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

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Presentation on theme: "English Language Arts & Reading 1 Literature In the Elementary and the Middle School."— Presentation transcript:

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

2 English Language Arts & Reading 2 Overview Literacy Development Listening Skills Oral Language Written Language Technology Parental Involvement Integration of Language

3 English Language Arts & Reading 3 Introduction Study of Literature 4 Skills of Communication Reading & Comprehension Content Area Fluency Literature is Multifaceted

4 English Language Arts & Reading 4 Objectives 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

5 English Language Arts & Reading 5 Objectives 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

6 English Language Arts & Reading 6 Language Development Receptive Language Listening Reading Expressive Language Oral Written

7 English Language Arts & Reading 7 Literature-Based Skills Scaffolded Instruction Modeling Cooperative Learning Choices Independent Reading Modes of Reading Prior Knowledge Responses to Literature

8 English Language Arts & Reading 8 Choosing Literature Genre Award–Winning Books Listservs and Websites

9 English Language Arts & Reading 9 Literary Terms Title Author Illustrator Playwright Theater Stage Act Dialogue Scene Analogy Dialect

10 English Language Arts & Reading 10 Literary Devices Foreshadowing Flashback Symbolism Style Tone Mood Figurative Language Irony

11 English Language Arts & Reading 11 Enrichment Activities Storytelling Drama Creative Drama Puppetry Music and Song

12 English Language Arts & Reading 12 Reading Strategies Character Setting Plot Comprehension Compare and Contrast Cause and Effect Feelings Paint a Picture Prediction Retelling Conclusions Decisions Sequencing

13 English Language Arts & Reading 13 Literary Strategies Paint a Picture Yourself in My Shoes Make Good Guesses Storyteller Figure Out Judgment Order What and Why Alike and Different Character Web Story Map

14 English Language Arts & Reading 14 Questioning Strategies Thought–Provoking Question Starters Higher-Level Scheme About a Novel Non-Fiction QAR Question Frames and Starters Classification Scheme

15 English Language Arts & Reading 15 Integrated Thematic Instruction Definitions Teacher Read Aloud Literature Connection Content Areas Researched Materials

16 English Language Arts & Reading 16 Researched Materials Format for Themes Format for Lesson Plans Blooms Taxonomy Integrated Lesson Jigsaw Lesson Classroom Ideas Reading from the Internet

17 English Language Arts & Reading 17 Literary Strategies Quick Write Whats in a Picture Question of the Day K-W-L 4 Square Vocabulary 10 Important Words Analogies Teacher Read Aloud From the Source

18 English Language Arts & Reading 18 Do You Know Bridging Picture Books 5 Minute Book Talk Memory Box Explorers Kit VIP Maps Character Home Pages Literary Strategies

19 English Language Arts & Reading 19 Quick Write A short, focused writing in response to a specific prompt Activates students prior knowledge Provides a starting point for a lesson

20 English Language Arts & Reading 20 Quick 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

21 English Language Arts & Reading 21 Quick 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

22 English Language Arts & Reading 22 Whats in a Picture Designed to use visual literacy (Imagery) Heightens student interest and imagination

23 English Language Arts & Reading 23 Whats 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

24 English Language Arts & Reading 24 Whats 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

25 English Language Arts & Reading 25 Question of the Day An open-ended question designed to intrigue students Use prior knowledge See relevance of what they are learning

26 English Language Arts & Reading 26 Question 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 days lesson. Procedures

27 English Language Arts & Reading 27 Question 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

28 English Language Arts & Reading 28 K – W – L Provides a structure for active reading Elicits student input

29 English Language Arts & Reading 29 K – 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

30 English Language Arts & Reading 30 K – 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 Princes challenges to each intelligence. Topic Activities

31 English Language Arts & Reading 31 4-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.

32 English Language Arts & Reading 32 4-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

33 English Language Arts & Reading 33 4-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

34 English Language Arts & Reading 34 10 Most Important Words Helps students be aware of the value of connections among key concepts. Shows the importance of prior knowledge.

35 English Language Arts & Reading 35 10 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

36 English Language Arts & Reading 36 10 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

37 English Language Arts & Reading 37 Analogies Comparison of something that is known with something new Provides a preview of what is to be learned Makes abstract concepts understood

38 English Language Arts & Reading 38 Analogies 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

39 English Language Arts & Reading 39 Analogies Topic: Politics and Sports Literary Connection: Current events in magazines, newspapers, or television Content Connection: Language Arts, Physical / Health Education Topic Activity

40 English Language Arts & Reading 40 Analogies 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 Cheneys heart and sports. Topic Activity

41 English Language Arts & Reading 41 Teacher Read Aloud Creates interest and curiosity Five minutes can set the stage for important ideas

42 English Language Arts & Reading 42 Teacher 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

43 English Language Arts & Reading 43 Teacher 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

44 English Language Arts & Reading 44 From the Source Uses quotations to stimulate interest Quotations from a wide range of sources Prompts students questions and predictions

45 English Language Arts & Reading 45 From 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

46 English Language Arts & Reading 46 From the Source Topic: The Holocaust Literary Connection: Lisas 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

47 English Language Arts & Reading 47 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

48 English Language Arts & Reading 48 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

49 English Language Arts & Reading 49 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

50 English Language Arts & Reading 50 Bridging 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.

51 English Language Arts & Reading 51 Bridging 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

52 English Language Arts & Reading 52 Bridging 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 Blooms Taxonomy activities, student will complete them. Students will read other materials about animals. Topic Activity

53 English Language Arts & Reading 53 Picture Books Initiates a specific topic. Provides a common core of knowledge. Provokes questions. Stimulates interest.

54 English Language Arts & Reading 54 Picture 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

55 English Language Arts & Reading 55 Picture Books Topic: Everglades Literary Connection: Everglades by Jean George Content Connection: Science and Geography Example: Show paintings by Wendell Minor. Topic Activity

56 English Language Arts & Reading 56 The 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.

57 English Language Arts & Reading 57 The 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

58 English Language Arts & Reading 58 The 5-Minute Book Talk 1. Show book to class. Have authors name, illustrators 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

59 English Language Arts & Reading 59 The 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

60 English Language Arts & Reading 60 The 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

61 English Language Arts & Reading 61 Memory Box Is used effectively with fiction and biographies Identifies key events in lives of characters that are memorable Represents each event with an object

62 English Language Arts & Reading 62 Memory 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

63 English Language Arts & Reading 63 Memory 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

64 English Language Arts & Reading 64 Explorers 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

65 English Language Arts & Reading 65 Explorers 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

66 English Language Arts & Reading 66 Explorers 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)

67 English Language Arts & Reading 67 Explorers 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

68 English Language Arts & Reading 68 VIP 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

69 English Language Arts & Reading 69 VIP 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

70 English Language Arts & Reading 70 VIP 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

71 English Language Arts & Reading 71 Character 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

72 English Language Arts & Reading 72 Character 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

73 English Language Arts & Reading 73 Character 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)

74 English Language Arts & Reading 74 Overview 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.

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