Lang arts

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  • language of the discipline (plot, theme, setting, etc.); language conventions (sentence structure, mechanics, spelling and punctuation, etc.
  • Lang arts

    1. 1. Language Arts
    2. 2. A program that teaches language using non-conventional means. Background Reading Writing Speaking Listening Viewing Communication
    3. 4. <ul><li>Students learn to communicate through written, oral and visual language. </li></ul><ul><li>Language conventions learned through: </li></ul><ul><li>Long term results  deeper understanding, greater interest </li></ul>
    4. 5. <ul><li>Gap-filling (Liangcai) </li></ul>Focus ii) Reading Aloud (Michell)
    5. 6. <ul><li>NOT a cloze-passage </li></ul><ul><li>Draw attention to items that are literary-ly significant </li></ul><ul><li>Words removed have a particular function in the text. </li></ul>Gap-filling
    6. 7. All that is (gold) does not glitter, Not all those who (wander) are lost; The old that is strong does not wither, Deep roots are not reached by the (frost). From the (ashes) a fire shall be woken, A light from the (shadows) shall spring; Renewed shall be blade that was (broken), The crownless again shall be (king). — JRR Tolkien, All That is Gold Does not Glitter Sample Exercise
    7. 8. <ul><li>Advantages </li></ul><ul><ul><li>Involvement with text </li></ul></ul><ul><ul><li>Promotes sensitivity to words for literary purposes </li></ul></ul><ul><ul><li>Task based </li></ul></ul><ul><li>Dangers </li></ul><ul><ul><li>High chance for exercise to be turned into a cloze </li></ul></ul><ul><ul><li>No significance of the items in the gaps </li></ul></ul>Advantages/ Dangers
    8. 9. Language Arts Reading Writing Speaking Viewing Listening
    9. 10. <ul><li>Reading aloud </li></ul><ul><li>Reading literary text aloud to improve understanding </li></ul><ul><li>Literary texts traditionally have an oral culture </li></ul><ul><li>Effectiveness of teacher reading – student listening </li></ul>Reading Component
    10. 11. <ul><li>Reader’s Theatre — A Language Arts approach to teaching the reading component. </li></ul>Reading Component
    11. 12. <ul><li>Dramatic presentation of a written work in a script form: </li></ul><ul><ul><ul><li>Readers read from a script </li></ul></ul></ul><ul><ul><ul><li>Reading parts are divided among readers. </li></ul></ul></ul><ul><ul><ul><li>No memorization, costumes or special lighting. </li></ul></ul></ul><ul><ul><ul><li>Scripts held by readers </li></ul></ul></ul><ul><ul><ul><li>Lines are not memorized. </li></ul></ul></ul><ul><li>Focus: Reading of texts with expressive voices and gestures! </li></ul>Reader’s Theatre
    12. 13. “ Get Out of Bed!” Mom (yelling): Mom (yelling): Child:
    13. 14. <ul><li>Analysis of language use in literary texts </li></ul><ul><ul><li>To account of particular effects in a text </li></ul></ul><ul><ul><li>To understand literary purpose and function of a text </li></ul></ul><ul><li>To explore what is said how it’s said </li></ul>Stylistics
    14. 15. <ul><li>yes is a pleasant country </li></ul><ul><li>if’s wintery </li></ul><ul><li>(my lovely) </li></ul><ul><li>let’s open the years </li></ul><ul><li>Analysis of stylistic features  patterning of language  account for effects </li></ul><ul><li>Linguistic forms and meanings </li></ul><ul><li>Develop close reading techniques and account for language use for creative purpose </li></ul>Stylistics

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