Introduction to Language Arts Curriculum K-12
Greetings. The following materials are intended to provide an introduction to Language Arts Curriculum K-12. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Language Arts Standards
Developing Educational Standards: State Education Departments
NCTE Standards for the Language Arts
McREL Language Arts Resources
The Vintage Reading Group Guide List - with Teacher's Guides
Language Arts Curriculum Guide Contents
Mustang List of Language Arts Lessons
K-12 Educational Resources for Language Arts
Poetry and Humanities Sites
English and American Literature Website
NCTE Teaching Ideas and Topics
NCTE Conversations Lists
Citations from the ERIC Database
AN: ED460399
AU: Archbald,-Douglas-A.
TI: The Reviews of State Content Standards in English Language Arts and Mathematics: A Summary and Review of Their Methods and Findings and Implications for Future Standards Development.
PY: 1998
AV: Web site: http://www.negp.gov.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED460399
DEM: *English-Curriculum; *Evaluation-Criteria; *Evaluation-Methods; *Language-Arts; *Mathematics-; *State-Standards
DER: Comparative-Analysis; Elementary-Secondary-Education; Evaluation-Research; Public-Schools
AB: This report compares and contrasts the evaluation methods and findings of the American Federation of Teachers (AFT), Council for Basic Education (CBE), and the Fordham Foundation reviews of state English language arts and mathematics content standards. It states that the reviews found that state content standards vary greatly in how they are organized, in the levels of detail and specificity of their content prescriptions, and in the clarity of their expression. According to the report, although a number of the states' standards were found to be of exemplary quality and could be used as models, an "unacceptably large number" of state content standards were judged to be of inadequate quality. The report cites the average ratings on the 0 to 4 scale given by each rating group for English language arts and for mathematics. It finds considerable discrepancy in the reviewers' ranking of the states: there was considerable disagreement among the reviewers about which states had high quality and which states had low quality content standards. The report states that the reviewers used different criteria, defining the qualities they used for evaluation and applying their evaluation criteria differently. The report concludes by discussing ways research and policy initiatives could improve the quality of state content standards. (Contains 18 references, 11 notes, and 3 tables of data.) (NKA)
AN: ED460382
TI: English Language Arts Curriculum Framework.
CS: Massachusetts State Dept. of Education, Quincy.
PY: 1996
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED460382
DEM: *Academic-Standards; *Communication-Skills; *English-Curriculum; *English-Instruction; *Language-Arts; *State-Standards
DER: Elementary-Secondary-Education; Language-Usage; State-Curriculum-Guides; Writing-Skills
AB: Reflecting a view of how classrooms can and should look to assist all students to achieve high standards of excellence, this curriculum framework presents the first statewide framework for learning, teaching, and assessment in the English language arts for Massachusetts public schools. After an introduction, it discusses the core concept underlying the framework, which is that the goal of an English language arts curriculum is to teach learners how to reason and use language purposefully as they comprehend, construct, and convey meaning. It then presents 10 guiding principles that underlie every strand and learning standard in the framework. The framework then presents content strands and learning standards for the areas of language, literature, composition, and media (separated by grade levels pre-K-4, 5-8, 9-10, and 11-12). (Contains 22 endnotes and 119 references. Appendixes contain (1) a suggested list of authors, illustrators, or works reflecting "our common literary and cultural heritage"; (2) suggested lists of authors and illustrators of contemporary American literature and world literature; (3) 3 sample literature units; (4) a historical perspective on the goals and content of English language arts instruction; (5) accommodation for limited English proficient students; and (6) advice on relating literature to key historical documents.) (RS)
AN: ED458561
AU: Bomer,-Randy; Bomer,-Katherine
TI: For a Better World: Reading and Writing for Social Action.
PY: 2001
AV: Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($21). Tel: 800-793-2154 (Toll Free); Web site: http://www.heinemann.com. Tel. number: 603-431-7894. Web site: http://www.heinemann.com.
PR: Document Not Available from EDRS.
