-Instructional Materials-

-Chapter Thirteen-

Key Ideas

Components of a basal:

  1. Emergent Literacty
  2. Beginning Reading
  3. Strategy Lessons
  4. Comprehension Strand
  5. Language Arts
  6. Management
  7. Assessment
  8. Differentiating instruction

Evaluating reading materials for instruction:

  1. What is the overall philosophy of the program? How is reading discussed in the teacher’s guide
  2. What kind of learning environment does the program recommend? Is it child centered? Teacher centered? Literature centured? Skills-based? Scientific?
  3. Discribe the emergent literacy program in detail. How does it provide for communication between school and home.
  4. Describe the instructional program in detail. How are lessons structured to teach phonemic awareness, word identification, vocabulary, reading fluency, comprehension, writing?
  5. Describe the literature of the program. Are the selection in unabridged form? Are different genres included? Is there a strong presence of nonfiction text? How culturally diverse s the literature?
  6. How well does the program integrate across the curriculum? In what ways is assessment connected to daily instruction? What opportunities are there for connections between the carious language arts?

Lesson framework of a lesson in a basal:

  1. Motivation and Background building
  2. Guided reading (Silent and oral)
  3. Skill development and practice
  4. Follow-Up and Enrichment

Modifying basal lessons:

  • Through the use of alternative strategies in conjunction with their basal anthologies
  • Through personalizing reading instruction for teachers and students
  • through rearranging the lesson sequence

-Practical Classroom Application-

  1. Use of a basal in your classroom
  2. Modifying basal lessons to differentiate instruction for students who need further support.
  3. Using resources from small group instruction to workstations and technology.

 

-Making the Transition to Content Area Texts-

-Chapter Fourteen-

Key Terms

Anticipation guides- A series of written or oral statements for individual students to respond to before reading text assignments.

Curriculum-based reader’s theater-A strategy in which students work in small groups to create sections of content text in the form of an entertaining play.

Expository informational books- Books that contain information that typically follows specific text structures such as description, sequence, cause and effect, comparison and contrast and problem solving.

Graphic organizer-Any diagram of key concepts or main ideas that shows their relationships to each other.

I-charts- A chart that helps students research, organize and integrate information from multiple text sources.

Idea circles- A literature circle in which readers engage in discussions of concepts that have been exploring in trade books and other types of texts.

Idea sketches- Graphic organizers that students complete in small groups as they read textbook material. 

Internet inquiry- An instructional strategy designed to help students engage in research on the Internet based on the question they raise or their interests in various topics of study.

Literature across the curriculum- Weaving an array of literature into meaningful and relevant instructional activities within the context of content area study.

Literature web- Any graphic device that illustrates the relationships among the major components in a unit of study.

Mixed-text informational books- Sometimes referred to as combined-text trade books; stories are narrated and factual information surrounds the story.

Narrative informational texts- Books in which the author typically tell a story that conveys factual information.

Organizer- A frame of referenced established to prepare children conceptually for ideas to be encountered in reading.

Point-of-view guides- An instructional activities for supporting comprehension in which readers approach a text selection from various perspectives or points of view.

Previewing- Establishing a purpose and priorities before reading to help students become aware of the goals of a reading assignment.

Readability- The relative accessibility or difficulty of a text. Sentence length and word difficulty are among the elements used in formulas that assign grade-level readability scores for text materials.

Text master roles- Roles similar to those used in literature circles, but are used here for reading textbook material.

Trade books- Literature and informational books widely available in bookstores; used by teachers to supplement to replace sole dependence on textbooks in reading or content area instruction.

WebQuest- An electronic model in which Internet inquiry is organized to support student learning.

-Practical Application for the Classroom-

  1. Form Idea circles to start conversations about literature as well as topics that would interest the students and have them come up with inquiry questions and research what they are curious about.

 

 

 

 

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