Sheila Sousa Lintecum Elementary English/Reading Specialist

1. Captivate Students Through Novel Studies: How to Scaffold Instruction and Gradually Release Responsibility to the Students Sheila Sousa Lintecum Elementary English/Reading Specialist Carroll County, Gladeville Elementary

2. Choose the Right Novel: Take time on this step! You will be teaching from and analyzing your novel with your students for three to eight weeks. A novel is worth sharing and teaching from if it: • is grade and content appropriate for your students (readability should be slightly over their Independent level); • is a classic that still contains information relevant to students today; • supports your curriculum agenda and state standards; • is well written and strong or focuses on a certain area such as character, plot and development, point of view, conflict/resolution, etc.; • contains a universal theme that can be carried over to other curricular areas; • portrays students’ concerns and interests; • demonstrates a specific style of writing or genre.

3. Here Are Some of the Titles We Read Woods Runner Samuel, 13, spends his days in the forest, hunting for food for his family. He has grown up on the frontier of a British colony, America. Far from any town, or news of the war against the King that American patriots have begun near Boston. But the war comes to them. British soldiers and Iroquois attack. Samuel’s parents are taken away, prisoners. Samuel follows, hiding, moving silently, determined to find a way to rescue them. Each day he confronts the enemy, and the tragedy and horror of this war. But he also discovers allies, men and women working secretly for the patriot cause. And he learns that he must go deep into enemy territory to find his parents: all the way to the British headquarters, New York City Out of Darkness: The Story of Louis Braille A biography of the 19th century Frenchman who developed Braille. The book spans Braille's life from childhood through his days at the Royal Institute for Blind Youth and into his final years, when the alphabet he invented was finally gaining acceptance.

4. More Titles We Read Blood on the River Twelve-year-old Samuel Collier is a lowly commoner on the streets of London. So when he becomes the page of Captain John Smith and boards the Susan Constant, bound for the New World, he can’t believe his good fortune. He’s heard that gold washes ashore with every tide. But beginning with the stormy journey and his first contact with the native people, he realizes that the New World is nothing like he imagined. The lush Virginia shore where they establish the colony of James Town is both beautiful and forbidding, and it’s hard to know who’s a friend or foe. As he learns the language of the Algonquian Indians and observes Captain Smith’s wise diplomacy, Samuel begins to see that he can be whomever he wants to be in this new land. Holes Stanley Yelnats is under a curse. A curse that began with his no-good-dirty-rotten-pig-stealing-great-great-grandfather and has since followed generations of Yelnatses. Now Stanley has been unjustly sent to a boys’ detention center, Camp Green Lake, where the boys build character by spending all day, every day digging holes exactly five feet wide and five feet deep. There is no lake at Camp Green Lake. But there are an awful lot of holes.

5. More Titles We Read (Cont’d) A Series of Unfortunate Events #1: The Bad Beginning Are you made faint hearted by death? Does fire unnerve you? Is a villain something that might crop up in future nightmares of yours? Are you thrilled by nefarious plots? Is cold porridge upsetting to you? Vicious threats? Hooks? Uncomfortable clothing? It is likely that your answers will reveal A Series of Unfortunate Events to be ill-suited for your personal use. A librarian, bookseller, or acquaintance should be able to suggest books more appropriate for your fragile temperament. But to the rarest of readers we say, "Proceed, but cautiously." Bridge to Terabithia Jess Aarons has been practicing all summer so he can be the fastest runner in the fifth grade. And he almost is, until the new girl in school, Leslie Burke, outpaces him. The two become fast friends and spend most days in the woods behind Leslie's house, where they invent an enchanted land called Terabithia. One morning, Leslie goes to Terabithia without Jess and a tragedy occurs. It will take the love of his family and the strength that Leslie has given him for Jess to be able to deal with his grief.

