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Integrated Language
Arts
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Language is a primary tool in education. Through
language acquisition and refinement, effective means of communication:
listening, speaking, reading, and writing can be established. The acquisition
of language is a process that is developmental and an integral part of a
student’s educational progress.
My
approach to instructing through a literature-based integrated reading and
language arts program is driven by my philosophy that the components of
language arts should not be fragmented. The parts are interdependent, and
integration is the key to an effective language arts/reading program.
In
our classroom we use a literature-based program to create a language-rich
environment that fosters responsive and courteous listening, clear and precise
speaking, meaningful and varied reading, and accurate and appropriate writing.
I view reading and writing as a process where concentration should be focused
on strategies employed during the writing and reading processes:
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Writing
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Reading |
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1.
Prewriting 2. Drafting
3. Peer
sharing 4. Revising 5. Editing 6. Publishing
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1.
Prereading 2. During
reading 3. Postreading |
The
approach and philosophy I use towards literature-based integrated
reading/language arts instruction aligns with the basic goals and specific
objectives as outlined in the Grade 5 Proficiency Standards for elementary
language arts (submitted MCCSC 4 -2-97) as well as the Indiana Academic
Standards for English. The units of study we explore in our classroom are
thematic in nature and use numerous literary selections from book medal lists
and non-medal book lists. We strive to create a literature-rich environment
where children can continue to develop their reading, writing, and oral
language skills as well as develop a life-long love of reading and writing.