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Teaching Reading: A Balanced Approach for Today's Classrooms
Pamela Farris, Northern Illinois University
Carol Fuhler, Iowa State University
Maria Walther


Teaching Strategies

Chapter 1

Teaching Strategy: Creating Classroom Community

In any well-balanced literacy instruction program, it is vital to foster a safe, supportive, positive learning environment. One way to encourage such a learning community is to ensure that students get to know one another and you. To help your students quickly become comfortable in your classroom, try the following introductory activity suggested by Patricia Rieman.

If you have access to your students' mailing addresses, you may mail them their assignment before the beginning of the school year. However, to avoid causing embarrassment to any student who has not pre-registered or for one reason or another did not receive the mailing, it is advisable to give the students their assignments on the first day of class. This activity is recommended for students in grades 2-8.

Randomly assign one of the activities described below to each student. The best way is to have each activity printed out on a slip of paper. After the assignments have been distributed, ask those students who have the "Brown Bag It" slips to raise their hands. Then read the assignment aloud for the class or have one of them read the assignment aloud. Repeat this procedure for each of the other four types of activities. Remind students that on the following school day they are to be prepared to show and explain their activity to a small group of their classmates.

When students enter your class the following day, seat them in such a way that they are in groups of no more than five, with each of the five activities represented in each group. First have the students share their activities in those groups of five, and then regroup the students by their activities into five groups. That is, the brown bags will be together, the maps will be together, etc.

<a onClick="window.open('/olcweb/cgi/pluginpop.cgi?it=gif:: ::/sites/dl/free/0072360704/77224/Image1.gif','popWin', 'width=55,height=70,resizable,scrollbars');" href="#"><img valign="absmiddle" height="16" width="16" border="0" src="/olcweb/styles/shared/linkicons/image.gif"> (96.0K)</a> BROWN BAG IT! -- For our next class, bring ten items (Hint: is the item too big or too hard to find? Draw it or cut out a picture of it!) that best describe you. The catch is, all ten items have to fit into a small lunch bag. Be ready to take the items out one by one and explain how each one relates to you.

<a onClick="window.open('/olcweb/cgi/pluginpop.cgi?it=gif:: ::/sites/dl/free/0072360704/77224/Image2.gif','popWin', 'width=70,height=85,resizable,scrollbars');" href="#"><img valign="absmiddle" height="16" width="16" border="0" src="/olcweb/styles/shared/linkicons/image.gif"> (43.0K)</a> MAP IT! -- For our next class, draw a map that describes your literacy journey; that is, what do you remember about learning to read and enjoying reading? What are the landmarks along the way? Where are you now? Be prepared to take us on a guided tour.

<a onClick="window.open('/olcweb/cgi/pluginpop.cgi?it=gif:: ::/sites/dl/free/0072360704/77224/Image3.gif','popWin', 'width=76,height=80,resizable,scrollbars');" href="#"><img valign="absmiddle" height="16" width="16" border="0" src="/olcweb/styles/shared/linkicons/image.gif"> (22.0K)</a> TIME OUT! -- For our next class, bring a timeline that marks 10 of the most important events that have happened to you in your lifetime. The timeline may be hand-drawn or computer-generated, but make it legible. Be prepared to show and explain your timeline.

<a onClick="window.open('/olcweb/cgi/pluginpop.cgi?it=gif:: ::/sites/dl/free/0072360704/77224/Image4.gif','popWin', 'width=62,height=59,resizable,scrollbars');" href="#"><img valign="absmiddle" height="16" width="16" border="0" src="/olcweb/styles/shared/linkicons/image.gif"> (46.0K)</a> STICK IT! -- For our next class, design a bumper sticker that best describes your philosophy about school and education. Your bumper sticker can be a phrase, sentence, single word, or a wordless picture. Be prepared to show and explain your bumper sticker.

<a onClick="window.open('/olcweb/cgi/pluginpop.cgi?it=gif:: ::/sites/dl/free/0072360704/77224/Image5.gif','popWin', 'width=73,height=59,resizable,scrollbars');" href="#"><img valign="absmiddle" height="16" width="16" border="0" src="/olcweb/styles/shared/linkicons/image.gif"> (15.0K)</a> CUT AND PASTE! -- For our next class, create a collage that represents your most favorite place. Be prepared to show your collage and explain its pieces.