DEM: *Critical-Reading; *Educational-Innovation; *Language-Arts; *Social-Action; *Writing-Workshops
DER: Curriculum-Development; Elementary-Secondary-Education
AB: This book presents a new vision of curriculum--one that invites students to read with important social ideas in mind and write with the purpose of making the world a better place. Developed over years of classroom experience with diverse children, the book will help more experienced teachers take the next step in their professional growth, while providing newer teachers with a picture of how the largest purposes in democratic education connect to the details of teaching. A reader-friendly guide for bringing critical literacy into readings and writing workshops, the book demonstrates how to: support students' writing for public purposes and connect their personal writing to important social issues; facilitate more meaningful talk in the classroom; develop students' language and concepts for discussing significant social and political ideas in response to literature; help students inquire into the daily politics of classroom life; integrate social studies, writing, and literature in experiential, inquiry-based ways; and assure that all students have access to a rich and meaningful education for social justice. The book, with examples from real children and grounded in theories of democracy and culture, aims to guide teachers back to their original motives for going into education and helps them construct deeper purposes for carrying on their daily work. (Contains a 134-item bibliography.) (NKA)
AN: ED456453
AU: Burke,-Jim
TI: The English Teacher's Companion: A Complete Guide to Classroom, Curriculum, and the Profession.
PY: 1999
AV: Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($26). Tel: 800-225-5800 (Toll Free); Web site: http://www.heinemann.com.
NT: Foreword by Fran Claggett.
PR: Document Not Available from EDRS.
DEM: *English-; *English-Curriculum; *English-Instruction; *Language-Arts; *Teacher-Role; *Technology-Integration
DER: Elementary-Secondary-Education; Integrated-Activities; Linguistics-
AB: Intended for English teachers and written for the way most teachers read, this guide is highly structured for ease of use. The guide addresses teaching the entire English curriculum--covering everything from basic reading and writing to digital literacy, media literacy, and integrated instruction. Its 28 chapters are clearly subdivided, lessons are presented step by step, and assessment is integrated throughout. The guide's features include: thorough grounding in the current national English Language Arts standards; virtual companion Web site to provide additional resources and ongoing support for classroom teachers; examples of how to integrate technology into the curriculum; up-to-the-minute coverage of current and anticipated reforms, including media literacy, digital literacy, service learning, Advance Placement classes, and more; and an extensive appendix, featuring sample letters, rubrics, guides, checklists, planners, a glossary of literary terms, and more. (Contains an extensive reference list.) (NKA)
AN: ED448451
AU: O'Malley,-Edward, ed.
TI: Reading/Language Arts Framework for California Public Schools: Kindergarten through Grade Twelve.
CS: California State Dept. of Education, Sacramento. Div. of Special Education.
PY: 1999
AV: CDE Press, Sales Office, California Dept. of Education, P.O. Box 271, Sacramento, CA 95812-0271 ($17.50). Tel: 800-995-4099 (Toll Free); Fax 916-323-0823.
NT: Edited with Nancy Brynelson.
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Competency-Based-Education; *English-Curriculum; *Evaluation-Criteria; *Language-Arts; *State-Standards
DER: Elementary-Secondary-Education; Instructional-Design
AB: This framework addresses reading, writing, speaking, listening, and written and oral English-language conventions for the full range of learners across all grade levels. Each grade level contains sections on Standards and Instruction, Curricular and Instructional Profile, and English-Language Arts Content Standards. The standards give special emphasis to continuity and progression in the language arts curriculum and to building blocks of proficiency between grade levels. The framework describes the curriculum and instruction necessary to help students achieve levels of mastery and stresses linkages among curriculum, instruction, and assessment. Chapters include: (1) Introduction to the Framework; (2) Goal and Key Components of Effective Language Arts Instruction; (3) Content Standards and Instructional Practices, Kindergarten through Grade Three; (4) Content Standards and Instructional Practices, Grades Four through Eight; (5) Content Standards and Instructional Practices, Grades Nine through Twelve; (6) Assessment of Proficiency in the Language Arts; (7) Universal Access to the Language Arts Curriculum; (8) Responsibilities and Support for Proficiency in the Language Arts; and (9) Development and Evaluation of Instructional Materials. (Contains 195 references. Appendixes contain "Matrix for the English-Language Arts Content Standards, by Grade" and "Representative Content Standards and Instructional Connections for the Language Arts," as well as a 71-item glossary of selected terms.) (EF)
AN: ED445347
TI: English Language Arts: Standard Course of Study and Grade Level Competencies, K-12.
CS: North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services.
PY: 1999
AV: NC Department of Public Instruction, 301 North Wilmington St., Raleigh, NC 27601-2825. Web site: http://www.dpi.state.nc.us.
