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Literacy Through Literature
Evelyn Lugo Morales, Ed.D TESL
December 11, 2010
The Learner needs… to be immersed in a rich
integrated linguistic environment.
to use prior knowledge and schemata
quality modeling and scaffolding experiences.
to view acts of literacy as adding value to their lives.
more successful environments that are socially engaging.
cultural experiences that can bring varied schema to the learning context.
http://www.bridgew.edu/Library/CAGS_Projects/LDUBIN/literacy%20beliefs%20-%20learner.htm
http://writingeverydayworks.wordpress.com/2009/06/23/shared-reading-using-pocket-chart-stories/
By reading numerous times, a learner will be able to
•recognize text.•Identify text.•match text.•sort text.
Literacy Through Literature
(Johnson & Louis,1987)
What makes literature special?
We read literature to understand
human experience across time and place.
Why Do Some Students Struggle with Reading?
Four most common reasons are: Poor reading role models and life experiences Limited mastery of reading skills, specifically
comprehension skills Accustomed to visual processing rather than
reading opportunities May have learning disabilities
When teachers proactively address these underdeveloped skills in the classroom, struggling readers can make progress.
Criteria for Selecting Adolescent Literature
Variety Students need literature to broaden their worlds. Multi-ethnic and multicultural literature, as well as
literature focusing on individual needs, offer students an awareness of worlds beyond their own and increase their ability to empathize with the unknown.
Diverse Genres Students are drawn to literature of different genres—the
adventure story, science fiction, sports, biographies, mysteries, fantasy, romance, or horror.
Teachers should introduce them to poetry and nonfiction that they might not choose for themselves.
Quality Teachers select from recent literature that is highly
recommended by those knowledgeable in the field of Young Adult Literature, as well as time-tested classics.
Criteria for Selecting Adolescent Literature Themes
The themes of self-discovery, including gender issues and adolescent problems, should be considered when choosing literature.
Any book whose core theme deals with the developmental and psychological needs of young readers should be included.
Most of all provide students with books that help them find a place in the world, build their self-esteem, and assist in establishing a healthy sense of identity.
Curriculum Connections Choose literature that addresses standards while also
looking for literature that directly relates to the curriculum outside of Language Arts.
help students make connections to social studies and science.
Multiliteracies
http://newlearningonline.com/multiliteracies/theory/
Multiliteracies
The Five Essential Elements of Reading Instruction
Phonemic Awareness
Instruction
Phonics Instruction
Fluency Instruction
Vocabulary
Comprehension Instruction
Literacy :
Strategies
Strategies
Strategies
Strategies
Strategies
http://calla.ws/CALLAHandout.pdf
The goals of CALLA are for students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school.CALLA can be used in ESL, EFL, bilingual, foreign language, and general educationclassrooms.
The CALLA Model: Strategies for ELL Student Success©2005 Chamot & Robbins
THE COGNITIVE ACADEMIC LANGUAGE LEARNING
APPROACH
Planning
Why implement CALLA?
Promotes academic and linguistic development
Benefits diverse studentsEmphasizes higher level thinkingDocumented effectivenessMotivates students
Planning
Elements of the CALLA Model
SubjectESL LevelTopicGrade(s)
Content Objectives
Language Objectives
Learning Strategies
Materials
ITEMS TO BE DEFINED PRIOR O PLANNING
Planning
Integrating Content, Language, and Learning Strategies
PREPARATI ONPREPARATI ON
PRESENTATI ONPRESENTATI ON
PRACTI CEPRACTI CE
EVALUATI ONEVALUATI ON
EXPANSI ONEXPANSI ON
CALLA’S FI VE PHASESCALLA’S FI VE PHASES
Planning
Planning
Easy to follow lesson plans in three steps:Warm-Up ActivityTeaching the SelectionReinforce and Extend
Four areas of application to motivate students and make learning relevantCareerCommunityHomeDiversity
Language arts features reinforce skills with activities related to the selection
Planning
The Lexile Framework for Reading
The following are some warm-up activities developed by Sarah McArdell Moore, Madison, WisconsinGo around the circle several times with each person saying their name and completing the phrase “I come from.” This is a game to start exploring all the places we come from – physical, emotional, geographic, spiritual, all the experiences and ideas that create us as individuals. For example:
I Come FromI come from the South,
I come from a spiritual father, I come from hope for the future,
I come from being tired out,I come from a small house with only one bathroom
I come from feeling impatient, I come from art
After students are comfortable with the game and you have gone around the circle a number of times, stop and ask students to answer the question “I Come From” in their portfolio. Give them just a few minutes, and then go around the circle verbally one more time. Repeat some form of this activity each day. Ask students to keep all their “I Come From” statements together. Their responses to all writing activities in this unit be collected in their portfolios, turned in at the end of the unit and returned later in the semester. Writings will not be graded.
Warm UpActivities
http://www.teachingliterature.org/teachingliterature/chapter4/activities.htm
-A valuable experience for students is writing, telling and illustrating their own myths. These can be recorded in little booklets and compiled in a class anthology.
-Your students can write a myth explaining a natural phenomenon or create a story with a moral lesson.
-Some students may want to think of an emotion (love, envy, fear or jealousy) and write an adventure using that emotion as the theme.
-After the myths have been written, invite your students to read their myths to the class.
http://nadabs.tripod.com/odyssey/#discussion
• Create a drama adaptation. Working as a pair, select a scene or scenes in a story or novel or an entire story and adapt to a play with only dialogue and stage directions. Consider how you are relying solely on the dialogue to portray characters’ traits, attitudes, agendas, and goals. When you have completed the adaptation, read it aloud to the entire class, each of you assuming one or more of the characters’ roles.
• Create dialogue for two characters. Working as a pair, create two characters, give them names, and put them in a situation or scene. Create about 10 – 14 lines of dialogue for the two characters, including an initial description of the situations or scene. Read aloud your dialogue to your class, each of you assuming one of the character’s roles.
http://scholar.lib.vt.edu/ejournals/ALAN/spring95/ Bontempo.html
Activities
