 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
A Literature-based Program to Teach ESL |
|
|
The following is an approach using children's literature
to develop students' English language skills. |
|
|
|
REMEMBER...
Literature can be one of the most effective teaching materials available for students of all ages! |
|
|
WHY USE A LITERATURE-BASED PROGRAM...?
English Use: Students learn and practice their reading, writing, listening, speaking, vocabulary, grammar and general language skills.
Authentic Purpose: It provides a natural focus for developing reading, writing, and speaking skills. If students have a focus, e.g., interesting literature, they naturally become involved with it.
Student Involvement: It promotes students' interests. Students explore and reflect on the experiences of others, form opinions, and share thoughts and beliefs.
Develops all skills: The language components, reading, writing, listening and speaking, are related and interdependent, supporting each other's development. |
|
|
|
�RTWD
Read, Think, Write, and Discuss |
|
|
| One part of a literature-based program is RTWD..� As students read, they write and/or discuss their personal responses to the reading.� They share their feelings, thoughts, reactions, and questions about the story.� Students are able to read, write, and discuss at their own ability level.� |
|
|
|
The following are simply guides for students to consider when reading a story and writing and/or discussing it: Students should be determining what they want to respond to at any given point in the story. The are definitely not to be used to consistently answer. |
|
|
|
Write what you like or dislike about any of the characters.
Relate your personal experiences that are similar to the story characters or settings.
Note any cause/effect relationships.
Make predictions about what might happen later in the story.
How does this compare/contrast to. . . ? |
|
|
|
More guidance for students -- the following is a list of possible sentence lead-ins. |
|
|
They are just ways to get students started but not always to be relied upon. |
|
|
| 1. I wonder what this means...? |
|
|
| 2. I really don't understand this part because... |
|
|
| 3. I really like/dislike ___________(a character)� because... |
|
|
| 4. This character reminds me of somebody I know because... |
|
|
| 5. This character reminds me of myself because... |
|
|
| 6. The same thing happened to me when... |
|
|
| 7. If I were _________at, I would... |
|
|
| 8. If I could, I'd ask the author... |
|
|
|
Alternatives for a change of pace: |
|
|
| �Use the following for writing or small group discussions. |
|
|
| 1.� Describe the main character in the story. |
|
|
| 2.� Describe the setting of the story. |
|
|
| 3.� Relate the most exciting incident of the story. |
|
|
| 4.� Tell why you would or would not like to be the main character in the story. |
|
|
| 5.� Explain the title of the book. |
|
|
| 6.� Tell why you would or would not recommend the book. |
|
|
| 7. List in the order in which they occurred, the five most important��incidents in the book. |
|
|
| Reading Aloud To Students |
|
|
Daily Silent Reading |
|
|
|
|
|
Improves comprehension
Increases vocabulary.
Increases word knowledge, sentence structure, etc.
Exposposure to books.
Improves listening skills.
Modeling by a fluent reader.
Builds background knowledge of the world.
Continued exposure ot quality literature. |
|
|
|
Builds fluency.
Daily use of reading skills.
Promotes enjoyment of reading.
|
|
|
|
|
|
Discussions |
|
|
|
|
|
Encourages risk taking.
Builds a community of readers.
Improves critical thinking skills.
Encourages students to share their ideas. |
|
|
|
|
|
Book Extensions |
|
|
|
Variety of types of writing . |
|
|
|
Purposeful writing daily. |
|
|
|
|
|
Variety of ways to respond to books (writing, art, drama, cooking, music, storytelling, discussions, and debates). |
|
|
|
Students become decision-makers as they take ownership of their plans and projects. |
|
|
|
Brainstorming with oral language is critical to success. |
|