Chapter 2

Teaching Strategy: Quadraramas

www.teachnet.com

(Alice Pickel)

As demonstrated in Chapter Two, understanding the causes and effects of historical events is paramount for our students to help them to learn from the mistakes and experiences of our ancestors. One way for students to communicate their comprehension is by creating visual constructs. Quadraramas are four-way triangular dioramas made from construction paper. Students may create quadraramas to demonstrate, among other things, comprehension of story elements, cause and effect, comparison and contrast, sequencing, historical events, and scientific procedures.

Materials:
  • scissors
  • glue sticks (or stapler/scotch tape)
  • 9 x 9 squares of construction paper (4 per child or group)
  • small paper clips
  • markers or crayons
  • a sample of the finished product
  • (optional) small dowel rods or 10" pipe cleaners

Objectives:
  1. Students will demonstrate comprehension of a story by completing a quadrarama.
  2. Students will demonstrate their understanding of the usefulness of quadraramas by discussing the benefits.
  3. Students will learn how to teach others to make quadraramas.

Steps in Creating a Quadrarama:
  1. Take a 9" square of construction paper and fold it diagonally twice.
  2. Open. There should be an X fold pattern on the paper.
  3. Cut from one corner to the middle on a fold line.
  4. Overlap the bottom triangles and glue or staple.
  5. Background should be drawn on the top two triangles before gluing/stapling.
  6. You will make four triangles (**called "triaramas") in all. Decorate each of the four triaramas with scenes from the story. Above or below each scene, write one or two sentences that explain what is happening in the scene.
  7. Glue or staple the four triaramas together in order. (If you glue, consider holding the pieces in place with paper clips until the glue dries.)
  8. The author of the website suggests that you insert a stick (e.g., a kabob stick) in the center and put a flag with the author's name, book title, etc. on the flag.
  9. Invite students to talk you through putting the quadrarama back together.
  10. Discuss the main events of a popular fairy tale with which all students are familiar. With the students, decide what to write and draw in each of the four pieces of the display.
  11. Check for Understanding: ask students to discuss in a pair and share format
    1. how a quadrarama is made,
    2. the purpose of a quadrarama, and
    3. any questions they may have about the method or process.

Then call on volunteers to relate their conversations to the whole group.

Independent Practice: In groups of two or three, students will create their own quadraramas about the stories of their choice. It may be from the books in your classroom library, or it may be from a story they know well.



Chapter 3

Teaching Strategy: Introducing Students to the Traits of Good Writing

In their book Creating Writers (1997) Vicki Spandel and Richard Stiggins identify six traits that make writing work: ideas, organization, voice, word choice, sentence fluency, and conventions. To make these traits come alive for your students try the following mini-lesson.

Recall the movie Mary Poppins. Remember her bag filled with all the items she needed to make her room a home? An engaging way to introduce the traits of good writing to children is to fill a shopping bag with objects that represent each trait then slowly reveal each object as you describe the trait to your class.

  1. Fill a shopping bag labeled "My Bag of Traits" with a light bulb, a dictionary, a puzzle, music (CD, tape), a megaphone (the P.E. teacher may have one or roll a piece of paper into a megaphone shape), and a pencil.
  2. As you display each item explain how good writers use that trait. The words below will help you get started:

    Ideas (light bulb): When you see this light bulb in our room it will remind you that good ideas are the heart of a piece of writing.

    Word Choice (dictionary): What is inside this dictionary? Yes, words! Good writers know there are many words to choose from and they choose their words carefully.

    Organization (puzzle): See the picture on the front of this puzzle box. Do the pieces inside this box look like this? No, you're right. Writers have to put their writing together carefully fitting each piece in just the right spot to get a complete picture.

    Sentence Fluency (music, CD, tape): Hum a familiar tune for your students. How did you know that was (the tune you hummed)? Yes, you recognize that tune because each piece of music has a distinct rhythm and beat. Writing is the same. When you read good writing aloud it flows. It has a distinct rhythm and beat. Good writers read their words aloud so they can hear how they sound.

    Voice (megaphone): When I talk through this megaphone you can hear my voice loud and clear. Each writer has his/her own voice.

    Conventions (pencil): We write to communicate with others. After we draft a piece we must edit it for proper conventions. Using correct spelling, grammar, and punctuation is a courtesy to the reader.

