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"What an improvement over the standard methods of language learning! In this series, students learn from excellent literature how to be better writers and thinkers. I highly recommend it." ---
Dr. Ruth Beechick, author of You Can Teach Your
Child Successfully
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question to get answers
Questions:
1.
I have a first edition of Learning Language Arts Through Literature.
How do the latest editions compare to the first editions? What changes
have you made?
2.
LLATL looks so simple. Is it really effective?
3. If a student has been using a traditional workbook program, how
do I know where to place him in the LLATL series? Will the
student be missing important skills by not completing prior books
in the series?
4. I notice each book contains 32-36 lessons. How do I spread the
lessons throughout a year? How long does it take to complete a
lesson?
5. How do I grade my student’s work using the LLATL
program?
6.
What is
dictation and how can this method benefit the student? How do I
use the dictation method provided in the lessons?
7.
Does the
student need to read the books used as dictation passages? Should
he read books in addition to those used in the Book Studies?
8.
How is spelling
integrated into LLATL?
9.
What if the
student needs more review of the skills?
10.
Can a student
work independently in Learning Language Arts Through Literature?
11. What is in the Student Activity Book for
LLATL?
12. At what level of the LLATL program are
letter recognition, phonics, and beginning reading skills taught?
13. I am
purchasing The Blue Book and The Red Book. Are the
Teacher and Student Activity Books necessary for each? Also, what
is the difference between the "readers" and the "real book read
alouds" mentioned in the programs?
14. How do you
use the Book Studies? Should my student read the book before
beginning a Book Study? When a passage from a Book Study book is
included in Everyday Words, should I teach the Everyday Words
lesson along with the Book Study or after the Book Study is
complete?
15. Are there
other resources that can help me?
16. Does the Learning Language Arts Through Literature series contain Christian content?
Answers:
1.
Learning
Language Arts Through Literature
was revised in 1998 and is better than ever! The new editions are
bigger, better, and more complete! While still using the
integrated language approach, the easy-to-use format includes MORE
grammar and spelling instruction (words, tips, and rules). PLUS
more creative writing exercises, study skill instruction, and
higher order reasoning are incorporated into each lesson. Review
Activities follow most lessons providing opportunities for
additional skill practice.
Assessments
provide quick and easy check-points for student
evaluation. Teacher Notes and answers are conveniently found in
the margins of the Teacher Book. The Skills Index
provides easy reference for all grade levels.
Book Studies for grades 3-8
provide summaries, vocabulary words, comprehension, discussion
questions, and exciting activities.
The Student Activity Books are now bound in a
convenient book format; no loose pages to contend with! Student
Activity Books are the perfect companion to the Learning
Language Arts Through Literature series, encouraging
the development of independent study skills. In addition,
Enrichment Activities such as word puzzles, analogies, and
logic/reasoning activities are found ONLY in the Student Activity
Books. (Answers to the Enrichment Activities are found in the
Teacher Book.)
Be sure to peruse the complete
product
descriptions.
Sample lessons,
assessments,
and scope and sequence sections will aid in comparing skills.
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2.
LLATL is simple for
the teacher to use and very effective for the student. Research
shows that isolating language arts skills is ineffective in the
practical use of them. When the skills are kept in the context of
literature and writing they take on new meaning for the student.
This method not only gives the student more understanding for the
skills, but also adds to the retention of them. Our mail indicates
that students who once disliked language arts when using a basal
program, decided it was their favorite subject when they used
Learning Language Arts Through Literature.
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3.
It isn’t necessary to complete all the
prior books in the series. You can determine the best placement
level in LLATL for a student by reviewing the
Assessments,
Scope and Sequences,
and Sample Lessons.
Your goal is to challenge the student without frustrating him, so
keep that in mind as you choose the grade level. Writing and
grammar skills are usually reviewed at each level, so the student
can successfully enter the series after assessing his current
skill level.
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4.
Each LLATL lesson
represents a week of work.
Each lesson in
The Blue Book
and The Red Book
(first and second grades) is divided into activities for five days
of the week. They are labeled, Lesson 1, Day 1, Day 2,
etc.
Each lesson in all the other books (third grade
and up) is divided into five days of activities also. For example,
for each lesson you will find a number 1 followed by a,
b, c, etc. These are all the activities you would expect your
student to complete on Monday. Then you will see a 2
followed by a, b, c, etc. These are the activities for
Tuesday. A review follows each lesson to be used at your
discretion. Usually each day’s work will take the student
approximately 30 to 45 minutes to complete.
The Yellow Book
(3rd grade) contains a total of 36 lessons which
include four Literature Links.
The Green
(7th grade) and
Gray Books
(8th grade) contain 36 lessons which include four Book
Studies.
The Orange
(4th grade) has 32 lessons plus 4 Book Studies.
The
Purple
(5th grade) and
Tan
(6th grade) Books contain 36 lessons
plus four additional Book Studies.
