Presentation on theme: "Using Children’s Literature to Enhance Literacy Skills while Engaging & Entertaining Students K-6 with a focus on K-3 Presented by: Angelina McKinsey,"— Presentation transcript:
1 Using Children’s Literature to Enhance Literacy Skills while Engaging & Entertaining Students K-6 with a focus on K-3Presented by:Angelina McKinsey, Ed.D.Educator & President of Martin Pearl Publishingto download additional teacher resourcesGood Teaching Conference 2014Sunday, January 12, 8:30-9:45am
2 How do we do this? It’s easy! Instructional LeadershipInstructional leaders must ensure that all students are engaged in reading text and it’s worthy of their time – enjoyable, too!Common Core StandardsReview them!Bloom’s TaxonomyRemember, Understand, Apply, Analyze, Evaluate, CreateVariety of Teaching StrategiesDirect Instruction, Guided Practice, Independent PracticeClose Reading
3 Instructional Leadership YOU!Good Teaching!Understanding of Common Core StandardsProviding Opportunities for Your StudentsExposing Your Students to a Variety of LiteratureVariety of Teaching Strategies…This is where the fun begins!Let’s GO!
4 Common Core State Standards Vocabulary Determine central ideas or themesAnalyze how & why individuals, events, and ideas developAssess how point of view or purpose shapes contentInterpret words as they are used in a textIntegrate content presented in diverse formatsConnect learning to prior knowledge & curricular subjectsEvaluate the argument and specific claims in textReason – use reasoning to evaluate evidenceCompare perspectives, themes, etc.Support – use evidence to supportSummarize key details, ideas
5 Bloom’s TaxonomyRemember – Students show the ability to recall facts, terms & basic conceptsUnderstand – Students show the ability to organize, interpret, describe and state main ideasApply – Students show the ability to use knowledge in a different wayAnalyze – Students show the ability to distinguish between two different partsEvaluate – Students form and defend opinions and judgments about information presentedCreate – Students take information from multiple sources to develop new ideas or perspectives that synthesize what was already known
6 Bloom’s TaxonomyIn 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, testEvaluating: Can the student justify a stand or decision?appraise, argue, defend, judge, select, support, value, evaluateCreating: 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 gradeAlso for Intermediate Grades w/ Primary Buddy ClassClose ReadingInteractive Reading(choral Reading, Readers Theater…)Extended Reading/Writing Activities… there are so many!Animal SoundsQuestions 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 ReadingTie in Non-fiction books about snakes & other reptilesExtended Reading/Writing ActivitiesIdentify other reptilesCompare characteristicsThink of a place where socks disappearStory MapTrifold Worksheet
10 Color My Coral Environment, Sea Life, Team Work, Anti-bullying Vocabulary Before Reading(Direct Instruction)Close ReadingReaders Theater and/or Choral ReadingExtended Reading/Writing ActivitiesSorting Game(Activity Coloring Book page)Tic Tac Toe (Independent Practice)Critical ThinkingDesign 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 BookExtra-curricular activities
11 Vocabulary Guided Practice Serene: calm or peacefulTurbulent: wild or unrulyHesitates: to stop or wait for a moment because one is not sureCoral: a hard, stony substance that is made up of skeletons of many tiny sea animalsRecycle: to put something through a special process so it can be used againPolyp: a tiny water animal with a body shaped like a tube. It has thin tentacles for pulling in foodScurrying: to run away quicklyMarvel: a wonderful or astonishing thingGrotto: natural or artificial caveRemedy: a medicine or treatment that cures, heals or relieves
12 In Jack’s Mind Enhancing Descriptions, Use of Adjectives Close ReadingMake Predictions of the “creatures” in Jack’s mindIdentify AdjectivesExtended Reading/Writing ActivitiesRecall what happened to JackUse adjectives in a sentenceTrifold worksheetThe Writing Process presented by Mrs. Barloggidownload from website and use with students, share with parents
13 The Cat Who Chose to Dream Historical, Therapeutic, Art Appreciation Close ReadingAuthor’s purposeIllustrator’s purposeFeelings and Ways to CopeJanuary 30 – Korematsu DayCommon Core Lesson Plans by Daniel MiyakeExtended Reading/Writing ActivitiesTrifold WorksheetIdeas for Discussion (www.MartinPearl.com website& in book)
14 Enhance Students’ Literacy Skills and Joy of Reading! SummaryBe an instructional leader!Incorporate a variety of reading activities:Close ReadingDirect InstructionReaders TheaterIndependent PracticeGuided PracticeExpose 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 TaxonomyVisit for Teacher ResourcesShare 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?)
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