Teaching Strategy: Getting Started with Book Leveling

As you begin to build your classroom library it is important to include books at various levels. It is not necessary to have every book in your classroom library leveled, but it is important that you are familiar with a section of books and their levels so that you can help guide students to choose books that are just right for them. Finding a specific level using resources such as Matching Books to Readers: Using Leveled Books in Guided Reading K-3 (Fountas & Pinnell, 1999) or Leveled Books for Readers Grades 3-6 (Pinnell & Fountas, 2001) is an important but time-consuming process. If you are just starting out consider this simple but effective way to organize your books:

  1. Begin by selecting a small group of books that you want to level.
  2. Quickly glance through each book noting the amount of words on the page, the size of print, the vocabulary used, and the illustration support. Using this criteria separate the books into two stacks, easy and hard.
  3. Look through each book in the easy stack and separate them into an easy and hard stack.
  4. Look through each book in the hard stack and separate them into an easy and hard stack.
  5. You now have four levels of books easiest, easy, medium, and hard. You can put these books into four baskets and begin to match readers to these books. As you listen to children read the books, you will discover challenges that you did not notice and will have to move books from basket to basket. As your classroom library grows continue this process to add more books to your leveled baskets.

Note: If you want more than 4 levels continue to process until you have six or eight.

References:

Fountas, I.C. & Pinnell, G.S. (1999). Matching books to readers: Using leveled books in guided reading, K-3. Portsmouth, NH: Heinemann.

Pinnell, G.S. & Fountas, I.C. (2001). Leveled books for readers grades 3-6. Portsmouth, NH: Heinemann.

Chapter 4

Teaching Strategy: Mystery Reader

First grade teacher Mary Dolan created an innovative way to involve families in her classroom community. She invites her students' family members to participate in her Mystery Reader program. This easy-to-implement program provides an opportunity for a member from each student's family to visit the classroom and read a book to the class.

Follow the steps below to initiate this program in your classroom:
  1. At the beginning of the year determine a weekly day and time for the mystery reader to visit. Mary's readers visit each Friday afternoon about 20 minutes before dismissal.
  2. Send home a note to your families (see sample below).
  3. Schedule your mystery readers and send home confirmation letters.
  4. On mystery reader day write simple clues about the reader. For example: She is a mom. She has 2 children. She is a super reader.
  5. Share the clues with your students and keep them guessing all day long.
  6. At the appointed time announce that the mystery reader has arrived and give them a big round of applause.
  7. The student who belongs to the mystery reader can sit by their special person and enjoy the story with the rest of the class.
  8. Remember to have students send a simple thank-you card to the reader!
Dear First Grade Parents,

      We are excited to invite you to be a "Mystery Reader" in our first grade classroom! If you are interested in being one of our readers, please complete the bottom portion of this note and return it to school on ________________. The "Mystery Readers" will surprise the children throughout the year on Fridays at 3:10. Readers will bring an appropriate first grade picture book (no more than 10 minutes long) to share. If you need assistance in selecting a book, please let me know. If you are unable to participate, please extend this invitation to members of your family or special friends.       Please circle three possible dates that you are available. A confirmation sheet will be sent home to you and remember . . . this is a secret!!

(At the bottom of the letter list the possible dates.)

Teaching Strategy: Scavenger Hunts

In their book Reaching Readers: Flexible and Innovative Strategies for Guided Reading (2001) Michael Opitz and Michael Ford share a clever tactic to keep readers engaged in the read the room center. They suggest creating scavenger hunts to encourage students to examine the print in the room carefully and search for specific elements. Scavenger hunts can be easily created with varying degrees of difficulty to meet the need of the diverse range of students in your classroom. Below you will find a sample scavenger hunt created by Katherine Phillips and Maria Walther for use in their first grade classrooms:

Read the Room: Scavenger Hunt
Find 3 words with 4 letters:
_____________________________________________________________(10 points)
Find 3 words with 5 letters:
_______________________________________________________________(10 points)
Find 3 words with 6 letters:
_______________________________________________________________(10 points)
**Find a word with 12 letters:_____________________(20 points)
Find 3 words with 1 syllable (clap):
_______________________________________________________________(10 points)
Find 3 words with 2 syllables (clap, clap):
_______________________________________________________________(10 points)
**Find a word with 4 syllables:_____________________(20 points)
Find 3 short vowel words:
_______________________________________________________________(10 points)
Find 3 long vowel/silent 3 words:
_______________________________________________________________(10 points)
How many points did you earn:
Total points:_____________________


Reference: Opitz, M. F. & Ford, M. P. (2001). Reaching readers: Flexible and innovative strategies for guided reading. Portsmouth, NH: Heinemann.

Chapter 5

Teaching Strategy: Assessing Fluency

An important issue in reading assessment is the measurement of oral reading fluency. In From Phonics to Fluency (2001), Rasinski and Padak describe fluency as "the ability to read expressively, meaningfully, with appropriate phrasing, and with appropriate speed" (p.197). In their research, Rasinski and Padak have found several research studies that indicate that reading rate is an overall predictor of reading proficiency. To measure the reading rate of your student, complete the following steps.

