I like this image but I am bothered that those 2 donuts are upside down. Just me?

Last post, I unpacked the grade 4 Language Arts illustrative outcomes to highlight that there are many skills, processes and content to begin planning your year.

I want to make it clear: the outcomes are the basis of your teaching and not a teaching resource.

By following the outcomes, you have a solid base to select other resources and materials with confidence; you will not find yourself wondering if you are on track with language arts.

Today let’s look a the notion of  “text”.

Text as defined in the program of studies: “texts refer not only to print but also to oral and visual forms that can be discussed, studied and analyzed. In addition, texts are affected and influenced by how they are transmitted, whether by computer, television, radio or book. Students need knowledge, skills and strategies in all six language arts to compose, comprehend and respond to such texts.”

Oral texts include storytelling, dialogues, speeches and conversations.

Visual texts include pictures, diagrams, tableaux, mime and nonverbal communication.

Combinations of oral, print or visual texts include videos, films, cartoons, drama and drum dancing.

Take a moment to think about your classroom.

Have you considered all the different types of text, beyond printed books?

In the program of studies examples of actual titles and other types of text are referred to in the illustrative outcomes for each grade level .

Types of text are noted in 2.2 (experience various text) and 3.2 (use a variety of sources) for each grade level.

(Note the program of studies is from 2000, so there is reference to outdated forms such as CDROM and card catalogs, yet the term “media” does help us to include all modern forms of text that have evolved since then)

Let’s go deeper…

Grade 4

2.4 Experience various texts.

experience oral, print and other media texts from a variety of cultural traditions and genres, such as personal narratives, plays, novels, video programs, adventure stories, folk tales, informational texts, mysteries, poetry and CDROM programs

3.2 Use of a variety of sources. 

locate information to answer research questions, using a variety of sources, such as maps, atlases, charts, dictionaries, school libraries, video programs, elders in the community and field trip.

This is what grade 4 looks like.

Note: printed/digital text can be long or short.

Looking for more ideas…

In most schools, there are Fountas and Pinnell Assessment Kits. Within those kits is a book called the Continuum of Literacy Learning. This book is a guide to teaching the whole year. Refer to the Read Aloud and Shared Reading sections for other text ideas.

Public libraries also have a digital collection. Digital collections include read along books (books that have words on the screen that are read to students), audio books (listen to the book, no text provided) and regular digital books.  Public library collections can be used in the classroom and at home. Students have free access to public libraries.

Below is a list of  my other favourite sources of digital text

• Gocomics.com  is an excellent source for comics/cartoons. Note that full panel comics are published on Sundays.
• Dogonews.com has a variety of news articles for kids.
• Wonderopolis.com is a treasure trove for interesting wonders and has a read aloud feature.
• Kidshannon.com is a portfolio for illustrators with a variety of visual texts. This is also a great source for writing prompts. Specifically, this site addresses outcomes that refer to illustrators, for example: grade 4 -2.2.-discuss a variety of oral, print or other media texts by the same author, illustrator, storyteller or filmmaker.
• commonlit.org is a site for articles that can be displayed, printed or sent to google classrooms. I found this site had interesting topics with readability levels that supported my struggling readers in junior high. This is also a site to share with your K and E teachers.

Take a moment or several, to explore these sites and begin to a list of “texts” that you would like to have in your classroom. Don’t forget the content areas that you will be teaching.  Are there text connections to Science, Math and Social?

Next time we will go deeper in our discussion of classroom libraries.

Until Then,

Love ya!

Coach Clark

I have the PRIVILEGE of  providing literacy support at my school.  Here are some truths that I believe in.

THERE’S NO CRYING IN BASEBALL..BUT THERE IS IN LLI 

From the movie: A League of their Own

LLI is meant to be an intensive 18 week, daily program. Eventually it comes to an end.  The moment should be happy, the students that leave are now reading at grade level (or very close). Yet, it’s hard. Reading is not just about decoding and comprehension, it’s also about relationships. The bonding is huge, the stories are funny, as a group we learn more about each other than we ever would.  I had a student cry on Friday, “No, it can’t be over!”  I have to admit, I was holding back tears.  Yet, I can watch this student grow and absolutely knock it out of the park for years to come! It’s worth the tears.

LESSON:  Relationships, the 4th R.  Realize that teaching is an extension of your heart!

ITS NEVER TOO LATE TO JOIN THE LITERACY CLUB

Dav Pilkey author of DOG MAN. He created Captain Underpants from the drawings he created in the hallway while kicked out of class.

The students in grades 5 , 6, 7 impressed me this week. They “rocked” their reading tests. While some students admit they “don’t read”, there are others that work hard to improve. These students tell me that they read at home and demonstrate an understanding that reading unlocks their future.

We need to remember that some famous authors were late to reading.  Here is a list of 25 that have Dyslexia,. Students might recognize Patricia Polacco (#14) and Dav Pilkey (#6). Dav Pilkey writes Captain Underpants and Dog Man.

The struggling readers I talk to all read Dog Man. Interesting, I think so, very much!

LESSON: Sometimes it takes a while for students to settle into literacy, find their strengths and adapt to their challenges. Make sure you are there to catch and guide them through that journey.

OFF TASK or AWESOME MOMENTS – YOU NEED TO DECIDE

Apparently Germans can’t say “squirrel”. Isn’t that nuts! True story.

Wait, I was off task. But I made you laugh.

Now back to me…Should we always redirect students who struggle?

With some struggling learners the answer is …no or not yet!

For example, I support a student with extra help in math and reading. He told me as we worked on his math,  that he has been writing a story in English class. He went on to express all the books that have inspired him and what he was borrowing for his story. I was blown away! I knew this was a MOMENT, a make it or break it moment. Did I say…hey let’s get back to math? No, instead, I was ALL over his writing ideas.  I knew that his writing motivation was new and fresh. I want these kids who express a writing bug to fly with it. I also know that students are sharing this because they know I appreciate it. I need to express that appreciation right back.

LESSON: Jump on any inclination of subject love!  It might be the start of something big.

Please feel free to share your bits of awesome literacy moments. I will appreciate it 🙂

Until Next Time,

Love Coach Clark 🙂