1. Literacy Through Literature Evelyn Lugo Morales, Ed.D TESL December 11, 2010

2. The Learner needs…  to be immersed in a rich integrated linguistic environment.  to use prior knowledge and schemata  quality modeling and scaffolding experiences.  to view acts of literacy as adding value to their lives.  more successful environments that are socially engaging.  cultural experiences that can bring varied schema to the learning context. http://www.bridgew.edu/Library/CAGS_Projects/LD UBIN/literacy%20beliefs%20-%20learner.htm

3. http://writingeverydayworks.wordpress.com/2009/06/23/shared-reading-using- pocket-chart-stories/ By reading numerous times, a learner will be able to recognize text. Identify text. match text. sort text. Literacy Through Literature (Johnson & Louis,1987 )

6. What makes literature special? We read literature to understand human experience across time and place.

7. Why Do Some Students Struggle with Reading? Four most common reasons are:  Poor reading role models and life experiences  Limited mastery of reading skills, specifically comprehension skills  Accustomed to visual processing rather than reading opportunities  May have learning disabilities When teachers proactively address these underdeveloped skills in the classroom, struggling readers can make progress.

8. Criteria for Selecting Adolescent Literature  Variety  Students need literature to broaden their worlds.  Multi-ethnic and multicultural literature, as well as literature focusing on individual needs, offer students an awareness of worlds beyond their own and increase their ability to empathize with the unknown.  Diverse Genres  Students are drawn to literature of different genres—the adventure story, science fiction, sports, biographies, mysteries, fantasy, romance, or horror.  Teachers should introduce them to poetry and nonfiction that they might not choose for themselves.  Quality  Teachers select from recent literature that is highly recommended by those knowledgeable in the field of Young Adult Literature, as well as time-tested classics.

9. Criteria for Selecting Adolescent Literature  Themes  The themes of self-discovery, including gender issues and adolescent problems, should be considered when choosing literature.  Any book whose core theme deals with the developmental and psychological needs of young readers should be included.  Most of all provide students with books that help them find a place in the world, build their self-esteem, and assist in establishing a healthy sense of identity.  Curriculum Connections  Choose literature that addresses standards while also looking for literature that directly relates to the curriculum outside of Language Arts.  help students make connections to social studies and science.

10. Multiliteracies http://newlearningonline.com/multiliteracies/theory/

11. Multiliteracies

12. The Five Essential Elements of Reading Instruction  Phonemic Awareness Instruction  Phonics Instruction  Fluency Instruction  Vocabulary  Comprehension Instruction Literacy :

13. Strategies

18. http://calla.ws/CALLAHandout.pdf The goals of CALLA are for students to learn essential academic content and language and to become independent and self-regulated learners through their increasing command over a variety of strategies for learning in school. CALLA can be used in ESL, EFL, bilingual, foreign language, and general education classrooms. The CALLA Model: Strategies for ELL Student Success©2005 Chamot & Robbins THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH Planning

19. Why implement CALLA? Promotes academic and linguistic development Benefits diverse students Emphasizes higher level thinking Documented effectiveness Motivates students Planning

20. Elements of the CALLA Model Subject ESL Level Topic Grade(s) Content Objectives Language Objectives Learning Strategies Materials ITEMS TO BE DEFINED PRIOR O PLANNING Planning

21. Integrating Content, Language, and Learning Strategies Planning

23. Easy to follow lesson plans in three steps: Warm-Up Activity Teaching the Selection Reinforce and Extend Four areas of application to motivate students and make learning relevant Career Community Home Diversity Language arts features reinforce skills with activities related to the selection Planning

24. The Lexile Framework for Reading

25. The following are some warm-up activities developed by Sarah McArdell Moore, Madison, Wisconsin Go around the circle several times with each person saying their name and completing the phrase “I come from.” This is a game to start exploring all the places we come from – physical, emotional, geographic, spiritual, all the experiences and ideas that create us as individuals. For example: I Come From I come from the South, I come from a spiritual father, I come from hope for the future, I come from being tired out, I come from a small house with only one bathroom I come from feeling impatient, I come from art After students are comfortable with the game and you have gone around the circle a number of times, stop and ask students to answer the question “I Come From” in their portfolio. Give them just a few minutes, and then go around the circle verbally one more time. Repeat some form of this activity each day. Ask students to keep all their “I Come From” statements together. Their responses to all writing activities in this unit be collected in their portfolios, turned in at the end of the unit and returned later in the semester. Writings will not be graded. Warm UpActivities http://www.teachingliterature.org/teachingliterature/chapter4/activities.htm

26. - A valuable experience for students is writing, telling and illustrating their own myths. These can be recorded in little booklets and compiled in a class anthology. - Your students can write a myth explaining a natural phenomenon or create a story with a moral lesson. - Some students may want to think of an emotion (love, envy, fear or jealousy) and write an adventure using that emotion as the theme. - After the myths have been written, invite your students to read their myths to the class. http://nadabs.tripod.com/odyssey/#discussion

27. Create a drama adaptation. Working as a pair, select a scene or scenes in a story or novel or an entire story and adapt to a play with only dialogue and stage directions. Consider how you are relying solely on the dialogue to portray characters’ traits, attitudes, agendas, and goals. When you have completed the adaptation, read it aloud to the entire class, each of you assuming one or more of the characters’ roles. Create dialogue for two characters. Working as a pair, create two characters, give them names, and put them in a situation or scene. Create about 10 – 14 lines of dialogue for the two characters, including an initial description of the situations or scene. Read aloud your dialogue to your class, each of you assuming one of the character’s roles. http://scholar.lib.vt.edu/ejournals/ALAN/spring95/ Bontempo.html Activities

28. Happy Holidays!!! Dr. Evelyn Lugo Morales elugomorales@gmail.com evelynlugomorales@hotmail.com