Chapter 6 Questions

Chloe flock EDRL 474 O1 Dr. Cynthia Bezard March 8, 2024 Chapter 6 Questions 1.) For elementary students, let's consider a text like "Charlotte's Web" by E.B. White. While this book is generally accessible to elementary students, there are still some cultural and language aspects that might pose challenges. Before-Reading Activities: Book Introduction: Provide a brief overview of the story, introducing the main characters and the setting of the farm. Use visuals such as pictures of barns, animals, and spiders to help students connect with the story. Vocabulary Preview: Identify and discuss any potentially unfamiliar words such as "radiant," "humble," or "salutations." Provide simple definitions and encourage students to use context clues to understand their meanings. Predictions: Have students make predictions about the story based on the title and cover illustration. Ask questions like, "What do you think the book might be about?" or "Why do you think there's a pig and a spider on the cover?" During-Reading Activities: Read-Aloud Sessions: Read the book aloud to the students, pausing periodically to ask comprehension questions and engage them in discussions about the plot, characters, and events. Visual Aids: Use illustrations or multimedia resources to enhance students' understanding of key scenes or concepts. For example, show pictures of different types of spiders to help students visualize Charlotte. Story Mapping: Create a simple story map on the board or a large piece of paper, charting the major events of the story as they unfold. This visual aid can help students grasp the story's structure and sequence. After-Reading Activities: Retelling: Have students retell the story in their own words, either orally or through drawing pictures of key scenes. This activity reinforces comprehension and encourages creativity. Character Study: Choose a few key characters from the book (e.g., Wilbur, Charlotte) and have students describe their traits, feelings, and actions. Encourage them to use evidence from the text to support their descriptions. Craft Projects: Engage students in hands-on activities related to the story, such as making spider webs out of yarn and popsicle sticks or creating pig masks. This allows them to express their understanding of the text in a fun and creative way. These activities are designed to make the text more accessible to elementary students, support their comprehension, and encourage active engagement with the story. 3.) If I were to make changes or additions to the literary programs at my school, there are several areas I might focus on: Diverse Literature: I would prioritize expanding the selection of books to include more diverse voices and perspectives, representing a variety of cultures, backgrounds, and experiences. This could involve adding books by authors from marginalized communities and exploring themes of identity, social justice, and inclusion. Literary Analysis Skills: I would enhance the curriculum to include more explicit instruction on literary analysis skills, such as identifying themes, analyzing characters, and interpreting symbolism. Providing students with the tools to critically engage with texts can deepen their understanding and appreciation of literature. Technology Integration: I might explore ways to integrate technology into the literary program, such as incorporating digital storytelling tools, virtual author visits, or online book discussions. Leveraging technology can enhance students' engagement with literature and provide opportunities for collaborative learning. Community Engagement: I would seek to foster a sense of community around reading by organizing book clubs, author events, and literacy-focused outreach programs. Engaging students, families, and community members in shared reading experiences can promote a love of literature and strengthen ties within the school community. Reading Support Services: I would ensure that the literary program offers support services for students who may struggle with reading, such as tutoring, literacy interventions, or access to audiobooks and other alternative formats. Meeting the diverse needs of all students is essential for fostering a culture of literacy and academic success. As for using Amazon as a resource to make a wish list and gather information, it could be a convenient tool for sourcing books, educational materials, and technology resources to support the literary program. Teachers and administrators could collaborate to create a wish list of items needed for the program, ranging from classroom libraries to professional development resources. Additionally, Amazon could be used to research book recommendations, read reviews, and explore related educational products and services.