Literacy Instruction Strategies

Examples given for …

Mufaro’s Beautiful Daughters: An African Taleby John Steptoe

Table of Contents

Plotlines Character Interviews Discussion Webs Story Mapping Role Play Word Maps Double-Entry Journal Readers’ Theatre Story Retelling (& Five Finger Retell) Character Maps Brainstorming Book Talks Cause & Effect (organizer)

Think-Pair-Share T-Charts Creating an Advertisement Attribute Webs Venn Diagrams Concept Sort Learning Logs Dictogloss K-W-L Chart Compare and Contrast (organizer) Concept Map Entrance/Exit Slips Point of View Reciprocal Questioning

SummaryStory plotting can be used to help students think about how the parts of a story relate to form the whole of the story. First, students can identify the significant events of the story. This can be done by considering each “move” of the hero. These events can be identified with images from the story or by writing very simple sentences or verb phrases.

Each event is plotted along a line in two ways: (i) in chronological order(ii) up or down, by their metaphorical significance to the hero and what is wanted.

For each event, ask the students variations on this question: Is this a move UP (closer to the hero getting what is wanted) or a move DOWN (farther away from the hero getting what is wanted)?

ImportanceIn one image, the students can see “all at once” how a story has unfolded toward the outcome of satisfying or failing to satisfy the want/lack/desire and the difficulties along the way.

Higher Order Thinking ProcessesCause & Effect: Students consider how each event relates to cause the next event & outcomeEvaluate: Students judge the significance of each event Infer: Students need to infer relations between events, hero and wantContrast & Compare: Students relate each event to the hero, want, characters and the 2 worlds

PlotlinesCurriculum ConnectionsReading1.3 Comprehension 1.8 1.8 1.3 Strategies1.5 Making Inferences1.8 Responding to and 1.8 Evaluating Texts1.9 Point of View

Writing1.4 Classifying Ideas1.5 Organizing Ideas

Source: Portier, C. A. (2014). Layered Reading Through Literary Narrative Structures (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses.

ManyaraLived arrogantly with family - thought only of herself

NyashaLived humbly with family - cared for nature and all others

Stole away at night to be first in city

Sets off to city with wedding party

Shared food with hungry boy

Gave gift to old woman

Insulted old woman

Did not share food with hungry boy

Laughed at man

Enters city and sees friend Nyoko

Nyoko is King and they are married

Nyasha is queen

Enters King’s room by sees monster Manyara becomes

Nyasha’s servant

Mufaro’s Beautiful Daughtersby John Steptoe

Plotline

SummaryCharacter Interviews can serve as a meaningful and engaging literacy teaching strategy that aids students in demonstrating their comprehension and understanding of a narrative, by taking on the perspectives of different characters. After hearing the story during a group read-aloud, students can be asked to generate a minimum of 3 questions they would ask each character in the story from the perspective of a news reporter. The news reporter is seeking to understand what has happened (where, when, what), why it happened, and how certain characters feel about it. Students will take turns being the interviewer (asks the questions), as well as each character (answers the questions). Group sizes are to be determined according to the number of main characters in the story of choice.

Optional: In order to generate further enthusiasm and encouragement, students can use props to represent their character.

ImportanceIn character interviews, students are given the opportunity to take what they have learned from the story and essentially, bring it to life. By taking on the roles of certain characters, students submerge themselves into the story itself, considering “character’s traits, emotions, and motives, to evaluate how they think the character would respond to a question” (Swindall & Cantrell, 1999, p. 24). Thus, they are roleplaying a certain character’s point of view, which consequently, demonstrates their deeper understanding of the story and its series of events. Even for reluctant readers, this strategy promotes the inclusion of all children.

Higher Order Thinking Processes: Remember, Understand, Apply, Infer, Evaluate

Character Interviews Curriculum Connections:Oral Communication1.2 Active Listening Strategies1.4 Demonstrate Understanding1.5 Making Inferences/ Interpreting Texts1.8 Point of View

Reading1.3 Comprehension Strategies1.5 Making Inferences1.8 Responding to and Evaluating Texts1.9 Point of View

Sources: 1. Ontario Ministry of Education. (2006). The Ontario Curriculum Grades 1-8: Language.

2. Swindall, V., & Cantrell, R. J. (1999). Character interviews help bring literature to life. The Reading Teacher, 53(1), 23-25. Retrieved from http://search.proquest.com/docview/203270834?accountid=14771

Characters:Asking Questions:

● Village’s News Reporter

Answering Questions:● Nyasha● Manyara● Nyoka (the King)● Old Woman● Hungry Boy ● Mufaro

Character Interviews: Mufaro’s Beautiful Daughters By: John Steptoe

NOTE: Since there are 6 main characters in the story, in addition to the news reporter, students can work in groups of 7.