PR: EDRS Price MF01/PC07 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED445347
DEM: *English-Instruction; *Integrated-Curriculum; *Language-Arts; *Reading-Instruction; *Writing-Instruction
DER: Elementary-Secondary-Education; Problem-Solving; State-Curriculum-Guides; Student-Educational-Objectives; Thinking-Skills
AB: The North Carolina Standard Course of Study aims to guarantee that all students have equal access to education. This revised North Carolina Standard Course of Study for English Language Arts is intended as a flexible guide to instruction, emphasizing what students should know and be able to do as they progress through various levels of proficiency. The revised curriculum guide focuses on themes and concepts rather than isolated facts. It emphasizes thinking skills and problem solving more than the memorization and recall of information and is based on recent research on how students learn. It promotes integration (as a curriculum implementation strategy) through the identification of common skills and processes. The guide is divided into the following sections: Introduction (Foreword; Acknowledgments; Preface; Outcomes; Purpose; Philosophy; Program Description); Grade Level Curriculum (K-2 Grade Level Goals and Objectives; 3-5 Grade-Level Goals and Objectives; 6-8 Grade-Level Goals and Objectives; 9-12 Grade-Level Goals and Objectives); and Appendices (A--Information on Beginning Reading Instruction; B--Grade Span Continuums: K-2, 3-5, 6-8, 9-12; C--Strand Continuums: Written Language: Reading; Written Language: Writing; Oral Language; Other Media/Technology; D--Content of a Reading and Literature Program K-12; and E--Glossary). (NKA)
AN: ED440392
AU: Allender,-Dale, comp.
TI: Trends and Issues in English Instruction, 2000--Six Summaries. Summaries of Informal Annual Discussions of the Commissions of the National Council of Teachers of English.
CS: National Council of Teachers of English, Urbana, IL.
PY: 2000
NT: For 1999's Trends and Issues, see ED 428 396.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED440392
DEM: *Curriculum-Development; *English-Instruction; *Language-Arts; *Literature-Appreciation; *Reading-Instruction; *Writing-Composition
DER: Educational-Trends; Elementary-Secondary-Education; Faculty-Development; Higher-Education; Mass-Media-Role; Politics-of-Education; Student-Evaluation; Teaching-Methods
AB: This 17th annual report presents information on current trends and issues informally discussed by the directors of six National Council of Teachers of English commissions. Commission on Composition (Richard Gebhardt, director) discussed the role of writing in literacy; interactions of race, class, language, and learning; teaching grammar; large-scale writing assessment; computers and writing instruction; limited preparation to teach writing; excessive teacher workload; writing across the curriculum; and dual-credit courses. The Commission on Curriculum (Frankey Jones, director) discussed public discussion of curriculum; high-stakes assessment; mandating of curriculum by legislative bodies; and use of nonfiction literature throughout the curriculum. The Commission on Language (Judith Wells Lindfors, director) discussed: teachers and students determining when to take standardized tests; trends mandating specific teaching methodology; teaching grammar; and classroom climates in which language that demonizes or belittles groups of students is not used. The Commission on Literature (Michael Moore, director) discussed multicultural literature; NCTE Booklist; the growing influence of the English Advanced Placement exam; the need for assessing the impact of writing and literature projects. The Commission on Media (Andrew Garrison, director) discussed increasing recognition of the importance of media education; insufficient or unavailable training for classroom and preservice teachers; mass media role; increasing numbers of resources for teachers of media literacy; distance learning; intellectual property; The Corporation for Public Broadcasting's coalition of educators used in the production of American novel adaptations; and the concern over commercial, private corporations offering hardware and programming to schools in exchange for students watching commercials. The Commission on Reading (Mary H. Maguire, director) discussed their support for the four resolutions passed at the NCTE annual conference in Denver, Colorado. (RS)
AN: ED440388
TI: Literacy for ALL Students: The Rhode Island English Language Arts Framework.
CS: Rhode Island State Dept. of Elementary and Secondary Education, Providence.
