Using Children’s Literature

to Enhance Literacy Skills while Engaging & Entertaining Students

K-6 with a focus on K-3

Presented by: Angelina McKinsey, Ed.D.

Educator & President of Martin Pearl Publishing [email protected]

www.MartinPearl.com

to download additional teacher resources Good Teaching Conference 2014 Sunday, January 12, 8:30-9:45am

How do we do this? It’s easy!

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Instructional Leadership

– Instructional leaders must ensure that all students are engaged in reading text and it’s worthy of their time – enjoyable, too!

Common Core Standards

– Review them!

Bloom’s Taxonomy

– Remember, Understand, Apply, Analyze, Evaluate, Create

Variety of Teaching Strategies

– Direct Instruction, Guided Practice, Independent Practice – Close Reading

Instructional Leadership

• • • • • • • • YOU! Good Teaching! Understanding of Common Core Standards Providing Opportunities for Your Students Exposing Your Students to a Variety of Literature Variety of Teaching Strategies… This is where the fun begins! Let’s GO!

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Common Core State Standards Vocabulary

Determine central ideas or themes Analyze how & why individuals, events, and ideas develop Assess how point of view or purpose shapes content Interpret words as they are used in a text Integrate content presented in diverse formats Connect learning to prior knowledge & curricular subjects Evaluate the argument and specific claims in text Reason – use reasoning to evaluate evidence Compare perspectives, themes, etc. Support – use evidence to support Summarize key details, ideas

Bloom’s Taxonomy

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Remember –

Students show the ability to recall facts, terms & basic concepts

Understand –

Students show the ability to organize, interpret, describe and state main ideas

Apply –

Students show the ability to use knowledge in a different way

Analyze

– Students show the ability to distinguish between two different parts

Evaluate –

Students form and defend opinions and judgments about information presented

Create –

Students take information from multiple sources to develop new ideas or perspectives that synthesize what was already known

Bloom’s Taxonomy

In 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, test _______________________________________________ Evaluating : Can the student justify a stand or decision?

__________________________________________________________ appraise, argue, defend, judge, select, support, value, evaluate _______________________________________________ Creating: Can the student create new product or point of view?

assemble, construct, create, design, develop, formulate, write

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

What Does the Doggie Say?

Reading with SOUND!

• • • • T-K – 2 nd grade Also for Intermediate Grades w/ Primary Buddy Class Close Reading Interactive Reading

(choral Reading, Readers Theater…)

Extended Reading/Writing Activities …

there are so many!

– Animal Sounds – Questions Versus Statement

(oral language)

– Compare & Contrast

(brother & sister, animals)

– Other Sounds

it is raining, ...) (What sounds would you hear in your neighborhood, the playground, at the pool, when

– Trifold Worksheet

Snakes Wear Socks Reptiles, Creativity

• • Close Reading Tie in Non-fiction books about snakes & other reptiles • Extended Reading/Writing Activities – Identify other reptiles – – Compare characteristics Think of a place where socks disappear – – Story Map Trifold Worksheet

Color My Coral

Environment, Sea Life, Team Work, Anti-bullying

• • • • Vocabulary Before Reading

(Direct Instruction)

Close Reading Readers Theater and/or Choral Reading Extended Reading/Writing Activities – Sorting Game – – (Activity Coloring Book page)

Tic Tac Toe (Independent Practice)

Critical Thinking –

Design 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 Book

Extra-curricular activities

Vocabulary

Guided Practice • • • • • • • • • • Serene: calm or peaceful Turbulent: wild or unruly Hesitates: to stop or wait for a moment because one is not sure Coral: a hard, stony substance that is made up of skeletons of many tiny sea animals Recycle: to put something through a special process so it can be used again Polyp: a tiny water animal with a body shaped like a tube. It has thin tentacles for pulling in food Scurrying: to run away quickly Marvel: a wonderful or astonishing thing Grotto: natural or artificial cave Remedy: a medicine or treatment that cures, heals or relieves

In Jack’s Mind Enhancing Descriptions, Use of Adjectives

• Close Reading – Make Predictions of the “creatures” in Jack’s mind – Identify Adjectives • Extended Reading/Writing Activities – Recall what happened to Jack – Use adjectives in a sentence – – Trifold worksheet The Writing Process presented by Mrs. Barloggi download from www.MartinPearl.com

website and use with students, share with parents

The Cat Who Chose to Dream Historical, Therapeutic, Art Appreciation

• • • • Close Reading – Author’s purpose – Illustrator’s purpose Feelings and Ways to Cope January 30 – Korematsu Day Common Core Lesson Plans by Daniel Miyake • Extended Reading/Writing Activities – Trifold Worksheet – Ideas for Discussion ( www.MartinPearl.com

website& in book)

Enhance Students’ Literacy Skills and Joy of Reading!

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Children’s Literature Aligned to CCSS & Bloom’s Taxonomy

Visit www.MartinPearl.com

Teacher Resources Share your activities and students’ experience with us!

for 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?) • • • • • •

Summary

Be an instructional leader!

Incorporate a variety of reading activities: – Close Reading – Direct Instruction – Readers Theater – Independent Practice – Guided Practice Expose 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!