EXTENSION: Students can omit the news reporter, and ask each other questions from one character to another.

Types of Questions: Students can be given the following sentence starters to aid in the generation of questions. They can choose to use them or not, or are welcomed to modify the beginnings. NOTE: Quality and depth of question depends on age and individual abilities of students.

Thinking Skills Sentence-Starters Examples

Remember What happened…? When did…?

Where did/were…?

What did…?

To Nyasha: What happened when you saw the snake in the garden?To Manyara: When did you leave your home to go to the castle?To Old Woman: Where were you when you saw Manyara?To Hungry Boy: What did Manyara say to you when you saw her in the forest?

UnderstandInferEvaluateApply

Why did…?

How did you feel when…?

To Mufaro: Why did you want one of your daughters to marry the king?To Nyoka: How did you feel when Nyasha fulfilled your challenge?

Discussion WebsSummary of Strategy:

A discussion web is a tool that is used to critically think about key elements in a story, and to identify opposing points of views on a specific matter. The tool guides discussion by allowing students to weigh opposing viewpoints, critically evaluate the arguments and draw conclusion. A discussion web looks at “yes” or “no” types of questions (Ministry of Education, 2007, p. 172).

Importance of Strategy:

This tool allows students the opportunity to develop their ideas about opposing sides of an issues and share them with classmates or in large groups. Discussion webs are an excellent tool to also build on students critically thinking skills, oral communication, taking initiative, and learning to reflect on their own discussion skills.

Thinking Process:● Analyze● Deduct Key Elements● Compare and Contrast Ideas (Discuss and Debate)● Personal Reflection

Curriculum Connections

Reading:● 1.7 Analyzing Texts, identify specific

elements of texts.● 1.8 Responding to and Evaluating Texts● Point of View● 1.4 Demonstrating Understanding

Oral Communication:● 1.2 Active Listening Strategies● 1.6 Extending Understanding (connecting

ideas to own knowledge)● 1.8 Point of View● 1.7 Analyzing Texts (compare keys

aspects of two main elements)● 2.1 Purpose● 2.3 Clarity and Coherence● 2.5 Vocal Skills and Strategies

Source 1:Ministry of Education. (2007). Oral communication. Think Literacy: Cross-Curricular Approaches, 172-174. Retrieved from https://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/Oral.pdf

Source 2:Ministry of Education. (2006). The Ontario curriculum grades 1-8: Language. Retrieved from Ministry of Education website: https://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

QUESTION

Are Selfless People more Deserving of Reward than

Selfish People?

NOYES

REASONS- think about others before

themselves- Nyasha was caring and

kind-hearted towards animals

- did not “tell” her father about Manyara behaviours

- soft tones (voice) towards village people

- see things from different points of view, and perspectives

- respectful- sacrificing

Discussion Web Example

REASONS- selfish people are stern - selfish people can also be

respectful and kind-hearted- not every act has a selfish

motive- Greed is not a bad thing- Do not let emotions take

over

CONCLUSION (eg.)a. Rewards should not be given to those based on personality.

b. Selfless people are more likely to think of the “bigger picture”, keep everyone in mind.

Story MappingSummary: Story mapping is a literacy strategy that uses a graphic organizer to help children learn and identify the different elements (i.e. characters, settings, plots, et cetera) of a book and/or story. Story mapping is effective when children are reading a book and/or story, as well as after. Additionally, this strategy can be used with children individually, small/large groups, and the wider classroom community.

Importance: As children identify the various elements of book and/or story, they learn to read and question details more carefully, which fosters their reading comprehension skills. Children can organize thoughts, ideas, and information more efficiently as there are various story maps that addresses the unique strengths and needs of each child.

Higher Order Thinking ProcessesAnalyze: children understand the story as a whole by examining its parts.Categorize: children can place elements in groups based on common traits.Reflect: children think deeply and carefully about the various elements of the story.Understand: children identify elements and can infer the meaning of the story.Remember: children can recall details of the story.