6. Incorporating Our State’s Standards of Learning Through novels, I scaffold instruction and provide heavy support and modeling in the following SOLs: • 5.1 The student will use effective oral communication skills in a variety of settings. • 5.2 The student will create multimodal presentations that effectively communicate ideas. • 5.4 The student will expand vocabulary when reading • 5.5 The student will read and demonstrate comprehension of fictional texts... • 5.6 The student will read and demonstrate comprehension of nonfiction texts • 5.7 The student will write in a variety of forms to include narrative, descriptive, expository, and persuasive. • 5.9 The student will find, evaluate, and select appropriate resources for a research product

7. Getting Started • I provide a “preview” of the novel we will read on the first day to my students. • Historical context • Any background knowledge they may need to know to prevent learning barriers • Theme • Author’s background and point of view • Discuss any vocabulary that may create obstacles for understanding • Explain what I expect students to do while we read the text. • “Think Marks” • Discussion questions • Hand out and go over “Novel Study” packet for the novel we will read. • Model procedure for reading and discussing. • Dory Story by Jerry Pallotta

8. Example of a Fictional Novel Lesson (1 of 6) The Bad Beginning: or Orphans - Before Read • Share summary on back and discuss • Think aloud/group discussion • Connections (T2S, T2T, and T2W) • Vocabulary (ongoing for each chapter) • Many of the names and places in this book have been chosen because they have a specific meaning behind them. Many are literary allusions, anagrams, and some utilize synonyms for demeaning words to reinforce the presence of misfortune. • Explain and show examples of how Lemony Snicket uses sophisticated words in his writing. However, he helps the reader understand the meaning to these words by providing definitions or allowing them to use the context of the story. • Author's point of view • Omniscient POVs are VERY tricky to do well, and they’re something you don’t see that often, really. There are some books with omniscient narrators on the market and Lemony Snicket’sA Series of UnfortunateEvents is a fairly well known example. One thing you’ll notice about this book is that the narrator has a very strong and distinctive voice. • Figurative Language • Discuss the different Literary Devices we may see while reading (Alliteration, Idiom, Simile, and Rhyme) • Author’s purpose • Quick review of “Think Marks” • Reading - 5.4, 5.5

9. Example of a Fictional Novel Lesson (2 of 6)The Bad Beginning: or Orphans - During Read STUDENT DOES • “Actively” tracks and reads quietly to him/herself while teacher reads. • “Think Marks” • Records marks on post-it notes, and places them on the book page • Engage with text • Self-monitor Comprehension • Use mental imagery TEACHER DOES • Reads with enthusiasm • Pause to collaborate on “points of discussion” • This should have already been marked prior to reading with whole group • Monitor/facilitate small group discussions • Integrate new information with prior knowledge • Reading Comprehension - 5.4, 5.5

10. Example of a Fictional Novel Lesson (3 of 6)The Bad Beginning: or Orphans - After Read • Discuss “Think Marks” • Verify and formulate predictions • Class/Peer share • Novel Study Guide • Discussion questions • Summary • Writing Assignment • Comprehension Questions for Chapter • Quick write • Communication 5.1, Reading Comprehension - 5.5

11. Example of a Fictional Novel Lesson (4 of 6)The Bad Beginning: or Orphans - After Read • Reading Comprehension - 5.5, Writing - 5.7

12. Example of a Fictional Novel Lesson (5 of 6)The Bad Beginning: or Orphans - End of Book Writing Assignment • Discuss the different types of writing (Author’s Purpose) • Narrative • Descriptive • Expository • Persuasive • Students are given two persuasive topics to choose from • Mr. Poe shares some of the blame for the problems the Baudelaire orphans face. • When found, Count Olaf should be charged with child abuse. • Students are to use the writing process to complete one of the above essays • Writing - 5.7,5.8

13. Example of a Fictional Novel Lesson (6 of 6)The Bad Beginning: or Orphans - End of Book Compare/Contrast • Reading - 5.5

