LANGUAGE ARTS INTEGRATION BEYOND THE CLASSROOM

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LANGUAGE ARTSINTEGRATION BEYOND THE CLASSROOM
CHAPTER 2
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Language in the Home

• Is situation specific
• Focuses on meaning not form
• Is based on parentchild trust

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Ways Oral Language is Developed in the Home

• Semantic contingency (focus on meaning not form)
• Scaffolding (structuring of dialogue)
• Accountability (standard of meaningful
  communication)

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Characteristics of a Positive Home Reading
Environment (Burgess, 2003)

• Access to childrens books
• Frequently being read to
• Special reading areas
• Parents positive attitude toward reading
• Frequent library visits
• Conversations about books

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Encouraging Writing in the Home (Lamme, 1984)

• Value and discuss first writing efforts
• Provide time, space, and materials
• Spend time writing together

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Stages of Play

• Solitary play (single child with toy or imaginary
  playmate)
• Parallel play (multiple children engaged in
  separate activities)
• Associative play (sharing toys, no interaction)
• Cooperative play (joint task, sharing, following
  rules)

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Hidden Curriculum

• The effect of home and community life on
  students academic achievement or the social
  dimension of schooling
• What students are taught by inference or learn
  indirectly

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Natural Settings for Caregiver/Child
Conversations

• Conversing during mealtimes
• Using correct term while playing with toys
• Taking trips to the grocery or department stores
• Visiting zoos, museums other places of interest
• Watching and discussing educational television
• Playing board games that demand strategic thinking

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Natural Settings for Caregiver/Child
Conversations (cont.)

• Engaging in pretend play
• Acting out stories
• Playing outdoor games
• Taking nature walks
• Reading environmental print when walking around
  the neighborhood
• Working in the garden

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Ideas to Use with Children Who Lack Language
Skills

• Engaging in shared reading
• Constructing vocabulary webs
• Drawing pictures to depict the meaning of words
• Predicting before reading
• Discussing illustrations

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Ideas to Use with Children Who Lack Language
Skills (cont.)

• Explaining the text structure of concept books
• Permitting questions
• Having the child explain the text
• Using culturally familiar informational books
• Conversing about everyday events

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Language Development and the Community Language

• Community language influences cognitive
  processing of experiences (Whorfian Hypothesis)
• Substantive differences between community
  language and school language (Bernstein)
• Deficiency of nonstandard English compared to
  standard English (Deficit Theory of Language)
• Acceptance of language if it communicates meaning
  (Tough)

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Working with Students Who Differ Linguistically
(Salinger, 1985)

• Encourage acquisition of standard English in
  early grades
• Appreciate difficulty of second language code
  acquisition
• Model standard English rather than overcorrect
• Do not correct miscues if meaning is unchanged
• Use extensive writing

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Parental Involvement

• At school
• Includes volunteering in classroom or library,
  accompanying field trips, holding positions on
  school board or PTO, and attending parent-teacher
  conferences, open houses, and other special
  events
• At home
• Includes caring for a childs physical needs,
  monitoring homework, and discussing the school
  day with the child

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Working with Parents

• Recognize childrens previous language learning
• Learn about their home and community
• Get to know your students beyond the classroom
• Know the resources for working with parents
• Value the linguistic diversity in your classroom
• Encourage parents to become involved in your
  school

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Six Standards for Fostering Positive
School/Parent Relationships

• Provide regular communication between home and
  school
• Provide support in parenting skills
• Provide information on how parents can assist
  student learning
• Encourage parents to volunteer
• Involve parents in school decision-making
• Foster collaboration with the community to
  provide resources

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Communication Between Home and School

• Letters of introduction
• Open houses
• Monthly newsletters
• Good news telephone calls/emails
• Weekly assignment sheets
• Technology

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Supporting Parenting Skills

• Provide opportunities for parents to hear
  professionals
• Provide time for parents to get together
  informally
• Circulate a newsletter with parenting tips

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Practical Suggestions for Parents

• Read engaging books above their childs reading
  level
• Read in unison with their child
• If parents cant read they can list to books on
  tape or view and discuss wordless books
• Model reading in front of their child
• Write with their child

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Practical Suggestions for Parents (cont.)

• Help their child see patterns within words
• Watch and discuss educational TV
• Research topics on the Internet with their child
• Make weekly visits to the local library
• Do word puzzles

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Service Learning

• Involves students in community activities
• Complements their classroom studies
• Is an integral part of the curriculum
• Shows how skills acquired in school can be used
  in real life
• Addresses quality of life issues and real needs
  in the community

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Phases of Service Learning

• 1. Preparation identify problem, select and plan
  project, conduct training
• 2. Action must meet the following criteria
• meaningfulness
• academic integrity
• adequate supervision
• developmentally appropriate
• 3. Reflection discussion, reading, writing,
  projects
• 4. Celebration school assemblies, certificates,
  media coverage, parties