Literature is implemented in my classroom during read-alouds and in centers.
During whole-group literacy time, the students sit on the carpet and listen to a short story from the Reading Street teacher edition. After she reads, she will ask a few follow-up questions about story elements such as character, plot, and beginning, middle, and end.
She also reads a short story off the Smart board which highlights letter-sound, and asks the students questions throughout about it. For example, if the focus that week is the /o/ sound, the teacher will ask students to point out words on each page that have that sound.
The teacher reads picture books to the class at varying points throughout the week during various subjects. As she is reading, she points out things like illustration and vocabulary and asks her students what those elements bring to the story. I have also noticed that she references book characters or conflicts throughout the day when she is explaining something or helping students problem-solve.
At three of the six reading centers, students are engaged with short stories or books. At my center, there is usually a supplemental worksheet about character, setting, plot, etc. which I guide students through using the book as a reference.
I liked how in the Hassett & Curwood article Tess guided her students through a multi-modal story-making process using their read-aloud book as inspiration. The students really showed their creativity and learned how authors use multi-modal text to add to a story. I would really like to do something like that in my classroom. I also think it's important to guide students through the process of making connections between the literature, their lives, and other literature. I think it could lead to a fun class discussion. I liked how Willa's students were able to express their thoughts openly during whole-group reading while staying on-task. I think it's important to direct student thinking towards how a book makes them feel or what ideas it gives them, and it is clear that that's what she does.
I was surprised as how easily Ms. B in the Tripplett & Buchanan article could address social and economic situations through the medium of literacy. I was impressed at her unconventional way of addressing comprehension, and I hope to someday be that kind of teacher.
I love how you mentioned that students should be connecting what they read to what they have read before and what they experience in their own lives. I think this is one of the most important things about teaching regardless of age,connecting what you read and learn to what you know and what you have learned prior and have experienced.
ReplyDeleteMy teacher does a lot of read aloud's however she doesn't use literacy groups. I feel like the students are getting a lot out of her reading to them but need more interaction with one another. I think its great that she references the lesson through out the day and brings it across different subjects.