14. Example of a Historical Fiction Novel Lesson (1 of 6)Blood on the River: James Town, 1607 - Before Read • Share summary on back and discuss • Think aloud/group discussion • Connections (T2S, T2T, and T2W) • So many “text to world” connections from History • Vocabulary (ongoing for each chapter) • Words in this book are specific for this time period • Author's point of view • First Person Point of View • In the first person point of view, the narrator does participate in the action of the story. When reading stories in the first person, we need to realize that what the narrator is recounting might not be the objective truth. We should question the trustworthiness of the accounting. • Information Sources - Due to this being “Historical Fiction”, there are nonfiction passages at the beginning of each Chapter. • The distinction between primary, secondary and tertiary sources hinges on how far from the original event or phenomenon the information source is created. Is it first-hand knowledge? A second-hand interpretation? A third-hand synthesis and summary of what is known? • Primary sources are created as close to the original event or phenomenon as it is possible to be. For example, a photograph or video of an event is a primary source. Data from an experiment is a primary source. • Secondary sources are one step removed from that. Secondary sources are based on or about the primary sources. For example, articles and books in which authors interpret data from another research team's experiment or archival footage of an event are usually considered secondary sources. • Tertiary sources are one further step removed from that. Tertiary sources summarize or synthesize the research in secondary sources. For example, textbooks and reference books are tertiary sources. • Quick review of “Think Marks” Reading - 5.4, 5.5, 5.6

15. Example of a Historical Fiction Novel Lesson (2 of 6) Blood on the River: James Town, 1607 - During Read • STUDENT DOES • “Actively” tracks and reads quietly to him/herself while teacher reads. • “Think Marks” • Records marks on post-it notes, and places them on the book page • Engage with text • Self-monitor Comprehension • Use mental imagery • TEACHER DOES • Reads with enthusiasm • Pause to collaborate on “points of discussion” • This should have already been marked prior to reading with whole group • Monitor/facilitate small group discussions • Integrate new information with prior knowledge • Help students make connections to the novel • Text2World - History Content • Reading Comprehension - 5.4, 5.5

16. Example of a Historical Fiction Novel Lesson (3 of 6)Blood on the River: James Town, 1607 - After Read • Discuss “Think Marks” • Verify and formulate predictions • Class/Peer share • Novel Study Guide • Discussion questions • Summary • Writing Assignment • Comprehension Questions for Chapter • Quick write • Communication 5.1, Reading Comprehension - 5.5

17. Example of a Historical Fiction Novel Lesson (4 of 6)Blood on the River: James Town, 1607 - After Read • Reading Comprehension - 5.5, Writing - 5.7

18. Example of a Historical Fiction Novel Lesson (5 of 6)Blood on the River: James Town, 1607 - Writing Assignments • Discuss the different types of writing (Author’s Purpose) • Narrative • Descriptive • Expository • Persuasive • Students are given a writing prompt • At the beginning of Chapter 23, Samuel and Richard are stunned that the Virginia Company has sent families with women and children to live in James Town. Richard suggests that the reason was because “No one is allowed to say anything bad about James Town in their letters back home.” • Write a truthful letter to a family member about your experiences in the New World and persuade them to stay in England. • Writing - 5.7,5.8

19. Example of a Historical Fiction Novel Lesson (6 of 6)Blood on the River: James Town, 1607 - Research & Writing Assignments • In chapters 17-18 we read about a disease that is affecting the colonists. • What diseases could the “summer sickness” have been? Hint: Research diseases borne by different insects such as flies, mosquitoes, ticks, etc. • Students are to find and give facts to support their theory of the “summer sickness” • Prepare slides to present their findings and share with the class • Communication and Multimodal Literacies -5.1, 5.2;Writing - 5.7,5.8; Research - 5.9

20. Bibliography • Blood on the River: Summary and Characters. Retrieved from https://study.com/academy/lesson/blood-on-the-river-summary-characters.html • Mizerny, Cheryl (2016, June 12).10 Techniques to Teach Whole Class Novels.Retrieved from https://www.middleweb.com/30409/10-techniques-to-teach-whole-class-novels/ • Sacks, Ariel (2017, April 5). Five Steps To Revolutionize Whole-Class Novels. Retrieved from http://blogs.edweek.org/teachers/whole_story/2017/04/five_steps_to_revolutionize_no.html • “Think Marks” TeachersPayTeachershttps://www.teacherspayteachers.com/FreeDownload/Think-Mark-Anchor-Chart-969351

21. Disclaimer • Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

22. Sheila Sousa LintecumElementary English/Reading Specialist5th Grade Teacher Gladeville Elementary School3117 Glendale RoadGalax, VA 24333276-236-5449slsousa@ccpsd.k12.va.us