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Literacy Through Language Arts : Teaching and Learning in Context DOCUMENT RESUME ED 474 622 CS 511 889 AUTHOR Murphy, Sharon, Ed.; Dudley-Marling, Curt, Ed. TITLE Literacy through "Language Arts": Teaching and Learning in Context. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-2966-8 PUB DATE 2003-00-00 NOTE 489p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 29668-1659: $30.95 members, $41.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. PUB TYPE Collected Works General (020) Guides Non-Classrooth (055) Opinion Papers (120) EDRS PRICE EDRS Price MF02/PC20 Plus Postage. DESCRIPTORS *Classroom Communication; *Classroom Techniques; Elementary Education; *Language Arts; *Literacy; *Reading Instruction; Reading Writing Relationship; *Writing Instruction IDENTIFIERS Contextual Learning; *Language Arts (Journal) ABSTRACT This book gathers 25 essays and 80 shorter excerpts from the past 25 years of the K-8 journal "Language Arts." Essays in the book begin with (1)"Introduction" (Sharon Murphy and Curt Dudley-Marling). Under Section I--Opening Contexts for Thinking about Teaching the Language Arts- are the following essays: (2) "How Children Learn or How Teachers Teach? A Profound Confusion" (Judith Wells Lindfors); (3) "Scaffolding: Who's Building Whose Building?" (Dennis Searle). Under Section II--Talking about Talk--are these essays:(4) "Discourse for Learning in the Classroom" (Ken Watson and Bob Young); (5) "Authentic Questions: What Do They Look Like? Where Do They Lead?" (Beverly A. Busching and Betty Ann Slesinger); (6) "What Is Sharing Time For?" (Courtney B. Cazden); (7) "'I Know English So Many, Mrs. Abbott': Reciprocal Discoveries in a Linguistically Diverse Classroom" (Suzette Abbot and Claudia Grose). Under Section III--Reading about Reading--are these essays: (8) "A Reading Program to Live With: Focus on Comprehension" (Yetta Goodman and Dorothy J. Watson); (9) "Learning about Phonics in a Whole Language Classroom" (Penny A. Freppon and Karin L. Dahl);(10) "What Miscue Analysis Reveals about Word Recognition and Repeated Reading: A View through the 'Miscue Window'" (Prisca Martens);(11) "Literature--SOS!" (Louise M. Rosenblatt);(12) "Discussing Our Questions and Questioning Our Discussions: Growing into Literature Study" (Carol Gilles with Jean Dickinson, Cheryl McBride, and Marc VanDover);(13) "Joyful Noises: Creating Poems for Voices and Ears" (Laura Apol and Jodi Harris). Under Section IV--Writing about Writing--are'these essays:(14) "Composition: A Position Statement" (NCTE Commission on Composition);(15) "Myths of Writing" (Frank Smith); (16) "Finding the 'Right Measure' of Explanation for Young Latina/o Writers" (Liliana Barro Zecker; Christine C. Pappas; Sarah Cohen);(17)"The Writer's Toolbox: Five Tools for Active Revision Instruction" (Laura Harper),; (18) "The Courage to Write: Child Meaning Making in a Contested World" (Anne Haas Dyson);(19) "Another Story: Putting Graves, Calkins, and Atwell into Practice and Perspective" (David Sudol and Peg Sudol);(20) "Informational Books: Models for Student Report Writing" (Evelyn B. Freeman);(21) Reproductions supplied by EDRS are the best that can be made from the original document. "Developing a Spelling Conscience" (Jan Turbill);(22) "What We Learned from Josh: Sorting Out Word Sorting" (Mary Jo Fresch). Under Section V--Literacy Intersections: Multilinguality, Home, and Assessment--are these essays: (23) "Educating African American Learners at Risk: Finding a Better Way" (Dorothy S. Strickland);(24) "Guiding Bilingual Students 'through' the Literacy Process" (Stephen B. Kucer);(25) "Testing the Way Children Learn: Principles for Valid Literacy Assessments" (Beverly Falk); and (26) "Reassessing Portfolio Assessment: Rhetoric and Reality" (Mary Louise Gomez; M. Elizabeth Graue; Marianne N. Bloch). The approximately 600 references for all articles are collected at the end of the book. