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Literacy Strategies After School a Teaching and Learning Strategies Guide CONNECTICUT AFTER SCHOOL NETWORK LITERACY STRATEGIES AFTER SCHOOL A TEACHING AND LEARNING STRATEGIES GUIDE In alignment with the COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS GRADES 1 - 6 April 2013 www.ctafterschoolnetwork.org TABLE OF CONTENTS Introduction The Purpose i The Approach ii For the Teachers: How to Use the Guide iii Acknowledgments iv Teaching and Learning Strategies and Lesson Suggestions Strategy/Lesson Suggestions #1: Anticipation Guide, ......................................................... 1 Strategy/Lesson Suggestions #2: Author’s Chair, ................................................................ 4 Strategy/Lesson Suggestions #3: Before, During, and After Reading Questions Strategy ..... 7 Strategy/Lesson Suggestions #4: Booktalk ....................................................................... 12 Strategy/Lesson Suggestions #5: Break It Down! ............................................................. 16 Strategy/Lesson Suggestions #6: Cause and Effect ........................................................... 18 Strategy/Lesson Suggestions #7: Character Mapping ....................................................... 23 Strategy/Lesson Suggestions #8: Chronological/Sequence (Time/Order) ........................ 29 Strategy/Lesson Suggestions #9: Chunking the Text ........................................................ 33 Strategy/Lesson Suggestions #10: Close Reading Strategies ............................................. 35 Strategy/Lesson Suggestions #11: Cloze Procedure ........................................................... 39 Strategy/Lesson Suggestions #12: Compare/Contrast ........................................................ 42 Strategy/Lesson Suggestions #13: Concept Sort ................................................................ 45 Strategy/Lesson Suggestions #14: Context Clues .............................................................. 48 Strategy/Lesson Suggestions #15: Discussion Web ........................................................... 51 Strategy/Lesson Suggestions #16: Echo Reading ............................................................... 55 Strategy/Lesson Suggestions #17: Exploring Poetic Elements .......................................... 58 Strategy/Lesson Suggestions #18: Fiction vs. Nonfiction ................................................. 60 Strategy/Lesson Suggestions #19: Five Senses Story Reading ......................................... 63 Strategy/Lesson Suggestions #20: Identify and Analyze Text Structure ........................... 65 Strategy/Lesson Suggestions #21: Information Gathering Process .................................... 70 Strategy/Lesson Suggestions #22: Jigsaw .......................................................................... 73 Strategy/Lesson Suggestions #23: Jump In and Read ........................................................ 76 Strategy/Lesson Suggestions #24: Key Ideas and Details .................................................. 78 Strategy/Lesson Suggestions #25: K-W-L ......................................................................... 84 Strategy/Lesson Suggestions #26: Making Words ............................................................ 88 Strategy/Lesson Suggestions #27: Meeting of the Minds Technique ................................. 91 Strategy/Lesson Suggestions #28: Paraphrasing ................................................................ 98 Strategy/Lesson Suggestions #29: Picture Walk .............................................................. 101 Strategy/Lesson Suggestions #30: Point-of-View ............................................................ 104 Strategy/Lesson Suggestions #31: Predicting Strategy .................................................... 109 Strategy/Lesson Suggestions #32: Print Concepts (Marie Clay) ...................................... 112 Strategy/Lesson Suggestions #33: Problem and Solution ................................................ 115 Strategy/Lesson Suggestions #34: QAR-Question-Answer-Relationships ...................... 120 Strategy/Lesson Suggestions #35: Readers Theatre ......................................................... 125 Strategy/Lesson Suggestions #36: Readers’ Workshop ................................................... 129 Strategy/Lesson Suggestions #37: Reciprocal Questioning (ReQuest) ............................ 132 Strategy/Lesson Suggestions #38: Semantic Mapping ..................................................... 136 Strategy/Lesson Suggestions #39: Sequencing Structure ................................................. 139 Strategy/Lesson Suggestions #40: Share Who Said That ................................................. 144 Strategy/Lesson Suggestions #41: Storyboards ................................................................ 146 Strategy/Lesson Suggestions #42: Story Retelling ........................................................... 148 Strategy/Lesson Suggestions #43: Understanding Story Elements .................................. 152 Strategy/Lesson Suggestions #44: Using Sentence Frames ............................................. 155 Strategy/Lesson Suggestions #45: Using Words You Know ........................................... 157 Strategy/Lesson Suggestions #46: Visualizing ................................................................. 159 Strategy/Lesson Suggestions #47: Vocabulary Games .................................................... 161 Strategy/Lesson Suggestions #48: Vocabulary Self-Collection Strategy (VSS) .............. 164 Strategy/Lesson Suggestions #49: Vocabulary Sort ......................................................... 166 Strategy/Lesson Suggestions #50: Writers’ Workshop .................................................... 168 References ................................................................................................................................ 170 Appendices Appendix A: Common Core Standards for English Language Arts, Grades 1-6 .............. 171 Appendix B: CCSS/ELA Alignment Charts for Teachers ................................................ 188 Appendix C: Teaching and Learning Resources ............................................................... 234 Appendix D: Annotated Fiction and Nonfiction Children’s Books .................................. 236 Appendix E: Graphic Organizers Templates ..................................................................... 278 INTRODUCTION THE PURPOSE The goal of the Literacy Strategies After School: A Teaching and Learning Strategies Guide is to support after school program managers and staff working with children in grades 1-6 to provide meaningful literacy-related activities that are in alignment with the Common Core State Standards (CCSS) in the area of English Language Arts (ELA). It offers a set of teaching and learning strategies, and lesson suggestions related to (1) Reading: Literature; (2) Reading: Informational Text; (3) Foundational Skills for Reading; (4) Writing; (5) Speaking and Listening; and (6) Language. As described in the CCSS (Appendix A,) the Reading Standards for Literature and the Reading Standards for Informational Text require balancing the reading of literature with the reading of informational texts. The Reading Standards for Literature emphasizes literature-based instruction using a range of fiction, stories, drama, and poetry. The Reading Standards for Informational Text focuses on literature-based instruction with literary nonfiction. The Reading Standards: Foundational Skills calls attention to skills and strategies related to decoding, and identifying specific grade-level competencies designated for the skill area at hand, followed by a comprehensive set of instructional strategies related to those skills. The Writing Standards cultivates the development of writing to persuade, to explain, and to convey real or imagined experience. “Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand” (CCSS, p. 8). The Speaking and Listening Standards requires students to develop a range of broadly useful oral communication and interpersonal skills. “Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task” (CCSS, p. 8). The Language Standards focuses on developing students’ understanding and effective use of the conventions of standard written and spoken English, and vocabulary. “While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task” (CCSS, p. 5). Hence, it is the intent of the Guide to provide after school teachers with a wide range of teaching and learning strategies, and lesson suggestions wherein students can develop mutually reinforcing skills and exhibit mastery of standards for reading, writing, speaking, listening, and language across a range of texts of increasing complexity and rich, multiple learning opportunities. i THE APPROACH The Guide is designed to support differentiated instruction in an after school program setting. Rather than presenting instructional strategies and lesson suggestions for one grade level and CCSS standard at a time, the grades
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