English Language Arts & Reading 1 Literature In the Elementary and the Middle School

English LanguageArts & Reading 1

LiteratureLiterature

In the Elementary and the Middle School


OverviewOverview

Literacy Development

Listening Skills

Oral Language

Written Language

Technology

Parental Involvement

Integration of Language


IntroductionIntroduction

Study of Literature

4 Skills of Communication

Reading & Comprehension

Content Area

Fluency

Literature is Multifaceted


ObjectivesObjectives

The intern will

identify the relationship of literature to the language process

develop skills in using literature-based instructional strategies

define a wide range of literature from multimedia resources

become familiar with literacy genre, terms and devices


ObjectivesObjectives

develop lessons which use a variety of higher level thinking skills

know a variety of questioning strategies used in analyzing literature

become proficient in using literacy strategies for literature and content area reading


Language DevelopmentLanguage Development

Receptive Language

Listening

Reading

Expressive Language

Oral

Written


Literature-Based SkillsLiterature-Based Skills

Scaffolded Instruction

Modeling

Cooperative Learning

Choices

Independent Reading

Modes of Reading

Prior Knowledge

Responses to Literature


Choosing LiteratureChoosing Literature

Genre

Award–Winning Books

Listservs and Websites


Literary TermsLiterary Terms

Title

Author

Illustrator

Playwright

Theater

Stage

Act

Dialogue

Scene

Analogy

Dialect


Literary DevicesLiterary Devices

Foreshadowing

Flashback

Symbolism

Style

Tone

Mood

Figurative Language

Irony


Enrichment ActivitiesEnrichment Activities

Storytelling

Drama

Creative Drama

Puppetry

Music and Song


Reading StrategiesReading Strategies

Character

Setting

Plot

Comprehension

Compare and Contrast

Cause and Effect

Feelings

Paint a Picture

Prediction

Retelling

Conclusions

Decisions

Sequencing


Literary StrategiesLiterary StrategiesPaint a Picture

Yourself in My Shoes

Make Good Guesses

Storyteller

Figure Out

Judgment

Order

What and Why

Alike and Different

Character Web

Story Map


Questioning StrategiesQuestioning StrategiesThought–Provoking

Question Starters

Higher-Level

Scheme

About a Novel

Non-Fiction

QAR

Question Frames and Starters

Classification Scheme


IntegratedThematic Instruction

IntegratedThematic Instruction

Definitions

Teacher Read Aloud

Literature Connection

Content Areas

Researched Materials


Researched MaterialsResearched MaterialsFormat for Themes

Format for Lesson Plans

Bloom’s Taxonomy

Integrated Lesson

Jigsaw Lesson

Classroom Ideas

Reading from the Internet


Literary StrategiesLiterary Strategies

Quick Write

What’s in a Picture

Question of the Day

K-W-L

4 Square Vocabulary

10 Important Words

Analogies

Teacher Read Aloud

From the Source


Do You Know

Bridging

Picture Books

5 Minute Book Talk

Memory Box

Explorer’s Kit

VIP Maps

Character Home Pages

Literary StrategiesLiterary Strategies


Quick WriteQuick Write

A short, focused writing in response to a specific prompt

Activates student’s prior knowledge

Provides a starting point for a lesson



1. Teacher formulates a question related to the content.

2. Student responds in writing, usually 5 to 7 minutes.

3. The purpose is to express thoughts without concern for mechanics of writing.

4. When time expires, student shares his response with a partner or whole class.

Procedures



Topic: The Poet You Like Best

Literary Connection: Where the Sidewalk Ends by Shel Silverstein

Content Connection: Language Arts

Activity: Read several of the poems. Choose a topic and type of poem to write. Write your poem. Share your poem with the class.

Topic Activity


What’s in a PictureWhat’s in a Picture

Designed to use visual literacy (Imagery)

Heightens student interest and imagination



1. Describe the image.

2. What does it remind you of?

3. Speculate what the image is and how it is connected to the lesson on writing descriptive paragraphs.

Procedures



Topic: Do You See What I See?

Literary Connection: There are Those by Nathan and Janet Levy

Content Connection: Art and Language Arts

Activity: Draw a picture and write a short story or poem about it.

Topic Activity


Question of the DayQuestion of the Day

An open-ended question designed to intrigue students

Use prior knowledge

See relevance of what they are learning



1. Write the question on the board or overhead. It must involve problem–solving and creativity.

2. Students respond in writing. They may include diagrams or drawings.

3. Teacher uses their responses as basis for class discussion to springboard into the day’s lesson.

Procedures



Topic: Ballet and Geometry

Literary Connection: A Ballet Primer

Content Area Connection: Writing

Activity: How are Ballet and Geometry alike? Write or draw the answer in your journals.