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. I I N N C) N 7t. (21 TEACHING AND LEARNING IN CONTEXT PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it O Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy 'I 2 BEST COPY AVAILABLE Literacy through Language Arts NCTE Editorial Board: Jacqueline Bryant, Kermit Campbell, Willie Mae Crews, Colleen Fairbanks, Andrea Lunsford, Gerald R. Og lan, Jackie Swensson, Gail Wood, Zarina M. Hock, Chair, ex officio, Peter Feely, ex officio Literacy through Language Arts Teaching and Learning in Context Edited by Sharon Murphy York University Curt Dudley-Marling Boston College National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Staff Editor: Tom Tiller Interior Design: Doug Burnett Cover Design: Jenny Jensen Greenleaf NCTE Stock Number 29668-3050 ©2003 by the National Council of Teachers of English. All rights reserved. No part of this publication may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, including pho- tocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a fo- rum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Library of Congress Cataloging-in-Publication Data Literacy throughLanguage Arts :teaching and learning in context / edited by Sharon Murphy, Curt Dudley-Marling. p. cm. Chiefly articles originally published inLanguage Arts. Includes bibliographical references and index. ISBN 0-8141-2966-8 (pbk.) 1. Language arts (Elementary) I. Murphy, Sharon, 1955- II. Dudley-Marling, Curt. III. National Council of Teachers of English. IV.Language Arts. LB1576.L565 2003 372.6dc21 2002152812 Contents 1. Introduction Sharon Murphy and Curt Dudley-Marling 1 I. Opening Contexts for Thinking about Teaching the Language Arts 2. How Children Learn or How Teachers Teach? A Profound Confusion Judith Wells Lindfors 11 3. Scaffolding: Who's Building Whose Building? Dennis Searle 26 II. Talking about Talk 4. Discourse for Learning in the Classroom Ken Watson and Bob Young 39 5. Authentic Questions: What Do They Look Like? Where Do They Lead? Beverly A. Busching and Betty Ann Slesinger 50 6. What Is Sharing Time For? Courtney B. Cazden 70 7."I know English so many, Mrs. Abbott": Reciprocal Discoveries in a Linguistically Diverse Classroom Suzette Abbott and Claudia Grose 79 III. Reading about Reading 8. A Reading Program to Live With: Focus on Comprehension Yetta Goodman and Dorothy J. Watson 101 9. Learning about Phonics in a Whole Language Classroom Penny A. Freppon and Karin L. Dahl 119 10. What Miscue Analysis Reveals about Word Recognition and Repeated Reading: A View through the "Miscue Window" Prisca Martens 136 vi Contents 11. LiteratureSOS! Louise M. Rosenblatt 164 12. Discussing Our Questions and Questioning Our Discussions: Growing into Literature Study Carol Gilles with Jean Dickinson, Cheryl McBride, and Marc Van Dover 177 13. Joyful Noises: Creating Poems for Voices and Ears Laura Apol and Jodi Harris 196 IV. Writing about Writing 14. Composition: A Position Statement NCTE Commission on Composition 221 15. Myths of Writing Frank Smith 234 16. Finding the "Right Measure" of Explanation for Young Latina/o Writers Li liana Barro Zecker, Christine C. Pappas, and Sarah Cohen 244 17. The Writer's Toolbox: Five Tools for Active Revision Instruction Laura Harper 262 18. The Courage to Write: Child Meaning Making in a Contested World Anne Haas Dyson 278 19. Another Story: Putting Graves, Calkins, and Atwell into Practice and Perspective David Sudol and Peg Sudol 298 20. Informational Books: Models for Student Report Writing Evelyn B. Freeman 316 2L Developing a Spelling Conscience Jan Turbill 327 22. What We Learned from Josh: Sorting Out Word Sorting Mary Jo Fresch 344 Contents vii V. Literacy Intersections: Multilinguality, Home, and Assessment 23. Educating African American Learners at Risk: Finding a Better Way Dorothy S. Strickland 367 24. Guiding Bilingual Students "through" the Literacy Process Stephen B. Kucer 382 25. Testing the Way Children Learn: Principles for Valid Literacy Assessments Beverly Falk 402 26. Reassessing Portfolio Assessment: Rhetoric and Reality Mary Louise Gomez, M. Elizabeth Graue, and Marianne N. Bloch 421 References 439 Index 471 Editors 485 Contributors 487 1 1Introduction Sharon Murphy Curt Dudley-Marling To say exactly what one means, even to one's own private satisfaction, is difficult. To say exactly what one means and to involve another person is harder still. Jeanette Winterson, Art Objects: Essays on Ecstasy and Effrontery Meaning is at the heart of the language arts. That meaning canbe the meaning one creates for oneself or the meaning one con- structs in dialogue
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