Curriculum ConnectionsReading:1.3 Comprehension Strategies1.4 Demonstrating Understanding1.7 Analyzing Texts1.8 Responding to and Evaluating Texts4.1 Metacognition4.2 Interconnected skillsWriting:1.2 Developing Ideas1.4 Classifying Ideas1.5 Organizing Ideas

Sources:Adler, C.R. (2015). Seven strategies to teach students text

comprehension. Retrieved from http://www.readingrockets.org/article/seven-strategies-teach-students-text-comprehension

Adolescent Literacy. (2015). Classroom strategies: Storymaps. Retrieved from: http://www.adlit.org/strategies/22736/

Ontario Ministry of Education. (2006). The OntarioCurriculum Grades 1 – 8: Language.

Reading Rocket. (2015). Story Maps. Retrieved from http://www.readingrockets.org/strategies/story_maps

Story Mapping: Mufaro’s Beautiful Daughters - An African TaleBy John Steptoe

Main Characters● Mufaro● Manyara● Nyasha

Supporting Characters

● Nyoko the snake

● Hungry Boy● Old Woman● King

Setting● Small Village

with crops● Garden● City

Problem(s)● King wanted a wife● Manyara leaves at

night to meet King ● Nyasha and village

search for Manyara

Solution(s)● Nyasha becomes

Queen ● Manyara becomes

Queen’s servant

HowNyasha was kind and caring towards others, while Manyara was selfish and jealous.

SourceLimbu, Prem. (2012). Teaching strategy: My eprogressive portfolio on EDN 205. Retrieved from http://eprogressiveportfolio.blogspot.ca/2012/06/normal-0-false-false-false-en-us-x- none.htmlducation Ministry of Education: The Ontario Curriculum, Language, Grades 1-8

Curriculum Connections:

Oral Communication1.9 Presentation Strategies2.2 Interactive Strategies2.5 Vocal Skills and Strategies

Reading 1.4 Demonstrating Understanding 1.5 Making Inferences 3.3 Reading Fluently

Role Play:

● Acting out existing storylines or creating new scenarios● Anticipating the character’s needs through role play● Working interactively with others in a shared experience● Looking at the character's situation and putting it into the student's own perspective● Looking at the character's perspective of a situation and expressing it through role

play

Importance:

Role Play encourages children to use their imaginations. It involves playing a character and presenting a point of view, own perspective, or preconceptions of a scenario or experience.. Role play can help students use language effectively and organize thoughts in relationship to their understanding of their character. While role playing children recall, analyse and apply the knowledge gained from a story or experience. During this process children demonstrate understanding and oral skills through role play.

Higher Order Thinking Processes:

Analyse , Relate , Recall, Understand, Apply, Create, Infer

Role Play:

The story, Mufaro’s Beautiful Daughters, by author John Steptoe will be read to the students.

After the story the students will be put into groups and numbered one to four. Each number will be given a character: 1- Nyasha, 2-Manyara, 3-King, 4-new character. The children will be asked questions and then role play a scenario in relationship to the questions.

Questions: What do you think happened and was said between the King and Manyara? If Nyasha was in the room with Manyara, when the King scared Manyara, what do you think might have happened? Would Nyasha have protected her sister? Would she still have married the KIng?

In your group you have a new character. Role play the scenario with the new character. Will they be a hero, helper, or villain?

Talk about the questions. Role Play your scenario.

Word MapsSummaryWord Maps are useful for helping students develop their understanding of a word. This visual organizer promotes vocabulary development and fosters greater understanding. First, students will read the story, identify words that are difficult or unfamiliar, and then compile a list of these words. Word Map’s can take different forms, however the main idea is that students think about terms or concepts in several ways. Most Word Map organizers include developing a definition, synonyms, antonyms, association, and a picture or symbol that represents this idea.→ Word Maps can be used before, during or after reading.→ Word Maps can be an individual, small group or whole class activity. ImportanceEnhancing students’ vocabulary is an important building block in developing reading comprehension. When students ask the questions,

“What is it?”“What is it like?”

“What are some examples?”they think about the new terms or concepts in several ways, which improves overall reading comprehension and encourages the memory of the unfamiliar word.

Higher Order Thinking ProcessesActivate prior knowledge Remembering – knowledge of specifics (terminology)Understanding – organizing, comparing, translating

Curriculum ConnectionsREADING:1.2 Purpose1.3 Comprehension Strategies1.6 Extending Understanding3.2 Reading Unfamiliar Words4.1 MetacognitionWRITING:2.3 Word Choice3.2 Spelling Unfamiliar Words3.3 Vocabulary

SourcesMinistry of Education. The Ontario Curriculum, Language, Grades 1-8

Reading Rockets. (2015). Launching Young Readers! Word Maps. Retrieved from http://www.readingrockets.org/strategies/word_maps

Word Maps

Mufaro’s Beautiful Daughters

List of unfamiliar words:MilletBountifulConsiderateProclaimedSilhouettedGroveCommotionPlumedAnxiousTransfixedEnclosure

Vocabulary Word

Considerate

Use it meaningfully in a sentence

Mother was considerate to make a hearty dinner for her family after a long day at

work.