Topic Activity


K – W – LK – W – L

Provides a structure for active reading

Elicits student input


K – W – LK – W – L

1. Introduce KWL and KWLQ.

2. Brainstorm what they already know.

3. Record the information.

4. Generate a list of what they want to learn.

5. Read with a purpose.

6. List more questions they want to know.

Procedures


K – W – LK – W – L

Topic: Multiple intelligences

Literary Connection: The Prince

Activity: List all of the things you know about multiple intelligences on the KWL chart. List the things you want to know on the chart. Read the story aloud to the class. Relate the Prince’s challenges to each intelligence.

Topic Activities


4-Square Vocabulary4-Square Vocabulary

Is an interactive way to introduce key vocabulary words;

Based on verbal and visual associations;

Draws on personal experiences; and

Develops conceptual understanding of important terms.



1. Divide paper into four squares and number each section.

2. Write new vocabulary word in square 1.

3. Teacher presents word in context, giving definitions, verbal / visual examples and non-examples.

4. Generate and discuss their own verbal / visual examples.

5. In square 2, student writes an example from personal experience.

Procedures



6. Teacher directs students to generate their own verbal / visual non-examples, writing a non-example in square 3.

7. In square 4, write definition of the term in their own words.

8. Check definition in dictionary.

9. Locate term in content being read.

Procedures


10 Most Important Words10 Most Important Words

Helps students be aware of the value of connections among key concepts.

Shows the importance of prior knowledge.



1. Introduce topics and discuss what they already know.

2. Students predict and list what they think the ten most important words will be.

3. Students will work in small groups to compare lists and agree on 10 words.

4. Students then read and finalize the list.

Procedures



Topic: Saving the Earth

Literary Connection: 50 Simple Things Kids Can Do to Save the Earth by John Javna

Content Area Connection: Science

Examples: List the 10 most important words or phrases.

Some words might be: acid rain, air pollution, greenhouse effect, ozone hole, water pollution, endangered animals, toxic waste…

Topic Activity


AnalogiesAnalogies

Comparison of something that is known with something new

Provides a preview of what is to be learned

Makes abstract concepts understood


AnalogiesAnalogies

1. Teacher presents several analogies related to the concept and models how they are developed.

2. From a list, students choose a concept.

3. Students explore the concept and record its elements, and characteristics.

4. Find a familiar concept that has elements that are parallel to the concept.

5. Develop the analogy.

Procedures


AnalogiesAnalogies

Topic: Politics and Sports

Literary Connection: Current events in magazines, newspapers, or television

Content Connection: Language Arts, Physical / Health Education

Topic Activity


AnalogiesAnalogies

Politicians often use sports analogies to get their messages across.

Read and/or listen to their analogies. What message did it send about sports? Develop own analogies using sports compared with health concepts.

Activity: Using the article from Time, develop an analogy about Vice–President Cheney’s heart and sports.

Topic Activity


Teacher Read AloudTeacher Read Aloud

Creates interest and curiosity

Five minutes can set the stage for important ideas



1. Materials can be found anywhere.

2. Appropriate age, length, and writing style should be considered.

3. Practice a selection to know what words and phrases to emphasize.

4. Make reading dramatic.

5. Lead in to current topic.

Procedures



Topic: Geometry

Literary Connection: Sir Cumference and the Round Table by Cindy Neuschwander

Content Connection: Math

Example: Read the book to initiate the Geometry vocabulary lesson and help students to understand and remember terms like radius, etc.

Topic Activity


From the SourceFrom the Source

Uses quotations to stimulate interest

Quotations from a wide range of sources

Prompts students’ questions and predictions



1. Find a quotation from any multimedia source.

2. Display the quotation on the board or overhead.

3. Introduce it to the class.

4. Students respond to the quotation either orally or in writing.

5. Use their responses as a springboard to the current topic / lesson.

Procedures



Topic: The Holocaust

Literary Connection: Lisa’s War by Carol Matas

Content Connection: Interdisciplinary Social Studies and Language Arts

Read the passage and write a response in your journal.* Think about the role some teenagers played in the resistance movement.

*Note: Teacher does the same

Topic Activity


Do You Know?Do You Know?

Do you know?

Do you know why?

When, Where, What, or How?

A quick strategy to pique curiosity

Creates a tremendous need to know

Sparks interest, creates an air of excitement



1. Teacher asks a question or a series of questions.

2. Teacher then reads aloud or has students find and read a book that will answer the questions.

Procedures



Topic: All Creatures Should Be Free.

Literary Connection: Yertle the Turtle by Dr. Seuss

Content Connection: Language Arts and Self–Concept

Do you know who had to be ruler of all he sees? Do you know why people have the need to be the ruler of all? Do you know what happens to “rulers” who get to the top on the “backs” of other people?

Topic Activity


BridgingBridging

Provides assistance to develop sufficient prior knowledge before learning more difficult concepts or materials written at a more advanced level.

Uses conceptually easier materials to help students create an initial understanding.