This schedule is offered as a guideline to
provide the teacher structure for lesson planning yet allowing
flexibility to adjust the suggested schedule to meet the needs of
each student.
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5.
LLATL provides lesson reviews
and assessments which may be used in grading the student. In
addition, grades and evaluations may be based upon writing
assignments, daily work, and dictation exercises.
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6.
LLATL
incorporates the dictation method into lessons integrating
grammar, punctuation, spelling, writing, and thinking skills.
Copying is used at lower levels and is suggested for older
students who have difficulty with dictation skills. When a student
uses good literature as a model, he is learning to improve his own
writing skills. It trains him to look for details, strive for
accuracy, and learn to write.
Since this method may be new to you, here are a
few suggestions:
-
Before dictation or copying, read the entire
passage to your student.
-
Begin the dictation by reading one sentence
at a time. If necessary, repeat the sentence, reading it one
phrase at a time. It is important to use your voice to stress
pauses and indicate punctuation marks.
-
Instruct your student to leave a blank space
between each line so that corrections are easy to make.
-
After dictation or copying, allow your
student to use the passage to edit the work. At first, have him
check his work one line or phrase at a time. Asking the student
to correct the work all at once may prove to be frustrating.
Usually the first dictation is given on Monday followed by the
same dictation on Friday.
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7.
The student does not need to read to
books used for the LLATL dictation passages. Some of the
books used for dictation are out-of-print and difficult to find.
They were chosen for the purpose of dictation or copying to
complement skills being taught. It is not necessary to obtain or
read these books.
The only books the student is required to read as a part of the
LLATL program are the books for the Book Studies. Any other
selections the student chooses to read will be supplemental
reading. Although supplemental reading is not required, it is
always a good idea to encourage your student to read more often.
Many times a student will become interested in a book used for
dictation or will want to read additional books written by the
author of a favorite book from the Book Studies.
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8.
You have two options for spelling
within LLATL. Your student may use a list of suggested
spelling words found in each lesson or choose words from the
literature passage. Easy to understand spelling tips give your
student the tools he needs to be a better speller. Weekly tests
may be given or spelling can be checked during the final
literature lesson.
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9.
Throughout each level language arts
skills are reviewed on a regular basis. At the end of each weekly
lesson there is an optional review activity that provides your
student with more practice in skills covered that week. You may
assign him only the sections that he needs to review. Assessments
throughout each book help you determine what skills need to be
reviewed by your student.
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10.
Daily lessons include independent
work. The amount of independent work will depend on the student’s
ability and the grade level. Higher level books have more
independent work. Using the Student Activity Book will increase
the amount of independent work your student can accomplish.
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11.
The Student Activity Book is a
companion to the Teacher Book. It cannot be used
independently. Everything your student needs to complete the
program is found in the Student Activity Book, including the
literature passages, activities, and plenty of space for your
student to complete a task. PLUS there are Enrichment Activities
found only in the Student Activity Book, including word puzzles,
analogy lessons, and logic activities.
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12.
The Blue Book Program
covers beginning reading skills and
The Red Book Program provides phonics review and a continuation of reading skills.
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13.
Both the Teacher and Student Activity
Books are necessary to the completion of
The Blue Book
Program and
The Red Book Program.
The entire program is needed for each as the Teacher Book
references the Student Book and readers. The READERS should not be
confused with the REAL BOOK READ ALOUDS.
You could break the literature components of
these programs into four parts:
The
READERS were created
by Common Sense Press especially for these programs. They
address specific skills so most likely you will not find them
available at the library. The READERS are necessary components
of The Blue Book Program and The Red Book Program.
The REAL BOOK READ ALOUDS should be available
at the library or you may purchase them. The REAL BOOK READ
ALOUDS are necessary components of
The Blue Book
Program
and The Red Book Program.
The literature PASSAGES contained within
The Red Book Program are excerpted from books that
are very, very old and most are out-of-print and impossible to
find. These books are NOT necessary to the program. These were
chosen for the purpose of copying and/or dictation to complement
skills being taught.
The
MATERIALS PACKET is a necessary component of The Blue
Book Program.
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14.
We encourage you to be flexible when
using Learning Language Arts Through Literature. Any of the
options you mention is feasible and acceptable. Most teachers we
speak with allow a week or two for each Book Study.
During this period, the student
will read the book and the teacher will use the discussion
questions and vocabulary as the student completes the sections
(page numbers and chapter breakdowns are included). After the Book
Study is complete, you begin the Everyday Words lessons. However,
some teachers use the Book Study during four weeks simultaneously
with the Everyday Words. Sometimes there are no Everyday Words
lessons which accompany a Book Study. Simply take a week or two to
do the Book Study and encourage the student's enjoyment of good
literature.
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15.
For tips, hints, new product
information and the latest Common Sense Press updates, subscribe
to our Free Home School Teaching Tips E-Newsletter. For more
information, Click here.
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16. The Learning Language Arts Through Literature series is written from a Christian viewpoint and contains some Christian content.
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