Significant Discoveries in Language Arts Instruction

There are many significant aspects to teaching language arts. After reading the text, Teaching Language Arts, One can determine the following characteristics to be important in the efficacy of teaching language arts: 1) engagement of students in meaningful instruction and activities, 2) encouragement of independent and group learning, and 3) inclusion of authentic assessment.

The strength of language arts instruction is found in engaging students instructionally in what Cox describes as a . . . "active, constructive process that takes place when students are truly engaged in what they're doing and focused on the discovery of meaning" (2005, pg. 36). For example, as students experience literature in the classroom, the must focus must be on providing questions that are aesthetic and efferent in stance (pg. 238). The open-ended aesthetic questions are preferred by students (pg. 238). Students are able to make associations, analyze, explain, and consider content that brings them to reflection in response to what they read. Gathering these reactions students allow, teachers grow in understanding their students and are better able to plan activities that will center their learning. Using efferent questioning to discuss a text's literary elements provide a strong foundation. Effective text connection is upheld through student's ability to relate a story's structure to the print items they read.

Through ownership of learning individually and cooperatively, students internalize the standards outlined for their grade level. Language arts instruction can oftentimes bring frustration when students are not allowed to consider the print and language used in their classroom. Saunders-Smith discusses the use of literature circles. the guidelines for the use of literature circles are as follows:
Literature circles are formed by students to discuss books they read, books assigned by their teacher, and even books made into popular movies. They are discussion director, character captain, scene setter, vocabulary master, passage picker, connector, researchers, and artful artist (Saunders-Smith, 2005, p.7). Saunders-Smith suggests that at first other students learn not to interfere with others roles (2005, p.7). This provision allows students to fulfill their roles through ownership. Eventually, the students all become directors within their assigned roles. The roles wear away and the students just discuss the whole text (Saunders-Smith, 2005, p.7).

Additionally, the use of authentic assessment has the potential to impact student achievement outcomes. As teachers, we want to include things that offer students means of reflection. Through this reflection, students will have a more powerful response to becoming owners of their learning. Teachers can use portfolios, logs, journals, checklists, and rubrics. These are so different from the standardized tests that school officials love to give but students hate to take. Yet, they are valid and reliable forms of assessment that bring about a student's ability to evaluate their own performance. Through these evaluations, students can be shown how they can adapt their learning to meet their needs. For example, if a student keeps track of their reading fluency they can set individual goals to increase weekly the amount of words read per minute. Peer assessment can also be a fraction of student evaluation. Cox summarizes these appraisals when writing, "In self assessment and peer assessment, students take control and responsibility for their own learning" (pg. 57). It is the goal of responsible student led learning that provides the key concept for student- and response-centered instruction.

For language arts instruction the components are easy. Provide students with authentic assessment, ways to discuss what they read, and have them influence the teaching and learning process. This seems easy but with all the mandates, teachers learn to create these avenues through planning, student input, and reflection. Taking the time to engage students in meaningful learning, authentic assessment, and peer interaction will all make language instruction successful.

Reference:

Cox, Carole. (2004). Teaching language arts. Allyn and Bacon: New Jersey.

Sunders-Smith, Gail. (2005). What's working in education: assign roles to get Literature Circles rolling. Curriculum Review, v45, n4, p7. Retrieved June 2, 2007, from EBSCOhost database.