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Literature Circles Resource Center

Literature Circles Resource Center

Literature Learning Ladders Literature Circles involve a small group of students exploring a piece of literature in depth. Although you'll find lots of books and articles on the Literature Circles, there are many ways to implement the strategies across grade levels and subject areas. Think of literature circles as one element of a balanced literacy program rather than "the solution." In most cases, the application of literature circles evolves over time as students and teachers become more experienced readers. The Approach This learner-centered approach focuses on students' responses to the literature they read. The goal of literature circles is enthusiastic, natural, informal conversation that encourages a life-long love of reading. Read Laura Candler's easy step-by-step instructions for implementing literature circles in the classroom. The Books The Choice It's easier for students to become passionate about reading when they make choices about their own learning. The Discussions The Roles The Assessment Sample Units

Literature Circles Structure: Middle School How do you get started? As we lay the foundation for literature circles, I’ve found that it works best to have the whole class read the same novel. This sets the stage, providing guided practice with all components of literature circles that students will later apply more independently in their groups formed around book choices. Beginning the year with all students reading the same book gives them a chance to develop the skills, strategies, and behaviors that create the foundation for successful literature circles throughout the year. For this first unit, I choose an engaging book that is accessible to all of my students. This is often a short novel that will lead into a longer book. This first round is really a training session so we go slowly and all procedures are modeled and reviewed. • Brainstorming to launch discussions: After students have read several chapters of the whole-class novel, we prepare for discussion with a short brainstorming session. How often do students discuss?

Blog Presionar aqui para leer este guion en Ingles: THE PRINCESS AND THE PEA Este guion “LA PRINCESA Y EL GUISANTE ” ni ningun otro guion publicado en este sitio web Kidsinco.com esta a la venta, y no deberan republicarse totalmente o parcialmente en ningun otro sitio web, blog, o foro. Si desea compartirlos, le agradeceríamos colocara un vinculo/liga/link hacia nuestro sitio web: Kidsinco.com Favor de leer nuestras Condiciones de Uso REINA: ¿Por qué estás tan triste, hijo mío?. PRINCIPE: Porque no soy feliz, mama. REINA: Lo sé. PRINCIPE: Seguiré buscándola, y sé que algún día la encontrare. REINA: Mientras tanto, debes quedarte en el palacio. PRINCIPE: Espero que la tormenta no haga mucho daño, y que la gente del pueblo permanezca en sus casas. (La Princesa entra al escenario y toca a la puerta del palacio) REINA: ¿Quién puede ser a esta hora de la noche?. PRINCIPE: No lo sé, pero debe estar totalmente mojado por la lluvia. REINA: ¡Pobre de ti!. PRINCESA: Soy una princesa, por favor ayúdenme.

Balanced Literacy Framework If you're using a Balanced Literacy approach in your classroom, you'll find these materials to be helpful. The top part of the page provides a lot of information about how to use the balanced literacy framework including a written descriptions of the components. You can find six featured freebies at the top of this page; if you are interested in jumping right to the full list of printables at the bottom of the page, click this Literacy Printables link. Featured Literacy Freebies 90 Minute Literacy Block Components 1. 2. 3. Note: Some weeks I don't use a menu, especially if I want students to do specific activities on certain days. For more ideas on how to implement and manage Literacy Stations, I recommend Debbie Diller's books Literacy Work Stations and Practice with Purpose shown at right. 60 Minute Literacy Block Suggestions Featured Literacy Mini Packs Management Strategies Reliable Timing Device - My timer is indispensable! Literacy Center Activities Balanced Literacy Printables

What's wrong with CA reading list By Mark Bauerlein Mark Bauerlein is a professor in the Department of English at Emory University and the author of The Dumbest Generation : How the Digital Age Stupefies Young Americans and Jeopardizes Our Future; Or, Don’t Trust Anyone Under 30. Last month, the California Department of Education issued Recommended Literature: Pre-Kindergarten Through Grade Twelve , an updated reading list of books for teachers of English, science, and social studies to use in their classrooms. The press release states that the list will “help students meet the new Common Core State Standards,” which were adopted by the State of California on August 10, 2010. To produce the list, the Department of Education convened teachers, librarians, administrators, curriculum experts, and college professors who deliberated and crafted the final tally, which Superintendent of Public Instruction Tom Torlakson declared “a vital resource for students, teachers and parents.” Why? Common Core demands the opposite.