BridgingBridging

1. Choose from a range of materials on any topic.

2. Briefly introduce the materials.

3. Students select and read the material individually.

4. Teacher leads discussion to help students build a framework.

5. Teacher works with students to bridge between previous material and new.

Procedures


BridgingBridging

Topic: Do Animals Dream?

Literary Connection: Do Animals Dream? by Joyce Pope

Content Connection: Language Arts and Science

Activity: Teacher reads book. Given a list of Bloom’s Taxonomy activities, student will complete them. Students will read other materials about animals.

Topic Activity


Picture BooksPicture Books

Initiates a specific topic.

Provides a common core of knowledge.

Provokes questions.

Stimulates interest.



1. Select an appropriate picture book for the theme or topic.

2. Show the book cover and ask students to speculate about what they will be learning.

3. Read the book aloud to the students.

4. Show each illustration, pausing to discuss what they see.

5. Use the book as a springboard to a theme.

Procedures



Topic: Everglades

Literary Connection: Everglades by Jean George

Content Connection: Science and Geography

Example: Show paintings by Wendell Minor.

Topic Activity


The 5-Minute Book TalkThe 5-Minute Book Talk

Is an effective way for students to share what they read.

Is motivational to other students.

Should be scheduled at regular intervals, with no more than one or two at a time.



1. Students select a book they want to read

2. Explain guidelines for 5-minute book talk

3. Students sign up for book talk time

4. After each book talk, other students write feedback

Procedures



1. Show book to class. Have author’s name, illustrator’s name and publication date written on the board.

2. Tell why you selected this book.

3. Describe 3 interesting parts of the book or 3 important things you learned.

4. Make a recommendation. Tell why you would or would not recommend that others read it.

Guidelines



Name of book and author, name of student giving the talk

One or two things you remember

Something positive about the way the student gave the talk

Something the student might do differently next time

Feedback



Think of a book you have read

Share the book with us using the guidelines

Rest of class write feedback to speaker

Activity


Memory BoxMemory Box

Is used effectively with fiction and biographies

Identifies key events in lives of characters that are memorable

Represents each event with an object



1. Teacher presents book to class by sharing a memory box that he/she developed

2. As class views each object, teacher talks about its significance to the story or life of the character

3. Students select a novel or biography

4. Collect objects and prepare a memory box

5. Share their memory box with the class

Procedures



Topic: Who Are These Aliens Who Claim to be My Parents?

Literary Connection: The Face on the Milk Carton by Caroline Cooney


Activity: Teenagers often ask the question. Sometimes the answer is very confusing. Read the short excerpt and discuss how a teacher could be a “friend” to a student such as Janie.

Topic Activity


Explorer’s KitExplorer’s Kit

Students collect objects, symbols, or artifacts that are associated with their reading

The collection assists students to interact with content, construct meaning, and create a visual representation for content, ideas, and issues



1. Teacher introduces a book about a topic

2. Students think about topics and the images they create for them

3. Students brainstorm a list of objects

4. Teacher introduces idea of an explorer kit

5. Students examine objects that the teacher has identified

Procedures



6. Students compare their list with the objects from the kit

7. Students can then develop their own kits

8. The kits will be presented for class discussion

Procedures (Continued)



Topic: American Indians

Literary Connection: Hiawatha by Henry Wadsworth Longfellow

Content Connection: Language Arts, Poetry and Writing

This picture book, illustrated by Susan Jeffers, can be used with many of the strategies presented. The follow-up can be other narratives, poetry, Social Studies, Geography, etc.

Topic Activity


VIP MapsVIP Maps

Used when reading biography, autobiography, or bio-profile

Designed to give an in-depth knowledge of events in the life of a significant figure


VIP MapsVIP Maps

1. Teacher models how to create a VIP map

2. Discuss information to go in each category

3. Look for key information as they read

4. Fill out map as they read

5. Last two categories – ‘My reactions’ and ‘I want to know more about’ – are completed after reading.

Procedures


VIP MapsVIP Maps

Topic: Harriet Tubman

Literary Connection: Harriet Tubman and The Underground Railroad


Activity: Complete a VIP map of Harriet Tubman.

Topic Activity


Character Home PageCharacter Home Page

Capitalize on interest in technology

Create a home page for a character they have selected

Choose a major character that they know a great deal about

Write the home page from the perspective of that character



1. Teacher models development of home page for a character from a book the whole class has read

2. Students identify a character they wish to study in depth

3. Assume the point of view of the character

4. Design a home page about the character

Procedures



Include the basic information:

Personal information: age, family, school, friends

Characteristics: what I look like, what I am like

Interests and hobbies

Note: Because of predators on the internet, tell students not to make one of themselves, only book characters.

Procedures (Continued)


OverviewOverview

These strategies are only a few that can be used with literature and content area readings to assist students in learning and enhancing their reading, writing and thinking skills.

Documents

English Language Arts & Reading 1 Literature In the Elementary and the Middle School