Reading and Writing
Key Concepts
Reading and writing is an essetial part of daily life, there is no way to be successful in life without achieving these skills. Reading and writing is an important element in every subject, especially Social Studies/Native American Studies. Stories and historical events are a important part of the Native American culture and a basis behind Social Studies. Understanding the history of our peoples, province, and country can not be acheived if we cannot read about and learn past events. Reflection on events is also an important aspect when discovering what has been learned. Using writng as an assessment tool helps students reflect on how they feel about certain events and allows students to express themselves. Through the use of reading and writing in Social Studies/Native American Studies, students are able to transport themselves back in time and learn what past events have transpired over the generations to make our Country, Province, and Peoples, who they are today.
Curriculum Connections
Within the ELA Program of Studies Reading and Writing are seen as powerful means of communicating and learning. Reading and Writing enable students to expand their knowledge and use of language, increase thier knowledge of themselves and others, and experience enjoyment and achieve personal satisfaction. Reading provides students with avenue of accessing ideas, views, and experiences of others. By using effective reading skills and strategies, students are able to construct meaning, and develop thoughtful and critical interpretations of a variety of texts. Writng enables students to explore, shape and clarify thier thoughts, and to communicate themto others. By using effective writing strategies, students discover and refine ideas and compose and revise with increasing confidence and skill.
2000, The Program of Studies, English Language Arts K-9, Alberta Education,
Retrieved October 21, 2012, http://www.education.alberta.ca/teachers/program/english.aspx
2000, The Program of Studies, English Language Arts K-9, Alberta Education,
Retrieved October 21, 2012, http://www.education.alberta.ca/teachers/program/english.aspx
Strategies and Lesson Plan Ideas
Strategies Before Reading:
1. Five FInger Rule:
In the five finger rule students are taught when looking for a book they are to open the book to a random page and attempt to read it. If during the process of reading that page they have more that five errors (which is counted with each of their fingers) they know that the book is too difficult for them. If they have fewer than five errors then the book is at their level and ready to be taken to read. This process allows students to be able to independantly judge whether a book is at appropriate level for them or not.
2. Goldilocks Strategy:
In the Golilocks Strategy students are taught how to look for books that are at thier level. They can determing if they are "too hot"(too hard), "too cold" (too easy), or "just right." When students pick books that are at thier level they are more likely to feel confident in thier reading ability and not get discouraged. This strategy can be used at any grade level and encourages interest and love of reading.
Strategies During Reading:
1. Shared Reading:
In this activity the teacher first introdces the text, then models the text by reading it to the student or class, once that is finished a grand conversation happens discussing different elements of the text. When these steps are finished then the text is re-read with the students involvement this time. The student then feels more confortable with the reading and gets greater understand out of the reading material. This could be used in an activity which the class is learing about Native American culture or else Alberta or Canada.
2. Sketch-to-Stretch:
In this activity the students read part of the text either independantly or else as a class, the students stop periodically thorughout the text to discuss what has happended in the story and sketch a visual of what the story means to them. The students may be put in small groups and have a opportunity to discuss each of their sketches and their interpretaion of the story. This could be used with a Native American Novel which discussed FMNI themes and issues.
Strategies After Reading:
1. Book Talks:
Students have the opportunity after they are done reading their book to explain to the class what thier book is about and the author in the hopes that other students in the class might be interested in reading the book. This allows students to reflect on what happened in the story and what they learned from the story. This could be done in an activity where each student is aloud to pick a book to read with an FMNI focus and finish with a book talk. This would expose students to a variety of differnt titles with FMNI focus and a educational experience as well.
2. Quilts:
Once students are done reading a story or text they each create a quilt square to extend their comprehension and to celebrate a story, this can also be done after learning a topic. Each student is responsible for createing thier own square that represents what the story or topic meant to them. This activity brings out the creative side in the students and allows them to decide how they wish they want to design their square. This is a great activity for FNMI topics especially because it quilts are an important part of the FNMI culture and ties into the FNMI theme.
