Assess Literacy Response and Analysis
Students Read and Teacher Reads Aloud: Students analyze books they've read on their own and books read to them
Assessment is written or done orally if the student's writing ability isn't up to par
Literary understanding should be free (open ended) and focused (use literary elements for analysis)
Analysis of Results
Incorporate Literacy Elements Into Their Analysis of Books
Make Connections to the Literature They Read
Participation Checklists:
Ex) Finishing a book and starting a new one; commenting on plot or setting; listens during discussion of books; etc.
Students Read and Teacher Reads Aloud: Students analyze books they've read on their own and books read to them
Assessment is written or done orally if the student's writing ability isn't up to par
Literary understanding should be free (open ended) and focused (use literary elements for analysis)
Analysis of Results
Incorporate Literacy Elements Into Their Analysis of Books
Make Connections to the Literature They Read
- Connections between two different books
- Connection between book and their personal experience
- Connection between book and the world around them
Participation Checklists:
Ex) Finishing a book and starting a new one; commenting on plot or setting; listens during discussion of books; etc.
Teaching Literacy Response and Analysis
Responding to Literature
Books from different eras and points of views: Good quality book suggestions can be found here
Provide Students with Frequent Opportunities to Listen and Read:
- Core book: Each student has a copy of the book and reads along.
- Reading workshop: Self-paced reading.
- Literature study groups: Small group of students read and analyze to the same book.
Use Instructional Approaches That Apply Comprehension Strategies when Reading Literature
- Guided Reading: Open ended questions; can mix phonics or other lessons with this
- Reading Logs: Write responses of what they've read
- Discussions about literature should occur regularly
- Teacher's role is facilitator (guide the discussion, don't lead it)
Analyzing Literature
Describing and Analyzing Story Elements
Story elements should be at the center of instruction of literature analysis; includes:
- Setting
- Character
- Plot
Determining Mood and Theme
- Mood (feeling you might have): Suspense is illustrated with dark colors; Happiness is illustrated with light colors
- Theme: Important message; Teach students what they are and what to look for
Analyzing Figurative Language: How a story is told, including:
- Hyperbole: An exaggerated comparison (If I don't pass my CSET, I'll die)
- Metaphor: Implied Comparison (RICA was a house of horrors)
- Personification: Giving human traits to nonhuman (RICA devoured its test takers)
- Simile: Uses like or as (This RICA is as fun as watching paint dry)
- Symbol: Noun that has two meanings, a literal one and a symbolic one (A blinking red hand is a symbol for do not cross)
Recognizing Features of Literacy Genres
1. Traditional Literature: Originated from oral storytelling:
- Folktales
- Fairy tales
- Tall tales
- Fables & Myths
3. High Fantasy: Struggle of good and evil in a fantasy world
4. Science Fiction: Has futuristic technology; otherwise, it's just like high fiction
5.Contemporary Realistic Fiction: Occur in the current day real world
6. Historical Fiction: Realistic stories in the past
7. Biography: About someone's life
8. Informational Books: Nonfiction, and will be in the next content area
Analyzing Ways in Which a Literacy Work Reflects the Traditions and Perspectives of different people/times
- Find literature that shows people of other cultures, genders, and religions
29. A first-grade teacher reads aloud to her students at least twice a day. Though she sometimes reads information books and poetry, she usually reads picture storybooks. She feels this will help her students develop:
a. An understanding of story structure
b. An understanding of the proper spellings for diphthongs, like the oi in oil
c. An understanding of figurative language
d. All concepts about print
30. Mr. Orton teaches fourth grade. He is teaching a series of lessons on the use of simile and metaphor in children's literature. This will help students better understand an author's use of:
a. The author's adaptation of text structures that compare and contrast
b. Mood and tone -- the ambiance of the story.
c. Figurative language
d. Integral setting
31. After reading Ella Enchanted, a fifth-grade boy writes the following in his journal: "This was a pretty good story. My sister, Chyna, is smart and she is clumsy, just like Ella." This is an example of a student:
a. Not understanding what he has read
b. Analyzing the text using the literary elements
c. Making a personal connection with literature
d. Using genre as a basis for organizing a response
32. When reading expository text, students frequently will read "differently" than when they read a narrative text. They might, for example, have to skim or scan. This most likely would occur when a student:
a. Reads to locate information in an encyclopedia
b. Reads a chapter in a social studies textbook
c. Reads a biography of Sami Zayn
d. Reads a poem written by Kevin Owens
a. An understanding of story structure
b. An understanding of the proper spellings for diphthongs, like the oi in oil
c. An understanding of figurative language
d. All concepts about print
30. Mr. Orton teaches fourth grade. He is teaching a series of lessons on the use of simile and metaphor in children's literature. This will help students better understand an author's use of:
a. The author's adaptation of text structures that compare and contrast
b. Mood and tone -- the ambiance of the story.
c. Figurative language
d. Integral setting
31. After reading Ella Enchanted, a fifth-grade boy writes the following in his journal: "This was a pretty good story. My sister, Chyna, is smart and she is clumsy, just like Ella." This is an example of a student:
a. Not understanding what he has read
b. Analyzing the text using the literary elements
c. Making a personal connection with literature
d. Using genre as a basis for organizing a response
32. When reading expository text, students frequently will read "differently" than when they read a narrative text. They might, for example, have to skim or scan. This most likely would occur when a student:
a. Reads to locate information in an encyclopedia
b. Reads a chapter in a social studies textbook
c. Reads a biography of Sami Zayn
d. Reads a poem written by Kevin Owens