Definition

Showing kindly awareness or regard for another’s feelings or circumstances

AntonymsCareless, Disagreeable, Greedy, Hard,

Harsh, Hateful, Inattentive, Inconsiderate, Selfish, Thoughtless, Unfriendly,

Disrespectful, Unsympathetic

Draw a picture/symbol of it

Synonyms Thoughtful, Kind, Understanding, Caring,

Selfless, Attentive, Sympathetic, Respectful, Mindful, Patient, Concerned,

Accommodating

Double-Entry JournalSummary:

Students will:● Learn and apply the comprehension strategy of making connections● Three types of connections: text-to-self, text-to-text, and text-to-world

•Text-to-self: this reminds of when I…•Text-to-text: this reminds of something I read before…•Text-to-world: this makes me think about that time

● Reflect as a whole class to discuss which types of connections were the easiest and the hardest to makeCan be practiced individually or in small groups (2/3)

ImportanceAllow students to go beyond the text by getting more involved with what they are reading. It gives them an opportunity to express their thoughts, make connections and to engage in depth thinking.

Higher Order Thinking ProcessesReflectContrast/CompareCreate/SynthetizeApply

Source: Lesson Plan: Guided Comprehension: Making Connections Using a Double-Entry Journal

Ministry of Education. The Ontario Curriculum, Language, Grades 1-8

Curriculum ConnectionsReading1.1 Variety of text1.6 Extending Understanding4.1 Metacognition

Writing1.2 Developing Ideas1.4 Classifying Ideas1.5 Organizing Ideas4.1 Metacognition4.2 interconnected Skills

Mufaro’s Beautiful Daughtersby John Steptoe

Ideas from Mufaro’s Beautiful Daughters Connection

“And there, before Nyasha’s eyes, the garden snakes changes shape. I am the king…” (p20-22)

This reminds me of Cinderella when the pumpkin becomes a golden carriage (text-to-text)

Nyasha kept a small plot of land, on which she grew miller, sunflowers, yams, and vegetables. (p 4)

This reminds me of when I was a child in my grandfather's garden. (text-to-self)

Early in the morning, a messenger from the city arrived. (p 8)

This makes me think about medieval times where messengers traveled long journeys by horse to deliver a message to a king (text-to-world)

Readers’ Theatre Summary: Readers’ Theatre is a teaching activity used to help children develop fluency and expression. Students re-enact a book, or section of a book by taking on character roles and/or narrators of the story. Students are not memorizing lines but rather reading directly from the book. Students are allowed time to practice their lines to become familiar with the words and phrases. Students have the choice to take on aspects of their character with changing their voice and expression. Teachers may choose to cut certain scenes or characters if they do not fit with the activity. The performance is meant to be done without props or costumes so students have to use their voice and expression to portray the setting.

Importance of Strategy: This strategy is important because it helps to increase children’s’ fluency, expression, reading comprehension, reading skills and confidence. This strategy is often used with children who are struggling to read aloud. Readers’ Theatre allows students to gain confidence through practicing their oral reading then performing it in front of an audience.

Thinking Skills Used:- Remember- Understand- Apply- Create/Synthesize- Infer

Curriculum Connections:Oral Communication

1.9 Presentation Strategies2.2 Interactive Strategies2.3 Clarity and Coherence2.5 Vocal Skills and Strategies

Reading 1.4 Demonstrating

Understanding 3.1 Reading Familiar Words 3.3 Reading Fluently

Sources: Bafile, C. (2015). Reader’s theatre: Giving students a reason to read aloud. Retrieved from

http://www.readingrockets.org/article/readers-theater-giving-students-reason-read-aloud

Mraz, M., Nicols, W., Caldwell, S., Beisley, R., Sargent, S.,& Rupley, W. (2013). Improving oral reading fluency through readers’ theatre. Reading Horizons, 52 (2), 163-

180.

Readers’ Theatre How would you use this strategy with Mufaro’s Beautiful Daughters?

