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Guided Extension of Reading Skills Through Literature

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Guided Extension of Reading Skills Through Literature DOCUMENT RESUME ED 036 401 RE 002 364 TITLE READING FOE THE GIFTED: GUIDED EXTENSION OF READING SKILLS THROUGH LITERATURE. PART IV. INSTITUTION LOS ANGELES CITY SCHOOLS, CALIF. DIV: OF INSTRUCTIONAL PLANNING AND SERVICES. REPORT NO EC-132 PUB DATE 69 NOTE 111P. ELKS PRICE EDRS PRICE MF-$0.50 HC-$5.65 DESCRIPTORS *ADVANCED STUDENTS, *CRITICAL READING, FICTION, GIFTED, HISTORY, LITERATURE GUIDES, *READING INSTRUCTION, READING MATERIALS, *READING SKILLS, SUPERIOR STUDENTS, TEACHING GUIDES ABSTRACT THIS INSTRUCTIONAL BULLETIN IS DESIGNED TO ASSIST TEACHERS IN WHOSE CLASSES ARE ONE OR MORE GIFTED PUPILS WHO ARE READING ABOVE GRADE LEVEL. THE BOOKS DISCUSSED HAVE BEEN CHOSEN, AND THE INSTRUCTIONAL BULLETIN DEVELOPED, SPECIFICALLY FOR USE WITH GIFTED PUPILS AT GRADES 5 AND 6. THIS BULLETIN PROVIDES GUIDANCE FOR THE STUDY OF HISTORICAL FACT AND FICTION IN CHILDREN'S LITERATURE.. SYNOPSES ARE PROVIDED FOR THE 20 BOOKS COMPRISING THIS UNIT, AND SUGGESTIONS FOR LEADING DISCUSSICNS ON CHARACTER DEVELOPMENT, PLOT DEVELOPMENT, ELEMENTS OF STYLE, UTILIZATION OF HISTORY AS BACKGROUND, AND THE AUTHCE ARE PROVIDED. REFERENCES ARE INCLUDED. (NH/AUTHOR) ApINOFOR THE GIFT GUIDED-XTENSION OF:READINGSKIjes LITE RA lilt: RtAI;IH;:t0. FROM , VNIOf ,, AiSECERItOOROPiR1014 Offl000f-DkitAl0- -, EXAOit.1 OfVif*00:10, _%, , ki''REQROOOCO010.0ff10-9f Ai0001,-10' AlOt0t titC00,:i -14filSOTOit:,OROLAIiltA101:talOAAAiRAG1001N1- OR.:0.1O'i..., SIN0'P0;01lilON S ANGELES CITY C1-160-1. _biSiisiOri*.c;t1n4ruttiondl'PlOniiiiig find . Instructional 9' ACKNOWLEDGMENTS 4) f4\ This publication represents the thinking and the work of many persons; among them the members of the following curriculum committees: Division of Instructional Planning and Services Committee on the Gifted Cyril Battison Willard Johnson Marion Beller Gloria Kalnay Elma Brown Karle Lindstrom Katherine Daly Faye Miller Thelma Epley Ida Mulock Mildred Frary Jewelle Pitts Elaine Gourley William Richard Eugene White Reading Committee, K-6 Beatrice Cadwell Rudolph Holguin Richard Clower Tom Jefferson Alice Curtis Gloria Kalnay Joan Downey Sam Marchese Rena Everly Pat Memsic Helen Fisher Arlene Morris Evelyn Florio Alice Pitcher Verna French Virginia Powers Frances Gaebke Duke Saunders Sharon Gould George Sperry Charlotte Hoffert Irene Watson Also, the contributions to the development of the publication ofthe following Division of Elementary Education academic supervisors aregratefully acknowledged: Grace Barnett Samuel Marchese Marion Beller Richard Mix Joan Downey Duke Saunders Allison Hocking Joe Thompson, Jr. Irene Watson The project could not have been completed without the helpfulcooperation of Mildred Frary, Supervisor in Charge, Library Section; IdaEmilie Cornwell, Supervisor, Elementary Library Services; Margaret Miller, Supervisor, Elementary Libraries; and Sylvia von Boenigk, Library Coordinator. The library section also assisted with the selection of the booksand, supplied all teacher background information on the authors and illustrators of this series. The assistance of Virginia Belle Lowers and WilliamRosch, English Supervisors, Secondary Curriculum Section, is acknowledged with gratitude. The technical information they provided contributed substantially to thesuccessful completion of the project. Acknowledgment is made of the contribution of Alice Curtis, Virginia Lester, and Karle Lindstrom, who pioneered the approach to a study of this type in their manuscript for Reading for the Gifted, Part I. Special recognition is given to VIRGINIA LESTER, who applied her understanding of gifted children to the initial writing of this publication, and developed the charts found in the appendix. Special acknowledgment is made of the contribution of JEWELLE PITTS, who prepared the manuscript while serving as a temporary consultant in the Curriculum Branch. Her knowledge of literature skills and the needs, abilities, and capacities of gifted children is evidenced throughout this publication. Appreciation also is given to LEROY E. CHRISTENSEN, who helped to organize the publication into its present format. Grateful acknowledgment and sincere appreciation are expressed toMILLARD BLACK, former Reading Supervisor who was responsible for the initiationand development of this project, Reading for the Gifted, Part IV, a studyof literature through historical writings. MARCELLA T. JOHNSON Elementary Reading Supervisor NORMAN H. ROSSELL Director, Elementary Curriculum FRANK M. HODGSON Assistant Superintendent Instructional Planning Branch APPROVED: ROBERT J. PURDY Associate Superintendent Division of Elementary Education MILDRED NASLUND Associate Superintendent Division of Instructional Planningand Services iv READING