently read but I will also use independent reading as an activity to be used when a student finishes an assignment early and has downtime while the rest of the class is working.
- Writing with Invented Spelling: In a lower elementary classroom, I believe it is very important for students to feel secure in taking risks when it comes to their writing. I want my students to realize that their number one goal in the drafting process should be to express their thoughts and voice with confidence and not to worry about the details at that point. I plan on creating an atmosphere where students know that trying their best when it comes to spelling a word will be perfectly acceptable the first time around. I will be sure to show the correct spelling and look for any patterns of frequently misspelled words (either in terms of the whole class or individual students). I do believe that final products should be edited to reflect correct spelling, but this will be done over time and without penalty.
Resources/Materials: I plan to acquire as large of a classroom library as I can when I am a teacher. I have (and will continue to) visit garage sales, book stores, etc. in order to find deals on books that I can use. I will be sure to have multiple options for each genre and multiple reading levels within those genres. I will be especially careful to find a variety of non-fiction books because I think students often have a harder time acquiring interest in non-fiction so I would like to have as much variety as possible in order to gain their attention. In terms of writing, I will have journals for each student that will be used for Writer’s Workshop activities. I would also like to set up a writing station that will be stocked with materials like paper, pencils, pens, thesauruses, etc. to be used for free time activities.
Scheduling/Routines: One of the very first things I will do at the beginning of the school year will be to establish a predictable schedule and routine for my students to follow. This will include explaining the different schedules for each day of the week and posting them in the classroom. I plan to have set times set aside for different Language Arts areas such as Writer’s Workshop, reading aloud and independent reading. In addition to this, I will incorporate reading and writing into all other content areas. For math, I may expect students to explain how they arrived at an answer either verbally or by describing it in writing. In science, I may have the students read various non-fiction books relating to a lesson and describe experiments and their outcomes through lab journals. For social studies, I may try to find pieces of literature that relate to the lessons and have students write pieces about their thoughts on certain topics.
Instructional Strategies: In terms of instructional strategies, there are four that I plan to utilize on a consistent basis:
- Anticipation Guide: I believe that this strategy is an excellent way to not only assess where your students are in terms of knowledge about a certain subject, but it also has the positive effect of peaking their interest relating to topics that they otherwise may not have felt engaged with.
- KWL: I think a KWL is a great technique that models how students should be thinking about new topics. By recalling prior knowledge that you have about a subject and coming up with new questions regarding what else you would like to know, students are given a purpose for reading. And reflecting on the new information they learned really helps to enhance the experience.
- Authors Chair: I think it is so important for students to have the chance to express their ideas and hear ideas from their classmates as well. While this strategy will not be used all the time, it will definitely be part of certain projects where I feel that it will enhance the experience.
- Language Experience Approach: After having the chance to practice this technique with a student from my current field placement I realized how much of a positive impact it can have on a struggling reader. I think that by recording a story that the student wants to tell, you are awakening a kind of excitement in the student in terms of writing and reading. Overtime, the goal of this particular strategy will be to help these students develop confidence in terms of their reading and writing.
Set Up of Classroom
I would like for my physical classroom to be a place where students have many opportunities to practice different language arts skills. If space and resources allow, I would like to have the following components integrated in my room:
- Carpeted area where students can sit to listen during read-alouds
- Writing center with materials that students can visit during downtime or centers
- Large classroom library that is easily accessible and extensively labeled according to genre and reading level
- Computer center for practicing word processing and publishing skills
Assessment
Formative assessment of my students will be executed on a daily basis. If I do not constantly check for understanding I will not know whether I should stick to my original plan or if I need to revisit certain areas either as a whole group or with individual students. Examples of formative assessments that I will use are choral responses, exit passes, review of daily homework or in-class assignments and simple observations during group discussions and activities.
Summative assessments will vary depending on the specific lessons and topics. Examples of some summative assessments that I plan to use are final drafts of writing pieces, tests regarding story elements from read aloud or independent reading books, spelling tests (using vocabulary from relevant text) and written and verbal presentations in all subjects, including the content areas.
If I notice that certain students are struggling in any areas of language arts, I will be sure to choose appropriate diagnostic tests to try to pinpoint where the problems might be stemming from. Examples of some of these tests are reading interest surveys, the McCracken Word Test, Running Records and an IRI. I hope to have different resources I can utilize to help struggling readers, such as paraprofessionals or reading resource teachers; however, I understand that those resources may not always be available so I will have to arm myself with the knowledge necessary to help those students.