  • Choose a work of literature or text that is at the student's instructional level and that is appropriate for oral reading.
  • Instruct the child to read aloud to you at their normal, comfortable pace. Follow along and take notes on your own copy of the text.
  • There are two options for measuring the child's reading rate: you may time the reading and stop the child after 60 seconds, or you may allow the child to read for a longer period and time how long the child reads. If you allow the child to read longer than 60 seconds, use this formula:

Reading rate in words per minute (wpm) = number of words in the passage, divided by the number of seconds the child read, times 60.

  • Obtain several samples of the child's oral reading over a period of two or three days so that you have a fair sampling of the child's ability.
  • Use the table below to determine the child's approximate rate of oral reading; bear in mind that Rasinski and Padak note that these rates are based upon second semester measures.
GRADE LEVELREADING RATE
1st 80 wpm
2nd 90 wpm
3rd 110 wpm
4th 140 wpm
5th 160 wpm
6th 180 wpm

Rasinski, T. & Padak, N. (2001). From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School. New York: Longman.

Chapter 6

Teaching Strategy: Posting Word Walls in Limited Space

It is a well-known fact that word walls are invaluable classroom tools. However, educators sometimes struggle to find adequate and appropriate space for their word walls. In her guide, Teaching Reading and Writing with Word Walls (1999), Janiel Wagstaff describes some strategies for incorporating word walls in your classroom when you have multiple classes or very little wall space. Below are some ideas from Wagstaff.

  • 3-Way Display: Use free-standing "science boards"--the heavy cardboard or poster board that have been made into 3-paneled display boards. By using these 3-panel boards, you can more easily move and, if necessary, store the word walls.
  • Chalk-board Space: Use sticky-tack instead of messy, damaging tape to post your word wall on your extra chalk-board space. With sticky-tack, you can handily post, remove, and re-post words with little fuss or mess.
  • Manila File Folders: Create smaller, portable word walls for individual students or small groups. In particular, these portable word walls are handy for students who leave your classroom to receive resource help.
  • Classroom Door: Even classroom doors may be used for word walls. The trick is, make sure the word wall is accessible.

Regardless of where you post your word wall, be sure that you bear in mind Patricia Cunningham's (2000) suggestions for a visually accessible word wall. First, use bold, black letters to form the words. Secondly, separate commonly confused words such as saw/was, or to/too/two by putting each word on a different colored background. Finally, trace around the shape of the word so that students have yet another visual feature to remember about the word.



Chapter 7

Teaching Strategy: Segmenting Syllables

The most common, popular way of teaching students to "hear" the syllables in words is to have them clap for each syllable. However, in his text Sound it Out! Phonics in a Balanced Reading Program (2004), John F. Savage describes some alternatives to the traditional say and clap method. One such strategy is the "Touch Your Chin" method (p.30). All syllables have vowel sounds, and in order to make those sounds when we speak the words, we must move our mouths for each vowel sound, or syllable. By placing your fingertips on your chin as you speak a word, you can count the number of times that your chin moves to determine the number of syllables in the word.

Patricia Rieman found that the book, The Cat Who Wore a Pot On Her Head (original title: Bendemolena) by Jan Slepian and Ann Seidler, illustrated by Richard E. Martin, is an outstanding authentic work of literature to use when teaching the concept of counting syllables with chin movement. Rieman's lesson plan follows:

Lesson Plan for The Cat Who Wore a Pot On Her Head

(original title: Bendemolena) by Jan Slepian and Ann Seidler, illustrated by Richard E. Martin

Subject: phonics, word parts, syllables

Grade level: 2nd grade

Objectives:

  • Students will be able to express the meaning of the term "syllable."
  • Students will be able to count the number of syllables in a character's name.

National Council of Teachers of English and International Reading Association Standards for English Language Arts

#3: Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g. sound-letter correspondence, sentence structure, context, graphics).

Materials needed: book, five pieces of construction paper, markers, notebook paper, pencils.

Time needed: approx. one 45-minute class period

Anticipatory Set: Tell the class I'm going to read The Cat Who Wore a Pot On Her Head to them, and I want them to pay special attention to the main character's name. They should say the name with me when they want to.

State purpose of lesson: "Today I'm going to talk to you about a part of words called syllables. When we are trying to read new words, sometimes it helps to break the words into syllables. Who knows or has heard this word, "syllable," before? We can hear syllables in words, and we can see syllables, too. Syllables are the parts of sound that a word is divided into."

