English LanguageArts & Reading 1
LiteratureLiterature
In the Elementary and the Middle School
English LanguageArts & Reading 2
OverviewOverview
Literacy Development
Listening Skills
Oral Language
Written Language
Technology
Parental Involvement
Integration of Language
English LanguageArts & Reading 3
IntroductionIntroduction
Study of Literature
4 Skills of Communication
Reading & Comprehension
Content Area
Fluency
Literature is Multifaceted
English LanguageArts & Reading 4
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
English LanguageArts & Reading 5
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
English LanguageArts & Reading 6
Language DevelopmentLanguage Development
Receptive Language
Listening
Reading
Expressive Language
Oral
Written
English LanguageArts & Reading 7
Literature-Based SkillsLiterature-Based Skills
Scaffolded Instruction
Modeling
Cooperative Learning
Choices
Independent Reading
Modes of Reading
Prior Knowledge
Responses to Literature
English LanguageArts & Reading 8
Choosing LiteratureChoosing Literature
Genre
Award–Winning Books
Listservs and Websites
English LanguageArts & Reading 9
Literary TermsLiterary Terms
Title
Author
Illustrator
Playwright
Theater
Stage
Act
Dialogue
Scene
Analogy
Dialect
English LanguageArts & Reading 10
Literary DevicesLiterary Devices
Foreshadowing
Flashback
Symbolism
Style
Tone
Mood
Figurative Language
Irony
English LanguageArts & Reading 11
Enrichment ActivitiesEnrichment Activities
Storytelling
Drama
Creative Drama
Puppetry
Music and Song
English LanguageArts & Reading 12
Reading StrategiesReading Strategies
Character
Setting
Plot
Comprehension
Compare and Contrast
Cause and Effect
Feelings
Paint a Picture
Prediction
Retelling
Conclusions
Decisions
Sequencing
English LanguageArts & Reading 13
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
English LanguageArts & Reading 14
Questioning StrategiesQuestioning StrategiesThought–Provoking
Question Starters
Higher-Level
Scheme
About a Novel
Non-Fiction
QAR
Question Frames and Starters
Classification Scheme
English LanguageArts & Reading 15
IntegratedThematic Instruction
IntegratedThematic Instruction
Definitions
Teacher Read Aloud
Literature Connection
Content Areas
Researched Materials
English LanguageArts & Reading 16
Researched MaterialsResearched MaterialsFormat for Themes
Format for Lesson Plans
Bloom’s Taxonomy
Integrated Lesson
Jigsaw Lesson
Classroom Ideas
Reading from the Internet
English LanguageArts & Reading 17
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
English LanguageArts & Reading 18
Do You Know
Bridging
Picture Books
5 Minute Book Talk
Memory Box
Explorer’s Kit
VIP Maps
Character Home Pages
Literary StrategiesLiterary Strategies
English LanguageArts & Reading 19
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
English LanguageArts & Reading 20
Quick WriteQuick Write
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
English LanguageArts & Reading 21
Quick WriteQuick Write
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
English LanguageArts & Reading 22
What’s in a PictureWhat’s in a Picture
Designed to use visual literacy (Imagery)
Heightens student interest and imagination
English LanguageArts & Reading 23
What’s in a PictureWhat’s in a Picture
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
English LanguageArts & Reading 24
What’s in a PictureWhat’s in a Picture
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
English LanguageArts & Reading 25
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
English LanguageArts & Reading 26
Question of the DayQuestion of the Day
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
English LanguageArts & Reading 27
Question of the DayQuestion of the Day
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
English LanguageArts & Reading 28
K – W – LK – W – L
Provides a structure for active reading
Elicits student input
English LanguageArts & Reading 29
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
English LanguageArts & Reading 30
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
English LanguageArts & Reading 31
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.
English LanguageArts & Reading 32
4-Square Vocabulary4-Square Vocabulary
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
English LanguageArts & Reading 33
4-Square Vocabulary4-Square Vocabulary
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
English LanguageArts & Reading 34
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.