FOR THE GIFTED PUPIL This instructional bulletin, Readingfor the Gifted: Guided Extension of Reading Skills Through Literature, is designedto assist teachers in whose classes are one or more gifted pupilswho are reading above grade level. The books discussed have been chosen, andthe instructional bulletin developed, specifically for use with gifted pupilsat grades five and six. Other groupings of materials are available for pupilsin-other grades. The goals of reading instruction for the giftedchild are basically thesame as for the pupil of any other degree of ability. His potential differentiates him from pupils of lower ability inat least two major ways: the quality of the learning of which he is capable, and thespeed with which it is possible for him to learn. The gifted pupilmay differ from the normal pupil in the nature of his reading needs, also; as his maturing mentalityand ability increase the depth and breadth of his intellectualinterests, his needs for many superior skills are demonstrated. Many gifted pupils can benefit from instructionfrom a basal reader. This is particularly true of pupils whoare reading below grade levelor no more than one year above grade placement.However, pupils who are reading two or more levels above the grade to which theyare assigned may derive more profit from the use of other kinds ofmaterials; and it is recommendedthat they receive instruction from literarymaterials other thana basal reader. Word recognition skills, other thanthe extension of vocabulary, should receive minimal attention. If there is need for improvement ofword recog- nition skills, materials specifically designedfor such development should be used. Children's literature appropriateto the interests of pupils comprisinga particular reading groupmay be used to develop many advanced reading skills. Pupils may be taught to: Understand various literary types Analyze the motives of fictional characters Follow the development of plot, recognize theme,and interpret mood Analyze the author's purpose, his organization,his personality, and his style Understand various types of poetry and analyzeverse and stanza forms Understand figurative language, symbolism, implications,theme or central purpose, and tone Gain insight into human behavior Observe and understand the influences of environmenton character Evaluate the conduct of realor fictional people on the basis of accepted standards of behavior Skills of critical thinking can be developed through the study of literature and various resource books. Interest can be stimulated, and knowledge and understanding can be developed in history, science, and the arts through the use of the literature of these content areas in reading instruction. This instructional bulletin provides guidance for the study of historical fact and fiction in children's literature. It is believed that maximum benefit will derive from following the plan presented. Synopses are pro- vided of all the books which comprise this unit of study, as well as suggestions for leading discussions of the books, as they are read. vi PURPOSES . the central meaning of his experience with literature,the thing which will keep him reading, is finding kinship withmen of all periods of time and of many different cultures, and his understandingof their search for answers to problems he recognizes as his own."- Mary ElizabethFowlerl I. TO RECOGNIZE HISTORICAL LITERATURE AS AN INTERPRETATIONOF LIFE To gain insight into human behavior, througha study of literature: by empathizing with persons ofmany types by meeting vicariously people from other environmentsand cultures by noting how persons cope with problems of survivalin early times by identifying traits helpful in crises by developing an acceptance of differences in people by estimating the influenceone person may have on another To observe the influence of environmenton character, through a study of historical literature: by noting the successes and failures whichstem from environmental conditions by recognizing personal responsibility for behavior,regardless of circumstances To value the knowledge of early civilization and its impacton present day life: by recognizing the common needs ofman through the study of beginning culture by recognizing that a higher standard of living dependsupon effective productive processes by recognizing that cultures "overlap" and gainstature as they assimilate the knowledge, attitude, and skills of peoples who preceded them by recognizing the impact of prevailing religious beliefs and philosophy upon a civilization Nary ElizabethFowler, Teaching Language, Composition, and Literature. (New York: McGraw-Hill, Inc., 1965.) vii by developing a sensitivityto other times and places - learning to relate oneself easily to other periodsof time, as in the history of Egypt - recognizing differences in cultures of early timesas
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