Academic Expectation 1:2
Students make sense of the variety of materials they read.
Learning Links:
Recipes / Advertisements / Schedules / Maps / Budgets / Manuals / Critiques / Movie Reviews / Catalogs / Letters / Applications / Charts / Literature / Newspapers / Magazines / Encyclopedias / Financial Statements
Demonstrators should be read from top to bottom, but need not be demonstrated sequentially.
Elementary Demonstrators
• Demonstrate an understanding of print materials read in and out of school.
• Respond to reading through a variety of forms (e.g., conversation, art, media, writing).
• Use a variety of strategies (e.g., prior knowledge, predict, question, summarize) to construct meaning.
• Relate reading experiences to life situations.
• Select and use appropriate print materials ( e.g., literary, informative, persuasive, practical) for a variety of purposes (e.g., pleasure, formation, and practical application).
• Choose print materials for personal interest both in and out of school.
• Exhibit fluency in reading.
• Show interest by listening to and/or reading a multicultural variety of print materials.
Middle School Demonstrators
• Construct meaning and evaluate print materials read in and out of school.
• Interpret reading using different modes of presentation.
• Apply a variety of strategies (e.g., prior knowledge, predict, question, summarize) to construct meaning.
• Relate reading experiences to life situations.
• Analyze appropriate print materials (e.g., literary, informative, persuasive, practical) for a variety of purposes (e.g., pleasure, information, and practical application).
• Select and read print materials for personal interest both in and out of school.
High School Demonstrators
• Construct meaning, elaborate and respond critically to print materials read in and out of school.
• Apply a variety of strategies (e.g., prior knowledge, predict, question, summarize) to construct meaning and evaluate the selected strategy.
• Relate reading experiences to life situations.
• Select and use appropriate print materials ( e.g., literary, informative, persuasive, practical) for a variety of purposes (e.g., pleasure, information, and practical application).
• Select and read print materials for personal interest both in and out of school.
Sample Teaching/Assessment Strategies:
Collaborative Process / Community-Based Instruction: Service Learning / Continuous Progress Assessment / Graphic Organizers / Problem Solving: Brainstorming, Debate, Interviews, Questioning, Research / Technology/Tools: Computers, Games, Telecommunications / Whole Language Approach / Writing Process
These sample strategies offer ideas and are not meant to limit teacher resourcefulness. More strategies are found in the resource section.
Ideas for Incorporating Community Resources:
• Invite a local author, playwright, or poet to share samples of his/her work.
• Invite a representative of a local agency or company to interpret certain print material (e.g., utility company to explain how to read a bill, county extension agent to explain how to read and interpret nutritional information on food labels, bus company to explain how to read a route schedule).
• Read to special populations in the community (e.g., children in after-school childcare programs, participants in library story hour, individuals in hospitals).
Core Concept: Accessing Sources
Sample Elementary Activities
• Create the written text for a wordless picture book. Share your story with younger students. PE
• Respond to a reading selection:
- through group dramatization.
- by changing a main event to create a different ending.
- by producing a commercial or advertisement. PE, OE, P
• Read ads for toys to find specific information (e.g., Does it need batteries? How much does it cost?) OE
• Read books/stories which contain recipes. Write class stories and recipes. PE
• Conduct a "book talk" about a favorite storybook. PE, OE, P
• Develop a rating/ranking system for books you read. OE
Sample Middle School Activities
• Write a response to a book in which you discuss how a character is like someone you know or how a character is like those in other books you have read. P
• Develop a chart to show the attributes you seek in a good book. OE
• Select background music to play while you read a book to a younger child. PE
• Create a graffiti board advertising a favorite book. PE
• Make a collage of propaganda techniques from printed ads. PE
• Gather materials on possible part-time jobs (e.g., baby-sitting, lawn-mowing). Prepare a visual display to illustrate some aspect of the job. PE, P
Sample High School Activities
• Read articles which present two different political or cultural viewpoints. Choose one viewpoint and prepare an argument in support of your choice. OE, P
• Read a story and watch a videotape of the same story. Analyze how each medium impacts the presentation of the story. OE
• Select a story or novel to make into a film. Based on personal characteristics, cast yourself and some classmates into appropriate roles in the film. Analyze how the characters would change if they were from a cultural background different from the one originally cast. PE, OE, P
• Read legal documents (e.g., contracts, wills, deeds); analyze the critical attributes and the implications for future personal use. P
Read the manuals of similar automobiles made by different manufacturers; make a comparison presentation. PE, OE
• Read books and/or articles on projected societal/economic changes; analyze and predict the future demands of the job market. OE, P