Children would take on the following characters, practice reading each part, then perform the story to their peers.Characters:

- Narrator- Nyasha- Manyara- Nyoka / Great King- The Daughter’s Father- Small Hungry Boy- Old Woman

Suggestion of Schedule From: “Improving Oral Reading Fluency through Readers’ Theatre”

Day 1 Day 2 Day 3 Day 4 Day 5

Shared Reading - book is introduced to whole class - check for difficult words

Echo Reading - teacher reads a section aloud to whole class - students read same section back (practice of fluency)

Paired/Partner Reading - alternating sections of script between students

Choral/Expressive Reading -whole class reading the text together aloud

Performance

STORY RETELLINGSummary:Story retelling is an account of a story’s key points told in a sequence. A retelling usually includes; characters, settings, problems, and solution or the main ideas of the text. This can be done through asking open-ended questions, asking a child to make predictions, and engaging children in verbal elaborations. The words can be choosed based on age-appripriateness. · Characters: the who of a story.· Problem: the what of a story.· Setting: the when of a story.· Events: the where of a story.· Solution; the why or how of a story. Importance of Strategy:The importance of story retelling is that it helps readers recall what is happening within the story, develop a sense of story structure, and become more accurate in monitoring their understanding. This knowledge can be transferred to enhance reading comprehension, and creating their own stories. Higher Order Thinking Process:Analyze: children understand the whole story by analyzing the main elements.Categorize: children determine the important elements and organize them accordingly.Reflect: children think about the details of the story.Infer: children identify elements and can understand the meaning of the story.Remember: children need to be able to recall the details of the story.

Curriculum Connections:Reading:1.3 Comprehension Strategies1.4 Demonstrating Understanding1.7 Analyzing Texts1.8 Responding to and Evaluating TextsWriting:1.2 Developing Ideas1.4 Classifying Ideas1.5 Organizing Ideas

Sources: Boushey, G. & Moser, J. (2009). The CAFÉ book: Engaging All Students in Daily Literacy Assessment and Instructions. Retrieved from: http://marcy.mpls.k12.mn.us/uploads/rrf_comprehension_retell_a_story.pdf

Ministry of Education: The Ontario Curriculum. Language, Grade 1-8.

Characters:MufaroManyaraNyashaNyokoHungry boyOld WomanKingSetting:Small VillageGardenCityProblem:The king is looking for a queen.Events:Manyara and Nyasha getting to the city.Manyara sneak away at night. Did not share the food with hungry boy, insulted old woman. Laughed at the man, then enters the room to see the King and sees a monster.Nyasha sets off with wedding party. Shares her food with the hungry boy, and gave a gift to the old woman. Enters the city and sees her friend Nyoko. Solution (ending):Nyasha becomes the queen, Manyara is Nyasha’s servant.

Mufaro’s Beautiful Daughters. By: John Steptoe

→

→ students

→

→

→1.→

2.→1.

:

→→

→

→

BrainstormingSummary: Brainstorming is literacy planning strategy that can effectively allow the teacher to tap into the students’ prior knowledge and help students develop their vocabulary skills and draft writing skills. Ideas are shared freely regarding a subject, topic, or solution to a situation. Answers are recorded, creativity and freedom to share is emphasized. Students are directed to write the first idea to come to mind; they are also encouraged to develop any idea put forward, or start a new idea. This strategy is effective for all ages, students can write or draw ideas if necessary. If students brainstorm too efficiently a teacher can adjust the complexity (for example forcing students to source their ideas using online research). This strategy can be engaged in small groups or as a whole class.

Importance of Strategy:

Thinking Skills Used:Focusing organizing analyzing generalizinghypothesizing

drawing conclusions

Curriculum Connections:Oral Communication

1.1 Purpose (listening), 1.2 Active Listening Strategies, 1.3 comprehension, 1.4 demonstrate understanding, 1.6 extending understanding, 1.8 Point of View

Sources: Teaching Elementary School Students to be Effective Writers. (2012, June 1). Retrieved October 18, 2015. Retrieved from http://www.readingrockets.org/sites/default/files/Teaching-Elementary-Students-to-Be-Effective-Writers.pdfMinistry of Education: The Ontario Curriculum. Language, Grade 1-8.

Mufaro’s Beautiful Daughters brainstormingBrainstorm some ideas on other ways Manyara and Nyasha could have been tested.

- They could have come across a dying animal and could choose to help it find peace, or ignore it and continue

- There could have been a rainstorm and one gigantic leaf to use as an umbrella and as they continued they would have come across someone without anything to take shelter under and could choose to give it to them or ignore them.

- They could have come across a blind man who needed help going somewhere.

