Content Area Literacy

I will soon post a variety of CAL strategies. This is my personal favorite.

Topic/Book Box
-A primary level approach-
Purpose: to introduce students to a new book or topic (unit of study). Tangible objects are provided to activate students’ background knowledge and prompt students’ thinking about major topics or concepts prior to reading.
Procedure:
1. The teacher prepares a container (box, basket, suitcase, treasure chest, jewelry box etc.) that represents some aspect of the book or topic being studied. For example, an athletic bag may be used to carry items before reading a book on the biography of a sports figure. A shoebox may be decorated with images and/or words related to a geometric figure (cube, or rectangular prism, etc.).
2. The teacher then collects items to fill the box that relates to the book or theme. These objects should stimulate conversation among the students and provide them opportunities to discuss previous experiences/knowledge. The objects may come directly from the reading or represent a more profound theme or idea. The box may also include other books related to the topic, words, or pictures/images.
3. There are a variety of ways to use a book box. Teachers may choose to show the items to the entire class and have them discuss what they think the items represent and brainstorm what topic or book they are going to read (concept attainment method). Students may be asked to create an inventory of the items and list what is in the box, ideas about what the items may represent, and previous experiences with the items. After reading the book, the students may complete the inventory to include “purpose of the item.” It is up to the teacher to decide when they will tell the students the topic or book that is going to be studied or read.
-OR-
Purpose: to help students summarize and communicate their understanding by creating a book box. This allows students the opportunity to create a box that symbolizes concepts and share what they have learned with their classmates. This is a hands-on/minds-on activity that can be used as an extension of learning that allows students the freedom to explore interesting facts or ideas. Book boxes are also useful tools for assessment of the student’s ability to summarize main ideas and identify important aspects of a topic. The teacher must explicitly state the purpose of the book box to the students.
Procedure:
1. Students collect 3-5 items related to a topic or theme and place them in a chosen
(perhaps decorated) container.
2. The students may be asked to create an inventory sheet or write up that states the contents of the box and reasons for inclusion (how they relate to the topic or book).
3. The students will be expected to share their boxes with the class and explain the significance of the items in their box in relation to the topic or book.
4. Student may also have the opportunity to answer questions from their classmates about their book or topic.
Benefits:
• There are a variety of ways in which this strategy may be used in a classroom (teacher-created or student-created, as an introduction or assessment, multiple boxes for further study…)
• The book boxes allow students the opportunity to explore concepts in a tangible and concrete way.
• Topic boxes may be used in all content areas including math, science, music, and social studies.
• Student-created book boxes provide students more choice and therefore engagement in their learning.
• Technology and creativity (art) may be incorporated in the use of this strategy.
• Students are given the opportunity to read, write, listen, and verbally communicate their ideas.
Limitations:
• If book boxes are created in the classroom, the teacher and students must supply or create the items relevant to the topic.
• Teacher-created book boxes may require some additional planning.
Teacher Concerns:
• What if my students are not getting the main idea of my book box?
• What if my students do not treat the book boxes of other students with care and respect?
• How will I find room in my classroom to display (store) all these boxes?
References:
Tompkins, Gail E. (1997) Literacy for the twenty-first century: A balanced approach. Upper Saddle River, NJ: Merrill/Prentice Hall

Inventory Sheet
Topic:
Book:
What is it?
What could this represent?
What does this make me think of?
What did I learn from the book?


Example:
Book: The Legend of the Bluebonnet by Tomie dePaolo
What is it? Basket
What could this represent? Something people use to put their things in
What does this make me think of? My Easter basket that I use to put eggs in during the Easter egg hunt
What did I learn from the book? (implicit) Native Americans use things from the Earth to make tools and toys (like the buckskin doll).

Summer Reading

Lesson Cycle

Synonyms and Antonyms (homonyms, homophones, idioms...) Author: Tiffany Evetts

Subject(s):	Language Arts (English)
Topic or Unit of Study:	This unit is over synonyms and antonyms.
Grade/Level:	1-3
Objective:	After this unit, students will be able to identify both synonyms and antonyms. They will be able to tell the difference between synonyms and antonyms, and give examples of each.
Summary:	This unit will begin with students and myself singing both the synonym and antonym song. Next, we will watch a brain pop video over synonyms and antonyms. Following the brain pop video, I will have students get a white board and I will call out words and have students give me either the synonym or antonym to that word. The students will also be expected to create a vocabulary poster of a synonym/antonym of their choice in which they draw or paste pictures that represent the words. For example they may select the word cold and draw a synonym representing frosty and an antonym representing hot.
IMPLEMENTATION
Procedure:	I will begin this lesson by having students gather on the floor in front of the smartboard. I will remind students that we have been learning about synonyms and antonyms and tell them that we will be singing the songs that we sang earlier this week. I will put the songs on the document camera one at a time and we will sing them together as a class. Following the songs, students will watch a brain pop video over synonyms and antonyms. Next, I will have students get a whiteboard and call out words for them to write either a synonym or antonym for. Following these activities, I will explain the independent practice pages over each that they will be completing during center time. The students will be given time to come up with ideas of synonyms and antonyms and they will present their poster rough draft to the class and evaluate other student’s words and give suggestions before the final product is displayed in the classroom. (this will be supplemented with a lesson about words which have multiple meanings and shades of meaning such as act, case, and cut). The last lesson requires students to bring a book they have selected from the library and look up a word that is unfamiliar or which they have limited acquaintance. They will look up the word in the dictionary and write about the multiple meanings of the word and how it is used in the selected book.
Collaboration:	Students will work collaboratively & individually.
Time Allotment:	3 class period. 30 Min. per class.
Author's Comments & Reflections:	If time permits, a study of homonyms and idioms may also be included in this unit.
MATERIALS AND RESOURCES
Instructional Materials:
Resources:	Materials and resources: We will be using copies of the synonym and antonym song, as well as a worksheet over each for independent practice. We will also be using a document camera for this activity as well as the smartboard. Each student will be given a piece of cardstock and markers, glue, magazines, and other craft supplies to create their word poster. Students will need to select a book from the library and have access to a dictionary and thesaurus.
STANDARDS & ASSESSMENT
Standards:
Assessment/Rubrics:	student presentations (word poster) and worksheets

Comprehension Strategies

Clusters, Maps, and Webs
Text: Abe Lincoln Goes To Washington by: Cheryl Harness

Purpose: Clusters are weblike diagrams with the topic written in a circle centered on a sheet of paper. Main ideas are written on rays drawn out from the circle, and branches with details and examples are added to complete each main idea (Rico, 1983).

Students use maps when reading to organize the information they are learning.

Students use clusters when writing to organize ideas before beginning a composition.

This strategy may be done individually, in small groups, or as a class with the teacher as a facilitator.

Procedure:

1. Draw center circle which represents the topic

2. Brainstorm a list of words/phrases that are related to the topic. Then organize the words into categories.

3. Add main ideas and details. The main ideas are written on rays drawn from the central topic and the details are written on rays drawn out from the main ideas.

Brainstorm list:

Stovepipe hat, Lawyer, Married to Mary Todd, Village shoemaker, U.S. President, Battle of Bull Run, Naval Blockade, George McClellan, Son Willie died, Issued Emancipation Proclamation, North: wants to end slavery, South: legal to buy/sell slaves, West: shoving Indians, open land, California gold, thousands going…, Studied books about war/military strategies, Visited hospitals, Union victory at Gettysburg, Union soldiers captured the Confederate capital, Gen Lee surrendered –war over, John Wilkes Booth, Ford Theatre, Died April 15, 1865

I think I can, I think I can...

The Little Engine That Could
By: Watty Piper