Modeling: "For example, listen to the word 'television.' In 'television,' we hear four sounds. Say it with me. (television) We hear four sounds (te-le-vi-sion). Each syllable has a vowel sound inside it. Let's say television slowly again, and clap your hands each time you think we say a new syllable."

Guided practice:
"In the story I just read, there's a very special name--Bendemolena. Pair and share with your neighbor and try to figure out how many syllables you hear in Bendemolena." (a minute later...) "Who thinks there are two syllables? three? four? five? six? Let's find out! Clap with me as we say it! "BENDEMOLENA!" How many did we hear? Right--five!"

"Now I need five volunteers. Each of you will hold one of the syllables in Bendemolena's name. First, figure out in what order you need to stand to spell her name. Next, practice holding up your syllable and saying your syllable quickly. Finally, you'll do your job whenever we hear Bendemolena's mother call her name, "Bendemolena, Bendemolena" in the story. After you've done your job twice, pass your syllable on to someone who has not had a turn."

Activity: Have students take turns being the syllables as I read the story again.

Independent practice:
"You are ready for the next challenge! I want you to work with two other people to choose another book or cartoon character that you know of who has a fun, long name, and work together to divide the name into syllables. Let me know if you have trouble spelling the name."

Closure: Groups share their characters' names and number of syllables. I will ask the students to write in their dialogue journals what they have learned about syllables.

Evaluation: I will circulate and informally evaluate whether students are mastering the concepts by listening and observing to see if they are counting syllables correctly and are discussing the presence of, and number of, syllables with their partners.



Chapter 8

Teaching Strategy: Making Inferences

One valuable, higher-level reading comprehension skill is the ability to make inferences. While this is a common occurrence for children in their everyday lives, it is often challenging to scaffold them in learning to draw inferences as they read. In her text, Reading Strategies That Work, Laura Robb (1996) examines the possibilities for using children's everyday experiences to teach them to make inferences as they read.

Think about the situations in which we make assumptions about people based upon their actions. Robb uses the examples of students falling asleep in class, leaving the room without permission, or copying one another's homework. Give these examples to your students, and then work with students to generate a list of other typical classroom occurrences. After coming up with some scenarios with your students, instruct students to work in small groups to act out the scenarios. As each scenario is enacted, instruct the rest of the class to jot down notes or discuss the possible reasons that each event has occurred.

After all students have been able to both act out and analyze scenarios, next point out to students that what they have just done is very similar to what good readers do when they make inferences. Your next step will be to apply the skill to an authentic work of children's literature.

In Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst, poor Alexander narrates his miserable life for us in great detail. Read this classic children's book to your students, and as each mishap befalls Alexander, instruct students to write down what they think Alexander is not saying--what caused each problem? Who was responsible? How did Alexander respond?

Conclude the lesson by suggesting to students that they use their writing workshop time to write stories that leave clues from which readers may make inferences.



Chapter 9

Teaching Strategy: Enriching Background Knowledge

In the 8th edition of the Basic Reading Inventory (Johns, 2001), Jerry Johns points out the need to consider the impact of prior knowledge when assessing a student's oral reading fluency. For example, is the student's oral reading affected by his/her limited vocabulary, background, or concept development? These same considerations are important anytime we assess students' ability to learn new vocabulary and concepts.

In her text, Reading Strategies That Work, Laura Robb (1996) addresses this issue and points out that all too often we as educators blame ourselves when our teaching strategies fail when, in fact, the reason lies in our students' lack of background knowledge. Below are a variety of simple ways to increase the background knowledge of your students to give them the valuable "hooks" upon which they may connect new learning.

Before attempting to introduce new vocabulary to your students, try the following approaches:

  • Select books and magazine articles to read aloud.
  • Show a video.
  • Look at and discuss photographs and illustrations.
  • Take a field trip.
  • Bring in materials for students to touch and talk about.
  • Invite experts to your classroom.
  • Use the school grounds.

(Robb, 1996 p.75)

Teaching Strategy: Integrating Technology and Narrative Text: A Poetry Scavenger Hunt

Focus books: None. The Internet is the resource being accessed by students.