PY: 1996
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Academic-Standards; *English-Curriculum; *English-Instruction; *Language-Arts; *State-Standards
DER: Curriculum-Development; Elementary-Secondary-Education; Professional-Development; Program-Effectiveness; Student-Evaluation
AB: This framework is designed to serve as a general map for the development of English language arts curricula by schools, school districts, or collaboratives. It is not a curriculum guide. Rather, it provides a structure that local agencies can employ in planning curriculum and instruction tailored to their own needs and circumstances. This framework outlines the English language arts standards all Rhode Island students should meet in order to communicate effectively, make decisions, solve social and work-related problems, and continue learning throughout their lives. After an introduction, sections of the framework are: (1) Critical Beliefs about English Language Arts; (2) Vision Statement; (3) The Rhode Island Standards; (4) Assessment; (5) Professional Development; and (6) Evaluation of Existing Programs. (Contains a 27-item glossary; names and addresses of 14 professional organizations; and an 88-item list of annotated references. An appendix contains a report on developing the common core of learning goals.) (RS)
AN: EJ591027
AU: Kress,-Gunther
TI: Genre and the Changing Contexts for English Language Arts.
PY: 1999
SO: Language-Arts; v76 n6 p461-69 Jul 1999
NT: Theme: Writing Genres.
DEM: *Educational-Change; *English-Instruction; *Language-Arts
DER: Elementary-Secondary-Education; English-Curriculum; Social-Influences; Theories-
AB: Provides an overview of genre theory and offers a brief history of recent debates regarding genre. Argues that a social theory of genre is essential in reconceptualizing the English Language Arts as they are affected by globally active forces, toward a curriculum with innovation and creativity in the center. (SR)
AN: ED432761
AU: Chatel,-Regina-G.
TI: Integrated English Language Arts Curriculum, Grades K-12.
PY: 1999
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED432761
DEM: *Academic-Standards; *English-Curriculum; *Integrated-Curriculum; *Language-Arts; *Student-Educational-Objectives; *Student-Evaluation
DER: Elementary-Secondary-Education; Learning-Activities
AB: Based on the philosophy that a high school graduate is a young person who has become a fluent communicator and reflective thinker whose knowledge and skills meet the high standards necessary to interact in a rapidly changing world, this language arts curriculum is designed to foster the development of literacy abilities by providing experiences in reading, writing, speaking, listening, visually representing, and viewing. The curriculum's six goals state that, as a result of education in grades K-12, students independently and collaboratively, will be able to: (1) choose and apply strategies that enhance the fluent and proficient use of language arts to construct meaning of written, visual, and oral text; (2) understand, appreciate, and respond to texts from many literary periods, genres, and cultures; (3) apply knowledge of language structure and conventions to write and speak English proficiently to communicate ideas clearly; (4) create works using the language arts in visual, oral, written, and performance-based forums for a variety of audiences and purposes; (5) use available forms of media and technology as an integral part of language arts experience; and (6) gather, analyze, and respond to information from primary and secondary sources. The curriculum presents performance standards and assessment strategies and suggests instructional activities for each of the six goals in grades K through 12. Five appendixes offer: policy/belief statements; suggested instructional strategies; a written communication: grammar and usage matrix; an assessment overview; and 26 references. (NKA)
AN: ED432555
AU: Schumacher,-Joy
TI: Integrating Physical Education and Language Arts: What Literature Do Physical Education Specialists Use, and How Are Physical Education and Language Arts Integrated?
PY: 1999
NT: Some figures may not reproduce clearly.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED432555
DEM: *Childrens-Literature; *Curriculum-Development; *Interdisciplinary-Approach; *Language-Arts; *Movement-Education; *Physical-Education
DER: Elementary-Secondary-Education; Integrated-Activities; Psychomotor-Skills
AB: This study investigated the literature physical education (PE) specialists used and how they integrated PE and language arts. The researcher kept a journal to record books, poems, and ideas of ways to integrate to two disciplines. She sent a survey to 10 PE teachers that asked what books they used and how they integrated language arts and PE. She compiled an annotated bibliography of books and poems, listing ways to integrate ideas from PE with the literature. Results indicated that stories were more frequently read to K-2 PE students. Other types of reading were also incorporated into K-2 classes more frequently than in other grade levels. Writing was done most often in grades 3-6. Neither reading for writing were done often in any of these situations. Listening skills and verbal skills were used most of the time at all grades levels. Computer skills were not used at any level. Teachers listed 11 ways they incorporated reading, other than books, into their lessons. Limiting factors to integrating PE and language arts included time constraints and space limitations. Most PE activities listed in the literature related to animal movements. The paper offers suggestions for making PE classes a place for literacy. The annotated bibliography for integrating PE and language arts is included. (Contains 2 figures and 20 references.) (SM)
AN: ED431199
TI: K-12 English Language Arts Curriculum Framework.
