6.4 literature-based strategies
A literature-based curriculum includes many different types of instruction and addresses multiple aspects of reading and writing through authentic texts. Many times, book clubs are formed and students work together to make connections with text and discuss story elements. Other tasks are also completed around this literature that include writing and focus on other aspects of literacy. This approach can be beneficial to accomplish deep learning about a topic because all areas of literacy are centered around a certain piece of literature. Learning from authentic text can make reading more meaningful and more engaging for some students. One challenge of implementing a literature-based curriculum is finding time to create lessons which support all areas of literacy. With technology this has become less of a challenge because many resources and ideas are readily available and only require minor changes to be beneficial to different groups of students.
The first artifact is a chart from a book titled Book Club: A Literature-Based Curriculum by Taffy E. Raphael, Laura S. Pardo, and Kathy Highfield (2002). I chose this artifact because it shows how specific lessons can address multiple areas of literacy and is a good example of how all of the different areas of literacy are tied together in a literacy-based curriculum. One book can provide many different opportunities for learning and I think it would feel more purposeful and authentic to students if their learning was centered around one book instead of bits and pieces that may not be related to anything else throughout the day. The next artifact I chose is a response I wrote in regards to an article about the Accelerated Reader program. This is an online program that can be used with the literature-based approach to assess students and check for comprehension and vocabulary after reading a book. I have used the Accelerated Reader program as a component of literacy curriculum and this article took an in depth look at the impact it has on students. One thing that stood out to me in the article was that by celebrating students’ success in meeting their goal or receiving a certain score on their test, it also highlights the students who may be struggling to meet their goals and aren’t receiving rewards and certificates. It made me question the manner in which I use Accelerated Reader and exactly which aspects of the program I place the most importance on. I always want to be sure in my teaching that I never make a student feel inadequate or feel like they are held back by their “level” in reading. I thought this article was important to include and I thought it fit well with literacy-based instruction because I think Accelerated Reader would typically be used with this type of curriculum.
A literature-based curriculum includes many different types of instruction and addresses multiple aspects of reading and writing through authentic texts. Many times, book clubs are formed and students work together to make connections with text and discuss story elements. Other tasks are also completed around this literature that include writing and focus on other aspects of literacy. This approach can be beneficial to accomplish deep learning about a topic because all areas of literacy are centered around a certain piece of literature. Learning from authentic text can make reading more meaningful and more engaging for some students. One challenge of implementing a literature-based curriculum is finding time to create lessons which support all areas of literacy. With technology this has become less of a challenge because many resources and ideas are readily available and only require minor changes to be beneficial to different groups of students.
The first artifact is a chart from a book titled Book Club: A Literature-Based Curriculum by Taffy E. Raphael, Laura S. Pardo, and Kathy Highfield (2002). I chose this artifact because it shows how specific lessons can address multiple areas of literacy and is a good example of how all of the different areas of literacy are tied together in a literacy-based curriculum. One book can provide many different opportunities for learning and I think it would feel more purposeful and authentic to students if their learning was centered around one book instead of bits and pieces that may not be related to anything else throughout the day. The next artifact I chose is a response I wrote in regards to an article about the Accelerated Reader program. This is an online program that can be used with the literature-based approach to assess students and check for comprehension and vocabulary after reading a book. I have used the Accelerated Reader program as a component of literacy curriculum and this article took an in depth look at the impact it has on students. One thing that stood out to me in the article was that by celebrating students’ success in meeting their goal or receiving a certain score on their test, it also highlights the students who may be struggling to meet their goals and aren’t receiving rewards and certificates. It made me question the manner in which I use Accelerated Reader and exactly which aspects of the program I place the most importance on. I always want to be sure in my teaching that I never make a student feel inadequate or feel like they are held back by their “level” in reading. I thought this article was important to include and I thought it fit well with literacy-based instruction because I think Accelerated Reader would typically be used with this type of curriculum.