- They could have found a lost child searching for their mother

A book talk is a short (usually 30 second- 2 minute) speech (commercial even) designed to encourage students to read a book. It gives an idea of plot, characters, or themes of the book, however, does not summarize the whole plot or give away the ending or major plot points. In other words, no spoilers!

This tool is a great way for teachers to model any book to peak students’ reading/book interests before the lesson. After listening to a preview of what the book entails, it will entice students to read that particular book that they might not have looked at on their own. Students will likely learn something interesting about a new topic they didn't know they liked which will encourage exploration of new ideas, making the entire learning process more fun and approachable. Students are encouraged to use this tool as well in order to engage their peers in reading other books they may enjoy.

RecallingUnderstandingApplyingInferingReflecting

McDermott, M. (2011, December 12). To Booktalk or Not to Booktalk? New York Public Library. Retrieved from http://www.nypl.org/blog/2011/12/12/to-booktalk-or-not

Ministry of Education. (2006). The Ontario curriculum grades 1-8: Language. Retrieved from Ministry of Education website: https://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

Curriculum Connections:Oral communications: 1.9 Presentation Strategies2.2 Interactive Strategies2.3 Clarity and Coherence2.5 Vocal Skills and Strategies2.6 Non-verbal Cues Reading:1.3 Comprehension Strategies1.4 Demonstrating Understanding1.6 Extending Understanding1.8 Responding to and Evaluating texts

This is a sample book talk on Mufaro’s Beautiful Daughters that a teacher could potentially say:“Someday, Nyasha, I will be a queen, and you will be a servant in my household!” said Manyara. (dialogue from plot) Have you ever had a friend or a sibling who can be mean to you sometimes? But have you also ever had a friend or sibling who has always been very sweet to you? Or have you ever had both? Mufaro’s beautiful daughters by John Steptoe is about a story of both these two characters- a mean sister who desires to be the queen and a sweet sister who is kind and dignified. They take a journey to meet a prince but only one of them can be chosen to be the queen. Who will the prince choose? I saw this book at the public library and it immediately caught my attention.Why? Take a look at these illustrations.I could not stop but look at the detailed illustrations of this book as they capture a range of African culture. The author’s illustrations lift this tale from being merely good to extraordinary. There is a realism to the characters that leaves you with little doubt that they were fashioned on real people. John Steptoe has likewise stayed faithful to the land of Zimbabwe, where this tale is set. He has been inspired by everything from the architecture to the flora and fauna. But what I liked best was the clothing. The garments and jewelry of this story encase the characters, making each person practically a member of royalty. Take a note on the wedding clothes at the end of the story, as well as the view of the village. Before reading it, I researched that it was an African folktale variation of Cinderella. I grew up watching Disney’s Cinderella and I wanted to see how similar and different the two stories were but of course there were many differences-in the message, that is. The story is gorgeous in both what it says and how it says it. See for yourself!

← The teacher can use this video as a non-verbal cue to spark interest when having a book talk on Mufaro’s Beautiful Daughters. It’s a great prop to use in conjunction.

Source: Polk, B. (2013, September 20). Mufaro’s Beautiful Daughters: Book Trailor (sic) Project. Retrieved from https://www.youtube.com/watch?v=BRfGfOgSmwA

Some Strategies for a book talk:

● Share a single book or a range of books by one author or within a genre.

● Share details about the life of the author and/or illustrator.

● Talk about the setting and characters in the book.

● Read the first three pages of the book—enough to get students curious.

● Read a paragraph or two and discuss your predictions about the book.

● Read the book flap or the back cover and discuss your initial feelings about the information you find there.

● Connect the book to events in your life, hoping students will make connections to their lives as well.

● Compare the book to other books you have read or have read as a class.

● Compare the book to other titles by the same author.

● Share how the book made you feel.● Make eye contact with the audience.● Leave your audience hungry to get its

hands on the book.

Cause & Effect Graphic Organizers

Summary of StrategyCause & effect graphic organizers help students to understand what happened in the story and why. It is a way for them to analyze events, extract information, determine the cause and effect relationship, and organize the information visually. There are several types of cause & effect graphic organizers which describe different types of events that appear in stories. Examples of cause & effect graphic organizers include: one cause leading to one event, multiple causes leading to one event, one cause leading to multiple events, loops of cause and effect event, and chains of cause and effect events.

