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

kbumreading@yahoo.com

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?