CS: New Hampshire State Dept. of Education, Concord.
PY: 1998
AV: Web site: http://www.state.nh.us/doe/Curriculum%20Frameworks/k-122.htm
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED431199
DEM: *Academic-Standards; *English-Instruction; *Language-Arts; *State-Standards; *Student-Educational-Objectives
DER: Curriculum-Development; Elementary-Secondary-Education; Language-Usage; Literature-; Minimum-Competency-Testing; Student-Evaluation
AB: In accordance with RSA (Revised Statutes Annotated) 193-C relative to the New Hampshire Educational Improvement and Assessment Program, the purpose of this framework is to serve: (1) as the basis for the development of assessment instruments to be administered, statewide, at the end-of-grades 3, 6, and 10; and (2) as a guide for making local decisions about curriculum development and delivery. It establishes educational standards that define what New Hampshire students should know and be able to do in the English language arts. In the framework, five strands serve as the primary organizers: reading; writing; speaking, listening, and viewing; literature; and English language uses. Each strand includes three major components: purpose statements for each of the organizing strands; curriculum standards; and proficiency standards. Contains 30 references. (RS)
AN: EJ581441
AU: Hall,-Barbara-I.; Morreale,-Sherywn-P.; Gaudino,-James-L.
TI: A Survey of the Status of Oral Communication in the K-12 Public Education System in the United States.
PY: 1999
SO: Communication-Education; v48 n2 p139-48 Apr 1999
DEM: *Curriculum-; *Language-Arts; *Speech-Communication; *State-Standards
DER: Elementary-Secondary-Education; National-Surveys
AB: Finds that 30 states require oral communication as part of an integrated language-arts curriculum; one state reported no state-wide standards for oral communication; two states include oral communication separately from language arts; and twelve states reported exit level testing or competencies of graduating high school seniors which included oral communication in some form. (SR)
AN: ED426345
AU: DiChiara,-Larry-E.
TI: Effective Reading Instruction: Shattering the Myth.
PY: 1998
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED426345
DEM: *Language-Arts; *Reading-Difficulties; *Reading-Instruction; *Reading-Skills
DER: Classroom-Techniques; Educational-Theories; Elementary-Secondary-Education; English-Curriculum; Instructional-Improvement; Learning-Strategies; Reading-Improvement; Student-Development; Teaching-Methods
AB: This paper examines the mindset of educators regarding reading instruction and attempts to raise consciousness as to how reading can be better taught in United States schools. It calls for the need to go beyond the status quo and to allow for an honest, critical evaluation of the effectiveness (or ineffectiveness) of current instructional practices. It identifies key concepts and strategies that research indicates are necessary for a successful Language Arts program and for the transfer of certain skills to all students. A sense of urgency is expressed in order to illustrate the need for expedience in identifying students who are experiencing reading problems and, more importantly, in identifying the instructional practices that are the root cause of these problems. In addition, the need for quality assurance in our schools is upheld and expounded upon. The components and underlying beliefs of Direct Instruction (DI) are described as well as an overview of a DI program. The paper makes recommendations for adopting DI as a purposeful step toward increasing quality assurance in classrooms and providing teachers with the necessary tools and training to implement an effective Language Arts program. (Contains 8 references.) (Author/CR)
AN: ED425070
AU: Shaw,-Donna-Gail; Dybdahl,-Claudia-S.
TI: Integrating Science and Language Arts: A Sourcebook for K-6 Teachers.
PY: 1996
AV: Prentice Hall/Allyn and Bacon, 200 Old Tappan Rd., Old Tappan, NJ 07675; Tel: 800-223-1360 (Toll Free); Fax: 800-445-6991 (Toll Free).
PR: Document Not Available from EDRS.
