Abstract
This paper discusses four aspects of a professional portoflio addressing language arts teaching: promoting interest in a book, a double-entry journal, evaluation of student writing, and selecting professional resources. The paper also refers to a proposed five-year plan towards professional development so that language arts become more familiar and includes questions the author believes are important regarding future teaching practice, particularly in the preparation of classes.

Table of Contents:
Introduction
Four Aspects of a Professional Portfolio
Module I - Promoting Interest in a Book
Module II - A Double-Entry Journal
Module III - Evaluation of Student Writing
Module IV - Selecting Professional Resources
Three Big Ideas for the Future
I - Assessing Students
II - Promoting Listening Skills
III - Writing Strategies
Five-Year Development Plan
Questions to Ask Myself

From the Paper
"The student should feel that he or she can err on the side of English using words of one syllable, as long as the meaning is cogent, as opposed to feeling that he or she must use the latest phrase or terminology learned. There needs to be reinforcement, too, of the world as often without 'Spell check' and towards appreciation for what a person knows how to write by hand, spotting errors in time, or what might be expressed differently to better effect. Students learn that there is more to writing than word processing, in effect, as it is an intensely creative activity."

Tags:add, esl, incentive, multi-age, atmosphere, gifted

Abstract
This paper outlines computer-assisted instruction in the classroom, placing special attention upon the Skills Bank software this writer employs in her own work as a teaching aide working with high school students. The paper outlines the myriad benefits of the Skills Bank software and how it serves to boost student self-confidence, enhances computer literacy, strengthens language arts skills, reinforces fledgling skills in mathematics, and does so without sacrificing high scholastic standards. Finally, the paper argues that the software is excellent because it is receptive to the needs of ESL students, as well.

Tags:software, student, learning

Abstract
This paper explains that language arts can benefit from the use of technology when teachers incorporate it into their daily instruction for such uses as providing study guides, quizzing students, enhancing the subject, supporting individual students and involving parents with their children's learning. The author points out that the use of technology in the language arts department can be especially perilous or productive depending on the way it is used and the competence of the teacher using it because language arts is a more subjective academic subject than math or the sciences and is opened to more misinformation from the Internet. The paper concludes that the use of technology in teaching has been studied from many different angles in many different manners, but the focus has rarely been on the attitudes and beliefs held by English teachers in the use of technology in the classroom. The paper includes two illustrations.

Table of Contents:
Introduction
Case History of Technology and Language Arts
The Impact of Technology on Education
Obstacles to Using Technology
Technology and Language Arts
Conclusion

From the Paper
"The meta-analysis also focuses on writing skills for students who do and do not use computers and word processors for their writing. It determined that students who learn to use word processing for their writing needs learn better writing skills than those who do not use word processing programs for their writing needs. In light of this, it is surprising to find so much resistance in the current educational field regarding the use of technology in teaching and specifically Language Arts."

Tags:daily, internet, case, word-processing, competence

Abstract
This paper is a response to comments made on a previous Language Arts teaching portfolio as submitted by a science specialist. The paper follows the structure of the portfolio and its comments, further presenting ideas for future language arts interests and applications. Additionally, the paper addresses what has been learned of applicability to science teaching and different kinds of learning and learners.

From the Paper
"A submitted portfolio addressing language arts teaching was instructive for its responses, particularly, as it had been submitted by a Science specialist who was compelled to think through a variety of less familiar works addressing all matters of language arts instruction and Education. The first assignment involved four modules, discussed presently, in relation to criticism received and towards discussion of three `Big Ideas' to be incorporated into teaching skills so as to be equipped to teach language arts should this be required in the future. It was rewarding to..."

Tags:language arts, portfolio, responses

Abstract
This paper owes to different formal and individual explorations of language arts approaches and methods including work towards a language arts portfolio, an exercise helping to recognize the vast range of materials available to Canadian teachers, at large, in relation to their adopted philosophies of teaching. The writer maintains that a guiding study that has promoted much thought on the overall goals of language arts instruction has been Think Literacy Success, a Government of Ontario report on approaches to promoting literacy at the Grades 7 to 12 levels which emphasizes gaps in abilities and opportunities, student groups especially at risk, and the overall role of language arts in seeing that students are prepared to communicate well in society. The writer notes that it seems important to think through the environment in which one will teach with central Canada offering unique challenges of diversity less pronounced in regions beyond the main cities. In the same spirit, The writer discusses that teachers serving isolated impoverished or otherwise limited communities of less heterogeneity need to find approaches to an overall ideal of instilling interest and skill.

Outline:
Introduction
Portfolio Tasks
Reflection on Professional Development
Mechanics of Portfolio and Teaching Development
Bottom Up Model of Reading
Professional Development Goals
Future Activities
Concluding Remarks

From the Paper
"Various course and seminar offerings now exist that are geared to language arts teachers. In addition, there is an ever-growing literature of research on the subjects of literacy, factors impeding literacy and language development, curriculum design and teaching pedagogy. However, one needs to aim to for practical experience which should be diverse. For example, attending classes for second language learners in a Board of Education setting is different from tutoring adult learners in basic literacy having been involved in the criminal justice system. When watching very experienced language arts teachers at work one sees the results of perhaps many years given to students of different kinds, in perhaps several school systems, and more than one country. Teachers can appreciate to varying degrees what colleagues educated elsewhere can impart, especially those having served abroad and perhaps in educational systems requiring English-medium instruction for students of diverse first languages. Education does seem a profession in which the teacher is forever meeting individuals from whom learning is possible. The same can be said of students, and what is suddenly discovered in some in terms of a hidden ability, another language spoken, or the ability to illustrate written work."