  1. Objectives:
    1. To provide exposure to using the Internet as a resource to find information about poetry.
    2. To provide authentic reading and writing practice.
    3. To encourage collaboration between teammates on a quest for knowledge.
  2. Materials: The Poetry Scavenger Hunt, either a paper version for students to fill in or a version retyped into the computer. The latter would be easier if students could simply click on the website rather that typing in the often complex addresses. Hunts could be completed on screen, printed out, and handed in to receive credit. Add your own appealing graphics and specific instructions if you like. Pens, pencils, and scratch paper will also be needed.
  3. Instructional Approach
    1. Motivator: If possible, take the class to the computer lab or learning center where the Internet sites can be projected onto a large screen so that all students can see them. Type in the first site (http://www.gigglepoetry.com/) and leave it on the screen for students to view as you begin the lesson. The animation is as delightful as the content.

      Ask how many students have ever been on a Scavenger Hunt. You might put a list of typical scavenger hunt items on an overhead transparency, explaining how people would work in pairs or teams, going from door to door trying to gather items to complete their list. The first team to return to the origination of the hunt before anyone else was the winner. Tell the class that they are going to embark on a technological scavenger hunt of a different sort, this time for poetry riches. Involved in a quest for information involving poetry and related sites, they will also be learning about resources they can access in the future on their own.

      Return to the first site. Invite students to predict what they will find there. Then explain how the hunt is set up and how it will be conducted. Rules will vary from classroom to classroom depending on the abilities of your students, whether you establish awards for winners, and how you decide to evaluate student work.
    2. Teacher/Student Interaction: Divide the class into teams of three, an easy number of students to work together at one computer. Hand out the paper copies of the Poetry Scavenger Hunt or have students log on to a site where the Hunt has be posted for their use. Discuss how each site comes with a few directions and a question or two to be answered. Correct answers will earn them credit for the site visit. The focus of this hunt is to acquire knowledge about useful Internet sites rather than to be the first team done. Quality team performance with each member participating is a must.

      Now, demonstrate the way you would tackle Site 1, selecting "School Poems." Click on the underlined words "Show me all the poems" and read about Freddie. Ask the students to silently answer the question that is posed, waiting until all of the teams are done. Then invite a volunteer to share the answer. Remind the students that this is an informative and entertaining site to return to for further enjoyment once the hunt has been completed.

      At this point let the students continue the hunt on their own. Move from group to group to monitor progress and answer any questions that come up. This activity may need to be completed during another session in the computer lab or by the teams during specified times on their own. Completed work is to be turned in according to your directions.
    3. Gatekeeping: Before the hunt begins you will have explained how the completed scavenger hunts are to be assessed. Certainly teamwork, accuracy, and evidence of strong effort are important criteria for success. Add your own specific parameters so that students understand requirements for their learning and performance.
  4. Extensions: Encourage students to look for other sites that pertain to poetry and to share them with the class. Teams may re-form and develop scavenger hunts of their own to be completed during free time by other classmates. Students might also bring in books by poets they discover on the Internet and read several of their favorite selections aloud. Without a doubt, there is a wealth of material available on the Internet. Finally, other hunts could focus on novels or move across the curriculum to include topics in science or social studies. The more you and your students look at quality Internet sites, the greater the resources for everyone to use.
  5. Adaptations/Modifications for Diverse Learners: The critical element for success in this lesson is the teamwork. Students who are mastering English or working to improve their reading and writing skills can take turns typing in sites, reading aloud, and attempting to answer the questions. Their teammates can read text that is too difficult out loud and help with answering questions, spelling words, or framing sentences together. Additional exposure to reading and to the use of the Internet will strengthen skills in both areas. A number of the sites have audio components. If they can be accessed on your computers, students can listen to the poets themselves sharing their creations. Enjoyable for all listeners, hearing and seeing the printed word is excellent support for diverse readers.

Note: To develop your own scavenger hunt, follow the easy-to-use template available at this Internet site: http://www.qesn.meq.gouv.qc.ca/cc/inclass/scavtem2.htm.

A Poetry Scavenger Hunt:
A Quest for Rhymes, Information, and Giggles
Developed by Carol J. Fuhler

Have you ever been on a Scavenger Hunt
Where you set out to find odds and ends?
A button, some chalk, or a ribbon of red. . .
Well, you're invited on one once again.

This isn't your average scavenger hunt;
This one's quite different, you'll see.
To unravel the clues, it's a keyboard you'll use
Plus teammates numbering one to three.

You'll enter a realm that the poets inhabit
Filled with shadows, and shapes, and surprises.
From silly to serious, from beginner to pro
You'll seek offerings that come in all sizes.

So, gather your wits; study each site with care.
Watch your knowledge begin to grow
Through the questions you conquer at the sites you explore. . .
Are you ready? Get set then, and GO!

