1. Using Children’s Literature to Enhance Literacy Skills while Engaging & Entertaining Students K-6 with a focus on K-3
Presented by:
Angelina McKinsey, Ed.D.
Educator & President of Martin Pearl Publishing
to download additional teacher resources
Good Teaching Conference 2014
Sunday, January 12, 8:30-9:45am

2. How do we do this? It’s easy!
Instructional Leadership
Instructional leaders must ensure that all students are engaged in reading text and it’s worthy of their time – enjoyable, too!
Common Core Standards
Review them!
Bloom’s Taxonomy
Remember, Understand, Apply, Analyze, Evaluate, Create
Variety of Teaching Strategies
Direct Instruction, Guided Practice, Independent Practice
Close Reading

3. Instructional Leadership
YOU!
Good Teaching!
Understanding of Common Core Standards
Providing Opportunities for Your Students
Exposing Your Students to a Variety of Literature
Variety of Teaching Strategies…
This is where the fun begins!
Let’s GO!

4. Common Core State Standards Vocabulary
Determine central ideas or themes
Analyze how & why individuals, events, and ideas develop
Assess how point of view or purpose shapes content
Interpret words as they are used in a text
Integrate content presented in diverse formats
Connect learning to prior knowledge & curricular subjects
Evaluate the argument and specific claims in text
Reason – use reasoning to evaluate evidence
Compare perspectives, themes, etc.
Support – use evidence to support
Summarize key details, ideas

5. Bloom’s Taxonomy
Remember – Students show the ability to recall facts, terms & basic concepts
Understand – Students show the ability to organize, interpret, describe and state main ideas
Apply – Students show the ability to use knowledge in a different way
Analyze – Students show the ability to distinguish between two different parts
Evaluate – Students form and defend opinions and judgments about information presented
Create – Students take information from multiple sources to develop new ideas or perspectives that synthesize what was already known

6. Bloom’s Taxonomy
In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. The two graphics show the revised and original Taxonomy. Note the change from nouns to verbs associated with each level.
Note that the two levels are essentially exchanged from the traditional to the new version.
Remembering: Can the student recall or remember the information?
__________________________________________________________
define, duplicate, list, memorize, recall, repeat, reproduce state
_____________________________________________________
Understanding: Can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
________________________________________________
Applying: Can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write
_______________________________________________
Analyzing: Can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test
Evaluating: Can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Creating: Can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write

7. Close Reading A close reading is a careful and purposeful reading
Close Reading A close reading is a careful and purposeful reading. Well actually, it’s rereading. It’s a careful and purposeful rereading of a text. It’s an encounter with the text where students really focus on what the author had to say, what the author’s purpose was, what the words mean, and what the structure of the text tells us.  Close reading requires that students actually think and understand what they are reading. - Dr. Douglas Fisher

8. What Does the Doggie Say? Reading with SOUND!
T-K – 2nd grade
Also for Intermediate Grades w/ Primary Buddy Class
Close Reading
Interactive Reading
(choral Reading, Readers Theater…)
Extended Reading/Writing Activities… there are so many!
Animal Sounds
Questions Versus Statement
(oral language)
Compare & Contrast
(brother & sister, animals)
Other Sounds (What sounds would you hear in your neighborhood, the playground, at the pool, when it is raining, ...)
Trifold Worksheet

9. Snakes Wear Socks Reptiles, Creativity
Close Reading
Tie in Non-fiction books about snakes & other reptiles
Extended Reading/Writing Activities
Identify other reptiles
Compare characteristics
Think of a place where socks disappear
Story Map
Trifold Worksheet

10. Color My Coral Environment, Sea Life, Team Work, Anti-bullying
Vocabulary Before Reading
(Direct Instruction)
Close Reading
Readers Theater and/or Choral Reading
Extended Reading/Writing Activities
Sorting Game
(Activity Coloring Book page)
Tic Tac Toe (Independent Practice)
Critical Thinking
Design a new product from recycling a plastic bottle and some glass. What will you call your item? What will it look like? Why will it be important to use?
Activity Coloring Book
Extra-curricular activities

11. Vocabulary Guided Practice
Serene: calm or peaceful
Turbulent: wild or unruly
Hesitates: to stop or wait for a moment because one is not sure
Coral: a hard, stony substance that is made up of skeletons of many tiny sea animals
Recycle: to put something through a special process so it can be used again
Polyp: a tiny water animal with a body shaped like a tube. It has thin tentacles for pulling in food
Scurrying: to run away quickly
Marvel: a wonderful or astonishing thing
Grotto: natural or artificial cave
Remedy: a medicine or treatment that cures, heals or relieves

12. In Jack’s Mind Enhancing Descriptions, Use of Adjectives
Close Reading
Make Predictions of the “creatures” in Jack’s mind
Identify Adjectives
Extended Reading/Writing Activities
Recall what happened to Jack
Use adjectives in a sentence
Trifold worksheet
The Writing Process presented by Mrs. Barloggi
download from website and use with students, share with parents

13. The Cat Who Chose to Dream Historical, Therapeutic, Art Appreciation
Close Reading
Author’s purpose
Illustrator’s purpose
Feelings and Ways to Cope
January 30 – Korematsu Day
Common Core Lesson Plans by Daniel Miyake
Extended Reading/Writing Activities
Trifold Worksheet
Ideas for Discussion ( website& in book)

14. Enhance Students’ Literacy Skills and Joy of Reading!
Summary
Be an instructional leader!
Incorporate a variety of reading activities:
Close Reading
Direct Instruction
Readers Theater
Independent Practice
Guided Practice
Expose students to a variety of children’s literature.
Use books like Martin Pearl’s to incorporate CCSS and Bloom’s.
Involve critical thinking.
Make reading exciting!
Children’s Literature Aligned to CCSS & Bloom’s Taxonomy
Visit for Teacher Resources
Share your activities and students’ experience with us!
Contact us directly for Educator Discount (see flyer)
Fill out Contact Slip to receive a class set of books (In Jack’s Mind/ What Does the Doggie Say?)