DEM: *Hands-on-Science; *Integrated-Curriculum; *Language-Arts; *Science-Activities; *Science-Education
DER: Biology-; Constructivism-Learning; Earth-Science; Educational-Strategies; Elementary-Secondary-Education; General-Science
AB: The purpose of this sourcebook is to provide elementary classroom teachers with meaningful ideas and activities for supplementing their science and language arts programs. Five general topics encompassing the earth, life, and physical science have been selected as units and further subdivided into chapters. Each chapter contains a multitude of thoroughly researched and purposeful activities for students and a section for teachers that develops background knowledge. Chapters include: (1) Mixing Colors; (2) Colors in Nature; (3) Magic of Color; (4) Chromatography; (5) Life Cycles; (6) Earth Cycles; (7) Physical Cycles; (8) The Stories Rocks Tell; (9) Analyzing Dinosaur Data; (10) Fossil Fuels: Buried Tales from Yesteryear; (11) Archaeology: Secrets from the Past; (12) Force and Motion; (13) From Hot Air Balloons to the Space Shuttle; (14) From Paddle Boats to Submarines; and (15) Science in the Media. (Each chapter contains a glossary and bibliography.) (DDR/NB)
AN: ED424590
AU: Ngeow,-Karen-Yeok-Hwa
TI: School-to-Work Transition in Language Arts Classrooms: School-Based Learning Approaches and Practices. ERIC Digest.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
PY: 1998
AV: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 150, Bloomington, IN 47408-2698.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED424590
DEM: *Career-Development; *Education-Work-Relationship; *Employment-Potential; *Language-Arts; *Relevance-Education; *Student-Educational-Objectives
DER: Educational-Change; Elementary-Secondary-Education; Employment-Opportunities; Entrepreneurship-; Integrated-Curriculum; Job-Skills; Program-Descriptions; School-Business-Relationship
AB: This Digest discusses School-to-Work (STW) programs, which are aimed at developing an integrated secondary school curriculum that facilitates students' transition from school to the workplace. It addresses school-based learning in STW programs, especially the practices that language arts teachers can use in classrooms to meet STW goals. The Digest then describes three categories of K-12 language arts learning approaches and exemplary practices: (1) practices that support interdisciplinary learning, or learning across the curriculum; (2) student-centered career exploration projects; and (3) entrepreneurial school projects. The Digest concludes that educators who are responsible for developing school curricula and learning outcomes need to remain abreast of educational reforms that will meet the demands of a more dynamic future workforce. (RS)
AN: ED423527
AU: Tchudi,-Stephen; Mitchell,-Diane
TI: Exploring and Teaching the English Language Arts. Fourth Edition.
PY: 1999
AV: Addison Wesley Longman, Inc., 1 Jacob Way, Reading, MA 01867 Tel: 800-447-2226 (Toll Free); Fax: 617-944-9351 ($45).
PR: Document Not Available from EDRS.
DEM: *English-Instruction; *Integrated-Curriculum; *Language-Arts; *Literature-Appreciation
DER: Classroom-Environment; Classroom-Techniques; Curriculum-Development; Drama-; Elementary-Secondary-Education; Grading-; Mass-Media; Student-Evaluation; Writing-Instruction
AB: Presenting a consistent, integrated approach to the English/language arts, this book describes integrated, research-based principles for the teaching and learning of language, accompanied by numerous examples drawn from either the author's own experiences in the schools or from the professional literature. New and expanded features in this fourth edition include: early emphasis on curriculum integration; a new chapter on creating classroom community; updated reading references for children and young adults; discussion of the role of national standards in curriculum development and planning; expanded material on oral English and drama, with emphasis on integrating them into the curriculum; and continued exploration of the grading/evaluation dilemma, providing strategies for teachers to derive grades and mark papers while still maintaining strong support for their students' efforts. After a prologue (A Documentary History of Teaching the English Language Arts), chapters in the book are: (1) Exploring and Teaching the English Language Arts; (2) The Integrated Curriculum; (3) Creating Instructional Units; (4) Creating Classroom Community; (5) Engagement with Literature; (6) Literature and the Young Adult; (7) Organizing to Teach Literature; (8) Teaching Writing; (9) Writing for the Here and Now; (10) Exploring Language; (11) Classroom Talk, Drama, and Performance; (12) Language: A Mass Medium; and (13) Assessment, Evaluation, and Grading. (Contains a coda (Idea(l)ism and Successive Approximation) and an approximately 200-item bibliography.) (RS)
AN: EJ565048
AU: Faust,-Mark-A.; Kieffer,-Ronald-D.
TI: Challenging Expectations: Why We Ought to Stand by the IRA/NCTE Standards for the English Language Arts.