English LanguageArts & Reading 35
10 Most Important Words10 Most Important Words
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
English LanguageArts & Reading 36
10 Most Important Words10 Most Important Words
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
English LanguageArts & Reading 37
AnalogiesAnalogies
Comparison of something that is known with something new
Provides a preview of what is to be learned
Makes abstract concepts understood
English LanguageArts & Reading 38
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
English LanguageArts & Reading 39
AnalogiesAnalogies
Topic: Politics and Sports
Literary Connection: Current events in magazines, newspapers, or television
Content Connection: Language Arts, Physical / Health Education
Topic Activity
English LanguageArts & Reading 40
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
English LanguageArts & Reading 41
Teacher Read AloudTeacher Read Aloud
Creates interest and curiosity
Five minutes can set the stage for important ideas
English LanguageArts & Reading 42
Teacher Read AloudTeacher Read Aloud
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
English LanguageArts & Reading 43
Teacher Read AloudTeacher Read Aloud
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
English LanguageArts & Reading 44
From the SourceFrom the Source
Uses quotations to stimulate interest
Quotations from a wide range of sources
Prompts students’ questions and predictions
English LanguageArts & Reading 45
From the SourceFrom the Source
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
English LanguageArts & Reading 46
From the SourceFrom the Source
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
English LanguageArts & Reading 47
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
English LanguageArts & Reading 48
Do You Know?Do You Know?
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
English LanguageArts & Reading 49
Do You Know?Do You Know?
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
English LanguageArts & Reading 50
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.
English LanguageArts & Reading 51
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
English LanguageArts & Reading 52
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
English LanguageArts & Reading 53
Picture BooksPicture Books
Initiates a specific topic.
Provides a common core of knowledge.
Provokes questions.
Stimulates interest.
English LanguageArts & Reading 54
Picture BooksPicture Books
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
English LanguageArts & Reading 55
Picture BooksPicture Books
Topic: Everglades
Literary Connection: Everglades by Jean George
Content Connection: Science and Geography
Example: Show paintings by Wendell Minor.
Topic Activity
English LanguageArts & Reading 56
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.
English LanguageArts & Reading 57
The 5-Minute Book TalkThe 5-Minute Book Talk
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
English LanguageArts & Reading 58
The 5-Minute Book TalkThe 5-Minute Book Talk
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
English LanguageArts & Reading 59
The 5-Minute Book TalkThe 5-Minute Book Talk
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
English LanguageArts & Reading 60
The 5-Minute Book TalkThe 5-Minute Book Talk
Think of a book you have read
Share the book with us using the guidelines
Rest of class write feedback to speaker
Activity
English LanguageArts & Reading 61
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
English LanguageArts & Reading 62
Memory BoxMemory Box
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
English LanguageArts & Reading 63
Memory BoxMemory Box
Topic: Who Are These Aliens Who Claim to be My Parents?
Literary Connection: The Face on the Milk Carton by Caroline Cooney
Content Connection: Language Arts
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
English LanguageArts & Reading 64
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
English LanguageArts & Reading 65
Explorer’s KitExplorer’s Kit
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
English LanguageArts & Reading 66
Explorer’s KitExplorer’s Kit
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)
English LanguageArts & Reading 67
Explorer’s KitExplorer’s Kit
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
English LanguageArts & Reading 68
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
English LanguageArts & Reading 69
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
English LanguageArts & Reading 70
VIP MapsVIP Maps
Topic: Harriet Tubman
Literary Connection: Harriet Tubman and The Underground Railroad
Content Connection: Language Arts
Activity: Complete a VIP map of Harriet Tubman.
Topic Activity
English LanguageArts & Reading 71
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
English LanguageArts & Reading 72
Character Home PageCharacter Home Page
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
English LanguageArts & Reading 73
Character Home PageCharacter Home Page
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)
English LanguageArts & Reading 74
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.