Instructions: If you are using a paper copy of the scavenger hunt, type each URL address in carefully. If you are using a computerized hunt, just click on the site and proceed. Follow the directions carefully. Some of the sites are "one, two, or three-click" sites before you can find the answer to your scavenger hunt question. Enjoy the realm of poetry!

  1. Giggle Poetry
    URL: http://www.gigglepoetry.com/

    Find the School Poems. Click on the underlined words, "show me all the poems." Click on #7: "Freddie"

    What does Freddie do that is quite unusual? Who is Freddie?

    Click on the icon for Home. Then click on the icon, "Ask the Poet" for the next clue. It can also be reached by the address below.

  2. Giggle Poetry: Site 2
    URL: http://www.gigglepoetry.com/askthepoet/espoet.html

    Select the interview with Eileen Spinelli. Read the first paragraph and write down three interesting facts about the poet. She is married to a famous author. Who is that?

  3. Poetry For Kids
    URL: http://www.nesbitt.com/poetry

    Click on the icon at the top of the page for "Poems." Click on the poem, "I'm Digging a Tunnel to China." After reading the poem, what equipment do you need to accomplish this task?

  4. Kristine O'Connell George's Poetry Corner
    URL: http://www.kristinegeorge.com

    Scroll down the title of Kristine's books. Click on the book of poetry entitled Toasting Marshmallows: Camping Poems to begin. Listen to the poem, "Owl" and write down the vowel sound that you think an owl makes. Then Click on "About Writing Tasting Marshmallows." Read the first two paragraphs where the poet talks about camping. What descriptive words does she use to help you picture her experiences?

    Now, click on the poem, "Sleeping Outside" from the book. Why do you think the child in the poem feels so small?

  5. Janet S. Wong
    URL: http://www.janetwong.com/books/buzz.cfm

    Read the poem on this page. Where is the bee having breakfast?

    In the first paragraph, the author tells us about other poems in the book that describe items that buzz. What are they? Add one additional item of your own.

  6. Magnetic Poetry
    URL: http://home.freeuk.net/elloughton13/scramble.htm

    This is an interactive site where you are invited to work with magnetic poetry. Click on the icon next to "I'm a poet. . . " These are rhyming poems for you to unravel. Try unscrambling "The Kitten." Hint: How does every sentence begin? Where are the rhyming words usually found? Write your poem below or on the back of this paper.

    To check your work, return to the top of the page. Scroll down to the bottom where you will find directions for finding the unscrambled versions of the poems.

  7. Songs and Poems
    URL: http://www.canteach.ca/elementary/songspoems.html

    Click on poems about winter. Read through several of them and find one you especially enjoy. If the poem is short, write it below and circle the rhyming words. Otherwise, just list those words below.

  8. Enchanted Learning
    URL: http://www.enchantedlearning.com/Rhymes.html

    Click on the square for the "Five Little Ducks." Read the rhyme from beginning to end. Go back to the beginning and count the number of times the Mother Duck quacks before all of her ducks are back with her.

  9. Listen and Write
    URL: http://www.bbc.co.uk/education/listenandwrite/home.htm

    Click on "The World of Wonderwords." Click once again on "What Is a Wonderword?" Write an explanation below. Complete the Now Try This exercise. Submit it. How did you do? Hit Back twice (at the top left of your computer screen) to return to the Saurus Page. If you have audio capabilities on your computer, click a poem and enjoy a well-read poem. Which one did you select? Write the title below.

  10. The Poetry Zone
    URL: http://www.poetryzone.ndirect.co.uk/index2.htm

    First, click on The Poetry Gallery to read poems written by students just like you. Then click on "All Sorts" and read three poems. What do you like about your choices? Return to the Home Page and click on "Top Tips" to learn how to get your own poetry published. What are two things you can do to increase your chances of getting published?

  11. Imaginesongs
    URL: http://www.imaginesongs.com

    Read down the menu on the yellow border on the left side of the screen. Click on "Little Pencil" and read to find out what is worrying the poet.

    Return to the Home Page and click on the Poetry List. Read four different poems. Write down the title of the poem you liked the best. Explain why in just one sentence.

  12. Barking Spiders (and other Such Stuff), Poetry and Stories for Children
    URL: http://www.barkingspiderspoetry.com/index.html

    There is wonderful poetry to be read at this site. Click on page 3 and read the poem, "The Quarter." Do you agree with the way the child spent that quarter? What would you have done? Return to the Home Page and click on page 5. Find "The Key" and read it. What would you want the key to open?