Reading & Literature Circle Worksheets STW Filing Cabinet Logged in members can use the Super Teacher Worksheets filing cabinet to save their favorite worksheets. Quickly access your most commonly used files AND your custom generated worksheets! Please login to your account or become a member today to utilize this helpful new feature. :) [x] close This document has been saved in your Super Teacher Worksheets filing cabinet. Here you can quickly access all of your favorite worksheets and custom generated files in one place! Click on My Filing Cabinet in the menu at the upper left to access it anytime! Grade Level Estimation Title: Grade Level Estimation: 1st2nd3rd4th5th Grade level may vary depending on location and school curriculum. Common Core Standards Common core standards listing. All common core standards details. If you think there should be a change in the common core standards listed for this worksheet - please let us know. [x] close Most of the worksheets on this page align with the Common Core Standards. Book Bingo Bookmarks

The Secret to Descriptive Writing Either I’ve encountered a conspiracy to confound teachers of writing, or I’ve discovered an “obvious secret” of descriptive writing. To paraphrase a classic School House Rock Video, it appears that verbs are, indeed, “what’s happening.” I heard about the power of compelling verbs first from Ralph Fletcher in a visit to the Garden State. He explained that well-intentioned teachers encourage their students to use numerous adjectives to create interesting prose, which leads to detail-sodden writing which drags under its own weight. Simply unnecessary. In Ralph’s own words, “Nouns make the pictures, verbs make the pictures move.” Flash forward to the New York State Reading Association (NYSRA) Annual Conference held in Saratoga Springs, New York (one of the best conferences I’ve ever attended). and Turtle Tide: The Ways Of Sea Turtles . When I asked why he had mentioned verbs rather than any other part of speech, he quickly replied, “The correct verbs are essential. Recommended Reading

CC and Arts Alignment from College Board Literature Circles: Getting Started ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you. More Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. More Teacher Resources by Grade Your students can save their work with Student Interactives. More Home › Classroom Resources › Lesson Plans Lesson Plan Student Objectives Session One Session Two Session Three Session Four Session Five Session Six Session Seven Session Eight Session Nine Session Ten Following Sessions Extensions Student Assessment/Reflections Students will back to top Session One Introduce literature circles by explaining they are "groups of people reading the same book and meeting together to discuss what they have read" (Peralta-Nash and Dutch 30). Session Two Session Three Session Four Session Five Session Six

Teaching Writing and Learning With Graphic Organizers For some reason, writing tends to be the task many students dread the most. As a result, teachers are always on the lookout for ways to make the assignment more enjoyable – or at least less despised! Incorporating graphic organizers into the writing and learning process is a great way to get students to think outside the box and engage more willingly in the process. What Are Graphic Organizers?A graphic organizer is a visual aid that helps depict the correlation between ideas, facts, or concepts. Concept Mapping A concept map creates a visual representation of the relationship between ideas. Webbing By creating a web, students will see how their central idea is linked to supporting details. This brainstorming process is perfect for launching a writing project. Mind Mapping A mind map is the visual representation of hierarchical information. Students can replace traditional note-taking techniques with mind mapping for a much more visually stimulating result. About Steve Aedy

McREL Blog: Balancing the Common Core: Leveled readers vs. complex text The art of teaching requires many careful balancing acts, and implementing the Common Core State Standards (CCSS) for literacy offers an opportunity for one more. We’ve heard a lot about the CCSS’ focus on complex texts; however, this doesn’t mean texts matched to students’reading levels aren’t still important. It takes both to build competent and fluent readers. Elementary classrooms and libraries across the country are filled with leveled readers, or books categorized into reading levels. On the other hand, Reading Standard 10 , which underlies all of the reading comprehension standards in the Common Core, expresses an expectation that all students comprehend complex texts on a continuum that leads to college readiness by the end of high school. In my own teaching practice, I felt that if I coaxed a non-reader to pick up a magazine or graphic novel or just about anything, I was succeeding. Research doesn’t offer much clarity on the effectiveness of either.

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