PY: 1998
SO: Journal-of-Adolescent-and-Adult-Literacy; v41 n7 p540-47 Apr 1998
NT: The International Reading Association (IRA) and the National Council of Teachers of English (NCTE) jointly published the "Standards for the English Language Arts."
DEM: *English-Instruction; *Language-Arts; *National-Standards; *Portfolio-Assessment
DER: Curriculum-Development; Elementary-Secondary-Education; Portfolios-Background-Materials
AB: Argues that the English/Language Arts Standards document is a powerful tool for guiding discussion about the connection between evaluation and learning that is applicable across a wide spectrum, including policymaking, curriculum development, and classroom practice. Argues that critically examining issues like portfolio use in conjunction with the Standards can help teachers define expectations and build supportive learning environments. (SR)
AN: EJ562952
AU: Schultis,-Cathy; Troisi,-Andrea; Vidor,-Constance; Rostek,-Andrea; Linsky,-Melissa-Carruthers
TI: Into the Curriculum. Art: A Path to Monet--Following in Linnea's Footsteps [and] Reading/Language Arts: Legends about Humanity's Acquisition of Fire [and] Reading/Language Arts: Analytical Book Reviews [and] Science/Art: Build a Beautiful Butterfly [and] Science: Life Processes of Plants [and] Social Studies: Community Helpers: Fire Fighters.
PY: 1998
SO: School-Library-Media-Activities-Monthly; v14 n8 p11-23 Apr 1998
DEM: *Curriculum-Guides; *Language-Arts; *Learning-Activities; *School-Libraries
DER: Art-Education; Class-Activities; Educational-Resources; Elementary-Secondary-Education; Librarian-Teacher-Cooperation; Reading-Instruction; Science-Education; Skill-Development; Social-Studies
AB: Presents six curriculum guides for art, language arts, reading, science, and social studies. Each activity identifies library media skills objectives, curriculum objectives, grade levels, resources, librarian and teacher instructional roles, activity and procedures for completion, activity samples, guidelines for evaluating finished activities, and follow-up student activities. (AEF)
AN: EJ562359
AU: Baines,-Lawrence-A.
TI: From Tripod to Cosmos: A New Metaphor for the Language Arts.
PY: 1998
SO: English-Journal; v87 n2 p24-35 Feb 1998
DEM: *English-Curriculum; *Language-Arts; *Metaphors-
DER: Critical-Thinking; Drama-; Educational-Technology; Elementary-Secondary-Education; Interdisciplinary-Approach; Language-Skills; Literature-Appreciation; Speech-Communication
AB: Argues that the contemporary language arts curriculum encompasses eight areas: literature, language, composition, speech and drama, critical thinking, technology, media literacy, and interdisciplinary studies. Offers a rationale for "cosmos" as a new metaphor for the language arts. Discusses the content of each of the eight curricular areas, and provides a glimpse at some relevant texts and research. (SR)
AN: ED414338
AU: Patelis,-Thanos; Singer,-Judith
TI: Developing Classroom Assessment Tasks Based on a Language Arts Curriculum: An In-service Approach.
PY: 1997
NT: Paper presented at the Annual Meeting of the Northeastern Educational Research Association (Ellenville, NY, October 1997).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED414338
DEM: *Curriculum-; *Inservice-Teacher-Education; *Language-Arts; *Skill-Development; *Test-Construction
DER: Educational-Assessment; Elementary-Secondary-Education; Training-; Urban-Schools
AB: The purpose of this study was twofold: to develop teachers' assessment skills and to enable teachers to apply this knowledge to the creation of assessment tasks for the language arts curriculum thereby linking curriculum to assessment. Using a newly developed language arts curriculum, 79 urban Connecticut teachers were asked to develop the assessment component after they participated in a 6-session (12 contact hours) assessment training inservice. It was found that the participants were satisfied with this inservice program. They also reported that information and skills in assessment increased, and suggested that their approaches to teaching were influenced. Suggestions to improve this inservice included more time to develop the assessments and more hands-on work. Using this type of inservice in conjunction with curriculum guide development seemed to provide a means of integrating curriculum and assessment and developing the assessment skills of teachers were developed. Investigations into the impact on student learning are suggested. (Contains 3 tables and 11 references.) (Author/SLD)
AN: ED403156
AU: Moore,-M'Liss-Rose
TI: Integrating Science and Language Arts: A Guide for the Practitioner.