Tags:teaching, students, exercise, literacy

Abstract
The paper provides a lesson plan for the teaching of a children's story. In the process of so doing, the emphasis is upon encouraging the children to think critically about what other people tell them as well as to get them to think critically about descriptive words and when they should be used. Finally, the outline provides group activities that encourage children to work collaboratively with one another.

From the Paper
"The following is a brief outline of a class lesson plan for the teaching of a traditional children's story book - in this case, the City Mouse and the Country Mouse (Cone Bryant, para.1-17). The lesson plan's "points of focus" are really upon three things: firstly, learning to appreciate the places and people you know; secondly, learning that every appealing thing comes with a cost attached; thirdly, learning to think critically about what other people tell them. The introductory question to the class is to ask them to write down if there are any places they would like to go and why those places seem more exciting than where they live presently; this..."

Tags:language, arts, lesson

Abstract
This paper discusses the teaching of humanities and, more specifically language arts and the trend among some colleges and universities recently to cut back or eliminate their humanities major and courses. The paper discusses the history of the study of humanities from as far back as the Middle Ages. The paper then analyzes the three primary models that have been used for language arts instruction in Western learning.

From the Paper
"Jim Burke, whose approach on writing is used religiously by teachers, notes how teachers serve as role models for student reflection on literature. Teachers can demonstrate the ways in which they, as readers, work their way through particular texts, and give students identifiable ways of approaching texts generally. It is this need for models, instead of any inability on student's part of students that may cause reading problems, especially in relatively difficult texts. He states, "I occasionally hear teachers complain that students can't read a certain text....however, we forget that this text is different, more challenging than others they have read" (44). While this may seem readily apparent to educators, Burke suggests that this task is framed not only by the expectations of what students "ought" to learn as required by state and national standards, but also by the teacher's own understanding of the students' location on a "Continuum of Complexity"--"from simple understanding to confident interpretation of multiple texts" (43-44). He emphasizes that all levels of students can be helped to understand difficult texts, but only if "we . . . scaffold and sequence their reading so that we develop their ability to successfully read a series of increasingly challenging stories" (43)."

Tags:philosophy, student, knowledge, text, classroom

Abstract
The paper addresses the topic of giftedness by referring to two articles "Giftedness and the Gifted: What's It All About?" by anonymous and "Creative Strategies for Teaching Language Arts to Gifted Students" by Joan Franklin Smutny. The paper summarizes both articles and provides a quotation from them. The paper also highlights the most salient point of the articles and relates the author's personal reflections on both articles.

Outline:
Summary
Quotations
Salient Points
Reflections
Application

From the Paper
"Gifted children are often talked about in educational circles - but how do we actually define gifted children? The article "Giftedness and the gifted: What's it all about?" offers a range of answers to that question. While the sheer breadth of the range may initially seem a little daunting, it is possible to discern sufficient commonalities that the varying definitions seem to hang together, casting light one upon the other. In addition, the checklist of general characteristics offers a quick reference for the busy teacher to identify gifted children in the classroom. This is a pragmatic article and a pragmatic approach, recommending for example that teachers do not become bogged down in the concept of intelligence. Finally, there is a useful section on the use of words that are sometimes associated with giftedness. This article shows that some of these are useful, and some are not. All in all, this is a useful article for both teachers and parents."

Tags:intelligence, genius, teachers

Abstract
This paper explains that precision teaching is a scientific system of strategies for the monitoring of learning and for making data-based decisions about instruction. Precision teaching requires that, once a goal is established, the goal be mastered prior to proceeding with new material. Next, the author describes the research methodology for evaluating the reading progress of four students with specific learning disabilities, whose instruction was reinforced with precision teaching strategies. The paper relates that the research conclusions indicate that, through the use of precision teaching, these learning disabled students were able to maintain consistent improvement in reading fluency.

Table of Contents:
Introduction
Statement of the Problem
Purpose of the Study
Need for the Study
Design of the Study
Population
Sample
Procedures and Techniques
Instrumentation
Data Analysis
Limitations of the Study
Definition of Terms and Variables
Significance of the Study
Survey of the Related Literature
Implementation of the Study
Population
Sample
Procedures and Techniques
Instrumentation
Data Analysis
Analysis of the Data
Summary, Conclusions and Recommendations
Appendix: Research Proposal for Seminar Paper, Introduction to Research

From the Paper
"The students were identified for participation in the Precision Teaching program and completed a baseline assessment to determine initial fluency rate using developmentally appropriate texts based on results derived from the Developmental Reading Inventory Assessment. Data was collected daily to determine strengths and weaknesses and monitor instructional practices. The students were required to maintain a rate of increase in correct responses per minute of times 1.4. The students followed this increase and instruction was modified when the incline decreased or remained stagnant for a period of three days."

Tags:intervention, fluency skills, mastery, baseline assessment, inventory

Abstract
The paper discusses how in recent years, significant innovation has taken place in terms of the state of the art in high school academic subjects. The paper relates that in many ways, technological advancements have inspired new types of curriculum as well as progressive pedagogical approaches in the classroom. In light of these exciting changes, the paper examines the state of the art in high school academic subjects including science, language arts, career/ vocational education, and the arts.

From the Paper
"In recent years, significant innovation has taken place in terms of the state of the art in high school academic subjects. In many ways, technological advancements have inspired new types of curriculum as well as progressive pedagogical approaches in the classroom. In light of these exciting changes, the following discussion examines the state of the art in high school academic subjects including Science, language arts, career/ vocational education, and the arts."

Tags:language arts, science, arts