Writing Strategies:
1. Interactive Writing:
In an Interactive Writing activity the teacher has a topic or issue in which she wants the class to collaboratively brainstorm and then write about. The teacher uses large pieces of paper and markers, or white boards for the students to brainstorm about the topic, this may be done as a class discussion, in small groups or individually. After brainstorming the class discusses as a whole some ideas and as a class they create a peice of writing. After the writing is completed the teacher displays the chart in the classroom so the student may use it interactively. This could be an effective strategy for discussing social studies issues.
2. Quickwrite:
Students write down ideas that come to thier mind after reading for 5-10 minutes. This allows students to examine texts small amounts at a time and make meaning out of them. This is effective when doing a novel study which could be FNMI based.
3. KWL Charts:
In this activity the teacher asseses the students knowledge before, during, and after the reading. This activity can be done in small groups or a large class discussion. At the start of the activity the teacher asks the clas what they Know about the topic or issue, once discussing and completeing that section the teacher asks the class what they Want to learn more about, this is discussed throughout the learning process. Once the lesson is finished the teacher asks the class what did we Learn today. This is a great assessment tool and allows the teacher to discover what the students know, what they want to learn more about, and what they learned in the end. THis coudl be effective in a social studies class about the province of Alberta regarding the different regions.
1. Five FInger Rule:
In the five finger rule students are taught when looking for a book they are to open the book to a random page and attempt to read it. If during the process of reading that page they have more that five errors (which is counted with each of their fingers) they know that the book is too difficult for them. If they have fewer than five errors then the book is at their level and ready to be taken to read. This process allows students to be able to independantly judge whether a book is at appropriate level for them or not.
2. Goldilocks Strategy:
In the Golilocks Strategy students are taught how to look for books that are at thier level. They can determing if they are "too hot"(too hard), "too cold" (too easy), or "just right." When students pick books that are at thier level they are more likely to feel confident in thier reading ability and not get discouraged. This strategy can be used at any grade level and encourages interest and love of reading.
Strategies During Reading:
1. Shared Reading:
In this activity the teacher first introdces the text, then models the text by reading it to the student or class, once that is finished a grand conversation happens discussing different elements of the text. When these steps are finished then the text is re-read with the students involvement this time. The student then feels more confortable with the reading and gets greater understand out of the reading material. This could be used in an activity which the class is learing about Native American culture or else Alberta or Canada.
2. Sketch-to-Stretch:
In this activity the students read part of the text either independantly or else as a class, the students stop periodically thorughout the text to discuss what has happended in the story and sketch a visual of what the story means to them. The students may be put in small groups and have a opportunity to discuss each of their sketches and their interpretaion of the story. This could be used with a Native American Novel which discussed FMNI themes and issues.
Strategies After Reading:
1. Book Talks:
Students have the opportunity after they are done reading their book to explain to the class what thier book is about and the author in the hopes that other students in the class might be interested in reading the book. This allows students to reflect on what happened in the story and what they learned from the story. This could be done in an activity where each student is aloud to pick a book to read with an FMNI focus and finish with a book talk. This would expose students to a variety of differnt titles with FMNI focus and a educational experience as well.
2. Quilts:
Once students are done reading a story or text they each create a quilt square to extend their comprehension and to celebrate a story, this can also be done after learning a topic. Each student is responsible for createing thier own square that represents what the story or topic meant to them. This activity brings out the creative side in the students and allows them to decide how they wish they want to design their square. This is a great activity for FNMI topics especially because it quilts are an important part of the FNMI culture and ties into the FNMI theme.
Writing Strategies:
1. Interactive Writing:
In an Interactive Writing activity the teacher has a topic or issue in which she wants the class to collaboratively brainstorm and then write about. The teacher uses large pieces of paper and markers, or white boards for the students to brainstorm about the topic, this may be done as a class discussion, in small groups or individually. After brainstorming the class discusses as a whole some ideas and as a class they create a peice of writing. After the writing is completed the teacher displays the chart in the classroom so the student may use it interactively. This could be an effective strategy for discussing social studies issues.
