Back to the Basics Using a Framework to Understand Literature
Lara Harris
Graffiti Write
LITERATURE
Objectives
Recall the fiction and nonfiction components of the literature framework and replicate a model.
Explain the importance of using a framework with students
Identify nonfiction text structures and signal words
FictionFib/FictitiousStory Elements
CharacterSettingProblemEventsSolution
Entertaining3 2 2 2F 5 M L H R
NonFictionNew FactsContent Specific VocabularyText Features
SubtitlesBolded, Italicized, and underlined printCharts, graphs, illustrations, and captionsTable of contents , appendix, and Index
Text StructuresProblem/SolutionDescriptionCause/EffectCompare/ContrastQuestion/AnswerSequence
Cross Curricular Connections
KING
Uniforms?
ESSAYS
Text Structures
Please don’t call cursing and questioning, Sir!
Problem/Solution
Description
Cause/Effect
Compare/Contrast
Question/Answer
Sequence
Thinking Maps
Student are better able to make sense of selections when they consciously identify the text structure or pattern of thinking developed by the author.
When students can consciously identify the thinking pattern and map it out (in their head or on paper), they are then able to remember, analyze, synthesize information into meaningful understandings.
Writing and Reading
Review1) Use the materials on your table to reproduce the
literature framework assigned to your group. You will post the framework on the wall.
2) Leave space under each component because we will add information to the framework later.
3) Use the format and clues below as a support.4) Take a break when you’re done.
Description
Description
Objectives
Summarize fiction and nonfiction texts using various strategies: summary frames, visual cues, SSS, and text structure knowledge.
Apply a prereading strategy (GTT) and knowledge of framework to make predictions about text.
Categorize literature selections in class framework.
G
T T
GenreTitleText
Features
Nonfiction(New Facts)
Fiction(Fib/Fictitious)
Nonfiction: What do you think the main idea is?
Fiction: What clues can you find about characters, setting, problem, etc.?
Scan the text for words that are bolded, italicized, and underlined.
Fiction
Someone
Wanted
But-Cause
Then-Effect
So
Non-Fiction
Something’s
Purpose
But -Cause
Then-Effect
So
SUMMARIZING
S S SSUBJECT? SO WHAT?SAY MORE!
Created by Lara Harris
MAIN IDEA & SUPPORTING DETAILS
Text Structures
Please don’t call cursing and questioning, Sir!
Problem/Solution
Description
Cause/Effect
Compare/Contrast
Question/Answer
Sequence
Review1) Practice one of the strategies using the passage
and/or book you brought to the training.2) Write your name and title of the passages you used
on index cards (one title per card). 3) Meet in small group to share the strategy you used
with your passages and any reflections you have. 4) Place your cards in the literacy framework and be
prepared to justify your placement.5) Take a break when you’re done.
Fiction
Someone
Wanted
But-Cause
Then-Effect
So
Non-Fict ion
Something’s
Purpose
But -Cause
Then -Effect
So S S SG
T T
Objectives
Align session objectives and activities to 10 anchor standards in CCSS
Align session information to balanced literacy components
Brainstorm ideas for cross curricular connections.
Cross Curricular ConnectionsSocial Studies
or Science Topic
Fiction Text
Nonfiction Text Poetry Illustrati
onsCharts /Graphs
Balanced LiteracyTeacher Teacher Teacher
StudentsTeacher Students
Students
Read AloudModeled Reading•Models proficient reading•Expands access to text that is beyond child’s ability•Exposes children to a variety of genres
Shared Reading•Models and explicitly teaches reading strategies•Extends understanding of reading process•Teacher reads
Interactive Reading
•Choose text•Share reading•Teacher gradually releases reading to students
Guided Reading•Teacher reinforces skills•Teacher engages child in questioning and discussion•Teacher acts as guide and child does the reading•Child practices strategies and builds strategies
Independent Reading
•Child chooses text •Child practices at his/her independent level•Time to practice demonstrates the value of reading
Write AloudModeled Writing•Models proficient writing•Expands access to writing that is beyond child’s ability•Exposes children to a variety of genres
Shared Writing•Models and explicitly teaches writing strategies•Extends understanding of writing process•Teacher scribes
Interactive Writing
•Choose topic•Share pen•Compose together
Guided Writing•Teacher reinforces skills•Teacher engages child in questioning and discussion•Teacher acts as guide and child does the writing•Child practices strategies and builds strategies
Independent Writing
•Child chooses topic •Child practices at his/her independent level•Time to practice demonstrates the value of writing
CCSS Anchor Standards
1. R
ead
Clos
ely,
mak
e in
fere
nces
, cit
e sp
ecifi
c ev
iden
ce t
o su
ppor
t co
nclu
sion
s.
10.
Read
and
com
preh
end
com
plex
tex
t in
depe
nden
tly
and
profi
cien
tly.
9. Compare and contrast stories
8. N/A
7. Analyzing various texts and media
6. Point of View, Purpose, and Style
5. Structure: paragraph, chapter, line,
stanza
4. Word Study and Figurative Language
3. Story Elements and Character Analysis (traits and
motives)
2. Main idea &Details and Summary
Fict
ion
CCSS Anchor Standards
1. R
ead
Clos
ely,
mak
e in
fere
nces
, cit
e sp
ecifi
c ev
iden
ce t
o su
ppor
t co
nclu
sion
s.
10.
Read
and
com
preh
end
com
plex
tex
t in
depe
nden
tly
and
profi
cien
tly.
9. Compare and contrast stories
8. Key Points, Reasons, & Structure
7. Analyzing various texts and media
6. Point of View, Purpose, and Style
5. Structure: paragraph, chapter, line,
stanza
4. Word Study and Figurative Language
3. Story Elements and Character Analysis (traits and
motives)
2. Main idea &Details and Summary
Non
ficti
on
Looking AheadWhat else can we do to significantly impact teaching
and learning ? Make planning sessions more meaningful by…
unpacking standards as a PLC to build grade level consensus and promote collaboration
focusing on integrating CC anchor standards into lessons
Showcasing strategies and resources that are applicable to upcoming objectives and units of study
facilitating conversations that promote cross curricula ideas and provide support with the implementation
How do you feel about taking a grade level, finding the resources, and creating a resource list for teachers?