Importance of Strategy This strategy helps students to understand what happens in a story and why. It helps identify and deduct key elements of the story while organizing and sorting the cause & effect elements visually. In turn, this can help students make sense of the information they uncover in their investigations (Ontario, 2006. 43). Graphic organizers present student ideas and conclusions and are an integral way for them to share thoughts and conclusions through oral presentations and peer sharing. The cause & effect graphic organizer can also help students identify main ideas and supporting details of the story while analyzing text. This type of graphic organizer encourages students to identify an event that is responsible for the cause that resulted in an effect. Identifying these three things help students to become analytical thinkers and teach them to work through complex problems

Curriculum ConnectionsOral:2.7 use a variety of appropriate visual aids to support or enhance oral presentationsReading:1.1 read a wide variety of texts from diverse cultures, including literary texts, graphic texts, and informational texts. 2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the textsWriting:1.4 sort and classify ideas and information for their writing in a variety of ways1.5 identify and order main ideas and supporting details and group them into units that could be used to develop several linked paragraphs, using a variety of strategies and organizational patterns

Higher Order ThinkingAnalyze, identify, deduct key elements, categorize, understand, remember

References● Ontario. (2006). The Ontario curriculum grades 1-8: Language. Toronto: The Ministry.● http://teacher.scholastic.com/activities/flashlightreaders/pdfs/Holes_Cause_and_Effect.pdf● https://www.cpp.edu/~ramp/program-materials/recognizing-transitions.shtml

Cause & Effect Graphic Organizers

discussioN A cause is why an event happens and the effect is what happens. Remind students that one event can cause a chain of events to happen. Model a simple example from the text. Brain- storm some other examples as a class. Activity Individually, or in groups have students try to find as many cause & effect relationships from the text as possible and arrange in a graphic organizer. modification Brainstorm all the story elements (1 word up to 1 sentence). Cut out each of the elements into strips. Let students play with all the elements to explore different arrangements and patterns in the text in relation to cause & effect through play. Have students record any activity findings on worksheet or on chart paper and present findings to the class or reflect in a small group. Use a variety of graphic organizer styles for students to explore different types of cause & effect relationships. Several graphic organizer templates are available online.

Manyara Becomessisters servant

Does not pass the king's test

Manyara Lived arrogantly

Manyara thought only of herself

Cause Effect Signal words

Signal words can be used as clues to help the reader figure out the cause & effect relationship in a text. Examples of signal words include:

-she Passes Kings tests-is most worthy and Beautiful

-Is kind to others-shares food

-She is considerate

Nayasha Becomes

queen

● Since

● Because

● This led to

● Due to

● As a result of

● For this reason

● Consequentialy

● Then...so...

● Therefore

● Thus

What contributes to something happening? What happens as a result?

Think-Pair-ShareSummary:

Think-pair-share is an instructional tactic in which students individually think about a question, topic, or issue posed by the educator. After independently thinking about the question, topic, or issue, students will work collaboratively with another student to discuss and share ideas. During this collaboration with a partner, students share and articulate one another’s thoughts, feelings, and ideas. Lastly, students then share their ideas with either a larger group or the class as a whole.

Importance:The think-pair-share strategy is used as a tactic to invite and encourage all students to think about a given question, topic, or

issue and to discuss with a partner before discussing with the entire class. Instead of putting students on the spot and asking for an answer immediately, students are provided time to think independently and then discuss with a peer. This strategy can be highly effective in ensuring that all students are provided the opportunity to play an active role in their learning and to be involved in classroom discussions. By providing students time to think independently and then discussing their ideas with a peer, think-pair-share helps to establish a learning environment that is safe and secure.Think-pair-share provides students time to organize their ideas, discuss with a partner, and share with the class, thus inclining them to participate. This strategy is also beneficial for students who are more passive and shy and find it very intimidating to share and discuss their ideas to a large group or class as a whole.

Thinking Skills:

● Activating prior knowledge

● Understanding● Synthesizing● Analyzing● Applying

Curriculum Connections

-Oral Communication:-1.4 Demonstrating

understanding-2.2. Interactive

strategies-2.3 Clarity and

coherence-2.4 Appropriate

language

Sources:● Schwartz, S. & Pollishuke, M. (2013) Creating the Dynamic Classroom: A Handbook for Teachers 2nd Edition: Toronto ON: Pearson● Bennett, B., & Bennett, N. (2001). Beyond Monet: The Artful Science of Instructional Integration. Toronto: Bookation.

Think-Pair-Share Activity● After reading Mufaro’s Beautiful Daughters by John Steptoe to the students, the teacher will ask:

○ What did Manyara do to make herself unworthy for the King to not choose her as his Queen?○ What made Nyasha worthy of becoming the Queen? What did she do along her travel to the city that made

her worthy to become Queen?○ What message do you think the author is trying to deliver?