2. Quickwrite:
Students write down ideas that come to thier mind after reading for 5-10 minutes. This allows students to examine texts small amounts at a time and make meaning out of them. This is effective when doing a novel study which could be FNMI based.
3. KWL Charts:
In this activity the teacher asseses the students knowledge before, during, and after the reading. This activity can be done in small groups or a large class discussion. At the start of the activity the teacher asks the clas what they Know about the topic or issue, once discussing and completeing that section the teacher asks the class what they Want to learn more about, this is discussed throughout the learning process. Once the lesson is finished the teacher asks the class what did we Learn today. This is a great assessment tool and allows the teacher to discover what the students know, what they want to learn more about, and what they learned in the end. THis coudl be effective in a social studies class about the province of Alberta regarding the different regions.
Resources for Teaching
Literature Titles:
Dembicki, M. (2010). Trickster, Native American Tales, A Graphic Collection. Golden, Colorado, United States: Fulcrum Publishing.
Robertson, D. A. (2011). Sugar Falls, A Residential School Story. Winnipeg, Manitoba, Canada: Highwater Press.
Arvaarluk Kusugak, M. (1993). Northern Lights The Soccer Trails. Buffalo, NY, United States: Annick Press.
Wheeler, B. (1992). Where Did You Get Your Moccasins. Winnipeg, Manitoba, Canada: Penguis Publishers.
Einarson, E. (2004). The Moccasins. Penticton, British Columbia, Canada: Theytus Books.
Reading Resources:
Heping Struggling Readers and Defeating Dyslexia
http://www.readingresource.net/
Planting a Literacy Garden - Comprehension Strategies
http://olc.spsd.sk.ca/de/resources/litgarden/comprehensionstrategies.html
All About Adolecent Literacy
http://www.adlit.org/?gclid=CK7cpMaonrMCFYpFMgodY2gAmw
Writing Resources in Social Studies/NAS:
University of Letbridge FNMI Collection - Curriculum Lab
http://www.uleth.ca/education/resources/fnmi-collection
FNMI Hands On Acivites
http://www.chinooksedge.ab.ca/docs/library/Consortia%20FNMI%20Consultants%20%20Contact%20Information.pdf
FNMI Resources
http://www.rockyview.ab.ca/programs_services/fnmi_resources
Dembicki, M. (2010). Trickster, Native American Tales, A Graphic Collection. Golden, Colorado, United States: Fulcrum Publishing.
Robertson, D. A. (2011). Sugar Falls, A Residential School Story. Winnipeg, Manitoba, Canada: Highwater Press.
Arvaarluk Kusugak, M. (1993). Northern Lights The Soccer Trails. Buffalo, NY, United States: Annick Press.
Wheeler, B. (1992). Where Did You Get Your Moccasins. Winnipeg, Manitoba, Canada: Penguis Publishers.
Einarson, E. (2004). The Moccasins. Penticton, British Columbia, Canada: Theytus Books.
Reading Resources:
Heping Struggling Readers and Defeating Dyslexia
http://www.readingresource.net/
Planting a Literacy Garden - Comprehension Strategies
http://olc.spsd.sk.ca/de/resources/litgarden/comprehensionstrategies.html
All About Adolecent Literacy
http://www.adlit.org/?gclid=CK7cpMaonrMCFYpFMgodY2gAmw
Writing Resources in Social Studies/NAS:
University of Letbridge FNMI Collection - Curriculum Lab
http://www.uleth.ca/education/resources/fnmi-collection
FNMI Hands On Acivites
http://www.chinooksedge.ab.ca/docs/library/Consortia%20FNMI%20Consultants%20%20Contact%20Information.pdf
FNMI Resources
http://www.rockyview.ab.ca/programs_services/fnmi_resources
Resources
Tompkins, G. (2012). 50 Literacy Strategies: Step by Step. New York:
Pearson
Pearson