PY: 1996
NT: M.A. Report, University of Texas at Austin.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED403156
DEM: *Integrated-Curriculum; *Interdisciplinary-Approach; *Language-Arts; *Science-Education
DER: Curriculum-Development; Educational-Change; Educational-History; Educational-Strategies; Elementary-Secondary-Education; Methods-Research; Teaching-Methods
AB: This report provides a practical guide for teachers, including a review of literature related to the integration of science and language arts, guidelines and methodologies to aid the practitioner in the integration of science and language arts, and an organizational matrix for teacher-designed integrated curricula. A review of literature reveals the rich history of the integration of language arts and science education. The current state of the two disciplines is discussed with a focus on reform movements in both disciplines. The nature of each individual discipline is then described. Research supporting the integration of language arts and science is also included. Guidelines and methodologies for integration are emphasized. Finally, an organizational matrix of graphics representing the main ideas and concepts covered in the document is presented. Contains 76 references. (Author/PVD)
AN: ED402628
AU: Burz,-Helen-L.; Marshall,-Kit
TI: Performance-Based Curriculum for Language Arts: From Knowing to Showing.
PY: 1997
AV: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (hardcover: ISBN-0-8039-6508-7, $49.95; paperback: ISBN-0-8039-6059-5).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Curriculum-Development; *Elementary-Secondary-Education; *Language-Arts
DER: Grade-12; Grade-3; Grade-5; Grade-8; Performance-Based-Assessment; Teacher-Role
AB: This book is intended to be used as a guide to develop a performance-based curriculum based on language arts standards recommended by the National Council of Teachers of English and the International Reading Association. The book helps teachers take their students beyond knowledge and basic skills by teaching them to be accountable for showing what they are learning. It requires students to apply their knowledge in a learning performance that the teacher can both observe and measure--educators, parents, business and industry leaders, and community members throughout the nation want students to be able to demonstrate what they learn. According to the book, shifting the focus from "knowing" to "showing" means that instruction, assessment, evaluation, and reporting will be oriented around these learning performances. The book offers a framework for a logical, incremental transition to a performance-based orientation. It provides performance benchmarks to assess progress at Grades 3, 5, 8, and 12. The performance benchmarks discussed in the book will help the teacher: organize what is taught around a clear set of content/concept standards; organize how to teach by emphasizing what students need to do with what they know; focus instruction around the six major strands of language arts; center students on what they will need to demonstrate in a formal evaluation of their learning; and communicate to parents a clear and rigorous academic focus on performance-based education. Includes templates which can be customized for each student. (NKA)
AN: EJ524261
AU: Wixson,-Karen-K.; and-others
TI: The Case for Integrated Standards in English Language Arts.
PY: 1996
SO: Language-Arts; v73 n1 p20-29 Jan 1996
NT: Theme issue: Standards in Language Arts Education.
DEM: *Elementary-Secondary-Education; *Holistic-Approach; *Integrated-Curriculum; *Language-Arts; *State-Standards
DER: Politics-of-Education
AB: Outlines the overall framework of the Michigan English Arts Framework project. Describes the mechanisms and strategies that are being used to build the project with participation at all levels. Discusses the tradition of curriculum separation, the role of whole language, and integration and standards. (SR)
AN: ED393112
AU: Essex,-Christopher, comp.; Chao,-Han-Hua, comp.
TI: Integrating the Language Arts. Hot Topic Guide 48. Revised Edition.
CS: Indiana Univ., Bloomington. School of Education.
PY: 1996
NT: Earlier edition entitled "Learning Package No. 48."
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED393112
DEM: *Integrated-Curriculum; *Language-Arts
DER: Distance-Education; Elementary-Secondary-Education; Higher-Education; Inservice-Teacher-Education; Reading-Writing-Relationship; Theory-Practice-Relationship; Whole-Language-Approach
AB: One of a series of educational packages designed for implementation either in a workshop atmosphere or through individual study, this Hot Topic guide presents a variety of materials to assist educators in designing and implementing classroom projects and activities centering on the topic of integrating the language arts. The Hot Topic guide contains guidelines for workshop use; an overview/lecture on integrating the language arts; and seven focused documents and articles from scholarly and professional journals. A 33-item annotated bibliography of items in the ERIC database on the topic is attached. (RS)
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Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