The hunt is now done, Your work here's complete.
Your efforts have been simply sublime.
Do return to your favorites in the poetry realm,
And pen your own words filled with rhythm and rhyme.



Chapter 10

Teaching Strategy: Combining Word Sorts with Story Impressions

Open and closed word sorts are often used to introduce, or review with, students to specific vocabulary, word features, or concepts. Story impressions are used to help students predict, and thus better comprehend, new stories. By viewing key words from the story in their order of appearance and then guessing what the story will be about, students use the key words to write their story predictions.

If teachers wish to combine these two valuable reading methods, here is one way to do so using the story Babushka Babayaga by Patricia Polacco.

Words to Sort:
creaturelonelinessgrandchildrenclothesline
villagelittle houselovehappy
legendhatefulnotewolves
snatchedtearscelebration 

After students have sorted the above words into any categories they are able to identify, next show the students the following graphic organizer and instruct them to write a prediction of what the story will be about by using the words in the same order they appear in the list.

STORY IMPRESSIONS
Babushka Baba Yaga By Patricia Polacco

Story ChainStory Guess
creature 
loneliness 
grandchildren 
clothesline 
village 
little house 
love 
happy 
legend 
hateful 
note 
wolves 
snatched 
tears 
celebration 

Ask students to share their predictions, and then read the story aloud. As you read the story, allow students opportunities to comment on how the events compare and contrast to their predictions.



Chapter 11

Teaching Strategy: Choral Reading: A Word A Child

In their 4th edition of Reading and Learning to Read (2001), Vacca, Vacca, and Gove describe the importance of choral reading in the development of oral reading fluency. Four ways the authors suggest to utilize choral reading in the classroom are:

  1. refrain
  2. line-a-child
  3. dialogue
  4. unison

And as the author points out in our text, poetry is a fine tool for choral reading opportunities.

The following is a variation on Vacca, Vacca, and Gove's suggestions, with an acknowledgment of Teaching Reading's poetry component.

Word-A-Child

In the above-mentioned line-a-child, students share the reading of a poem by each being responsible for one line of the poem. Patricia Rieman took this idea and modified it from a line per child to just a word per child. Two poems that are very appropriate for this activity are by Shel Silverstein:

Early Bird, and Ridiculous Rose are both relatively short, funny, and memorable poems.

  • First, have the targeted poem highly visible on an overhead, chart paper, or poster.
  • Second, read the poem aloud to the children.
  • Third, have the children read the poem aloud with you.
  • Fourth, explain to the students that you are going to have some fun together by reading the poem in a new way, and that each child will only have to say one word. Say the poem slowly, and as you say each word, point to the child who will be responsible for that word. Emphasize to the children what a difference their expressiveness will make in how the poem sounds.
  • Take one or two trial runs, and be sure to cheerfully chuckle right along with the students if they fumble to say their words in time. Remind them this is a team effort, and fun is key. When you are ready for the "real reading," reiterate to students the importance of expression.

**Consider tape-recording the first and last readings so that students can hear the difference.



Chapter 12

Teaching Strategy: Topic Word Board

In Phonics They Use: Words for Reading and Writing (2000), Patricia Cunninghamdescribes many variations on the traditional word wall concept. One such variation is a topic word board. Topic word boards are temporary sorts of word walls to be changed as students move from one unit to another in their content area subjects.

To utilize topic word boards in your classroom, consider the following suggestions and steps:

  1. Pre-read new chapters in your content area textbooks with students. Teach students to skim the text, looking for textual cues to important words. Cues such as bold letters, sidebars, italicized words, and chapter objectives can all indicate to the reader that such designated words are important.
  2. Next read through the chapter together, either silently or taking turns orally. Instruct students to make note of the specially designated words as they encounter them, and to be prepared to tell you how they know they are important, and what they think they mean.
  3. After students have completed reading the chapter, ask for volunteers to tell you vocabulary words they encountered, how they know they are important, and what they think they mean.
  4. As each word is listed, write it in bold black letters on an index card and post it on your topic word board.
  5. Once all of the words have been listed and posted, brainstorm with students other words that were not listed but could possibly be useful in this unit. Post these words on the topic word board, as well.
  6. As you encounter new words in further chapters of the unit, or as students find new, appropriate words in newspaper articles or other media, add those words to the board.
  7. Remind students that, like their word wall words, they are expected to spell the topic word board words correctly anytime they are using them because the board is there for them to reference.
  8. Review the topic word board words periodically throughout the unit, and consider leaving them up as a word bank for students to use during their unit tests.