● After the teacher asks the students the question(s), they will be told they will be using the think-pair-share strategy to answer these questions. Once students have shared their ideas and answers with their elbow partners, they will be instructed to record their answers using a mind map

● Steps:○ Once each question is asked, students will be given one to two minutes to independently think about the

question○ Students will then be instructed to pair up with their elbow partner to share and discuss their ideas and

answers. Each partner will have a minute and a half to share his/her ideas○ Students can collaborate and discuss ideas for a total of three minutes. Working collaboratively working with

their partner, students will use a mind map to write down and organize their ideas and answers (roughly 6-7 minutes)

○ Students will then be invited and encouraged to present their mind map and share their ideas to the class as a whole

T-ChartsSummary:A T-chart is a graphic organizer used to help students list or examine two sides of a topic. Some examples could include: Pros vs. Cons, Advantages vs. Disadvantages, Facts vs. Opinions, Strengths vs. Weaknesses and Problems vs. Solutions.The T-chart is used to compare and contrast. Students write the letter T and put comparing categories on the opposite side of the vertical line. T-charts can also be general or specific and can be in point form.Importance:T -charts are good way to summarize and conclude main ideas of the story and can be used in any content area or genre, such as with book plots or book characters, scientific phenomena, or social studies events. The use of T-charts can also aid in recognizing the connections and relationships in a text or variety of texts.T-charts are important to use as students analyze different aspects in a piece of literature. There is also critical reflection that takes place as students decide what to place in each column of the t-chart.

Higher Order Thinking Skills:Activate Prior Knowledge- Relate knowledge of previous story to new experience or storyReflect- Think deeply and carefully as to what is being comparedCategorize- Relate themes by placing them in groupsContrast & Compare-Relate aspects of the story by listing similarities & differences

Curriculum Connections: Reading: Writing:1.1 Variety of Text 1.2 Developing Ideas1.4 Demonstrate Understanding 1.4 Classifying Ideas1.6 Extending Understanding 1.5 Organizing Ideas

References:Chien, C. (2012). Use of graphic organizers in a language teachers' professional development. English Language Teaching, 5(10), 49-57. Retrieved from http://search.proquest.com/docview/1081341584?accountid=14771

Graphic Organizers. (2015). Retrieved October 18, 2015. Retrieved From http://www.enchantedlearning.com/graphicorganizers/tchart/

Ministry of Education. The Ontario Curriculum, Language, Grades 1-8

Mufaro’s Beautiful Daughters Lesson Plan. (2015). Retrieved October 18, 2015. Retrieved From: http://www.scholastic.com/teachers/lesson-plan/mufaros-beautiful-daughters-lesson-plan

T-Charts. (2015). Retrieved October 18, 2015. Retrieved From http://www.readwritethink.org/classroom-resources/printouts/chart-30225.html

T-Charts: Mufaro’s Beautiful Daughters Below is an example of how students could use a t-chart format to compare the hero in Mufaro’s Beautiful Daughters (Nyasha) and the hero from the story, Cinderella.

Similarities__________________________________________________________________________________________________

● Both heroes are female ● They are both one with nature ● Both heroes are kind and considerate● Both end up finding true love ● Both have mean/evil sisters who try to block their goal

Other Suggestions: Students can also Compare and Contrast:-Character to character relationships within the same story (Nyasha and Manyana)-List the problems and solutions in the story-Compare/contrast the setting of both stories-Examine other character relationships to other stories-Consider the personalities of the main character and supporting characters

-Pros and cons of Nyasha being queen

Differences

● Nyasha-tested by nature to see if she is worthy to be queen

● Cinderella loses a glass slipper, Nyasha does not

● Cinderella has the mice and fairy godmother as helpers, Nyasha has the little boy, old woman and Nyoka

• C r e a t i n g • a n • A d v e r t i s e m e n t •Summary of Strategy:An advertisement is an announcement made in a public medium presenting a particular product, service, event, movie and/or so forth. The creation of an advertisement involves the integration of reading, writing, visual aids, and technology skills.

Importance of Strategy:Today the world is media-saturated, and thus understanding media literacy is extremely relevant. By students learning about ad awareness, ad targeting and techniques, and ultimately ad creation, they will learn to critically and analytically question the messages that the media portrays. It is important to be aware of the impact that the media has on viewers and moreover their influence on society as a whole. By students exploring both images and languages and their interaction, they will develop an understanding of the media’s power to persuade and influence the human population, and the techniques used to do so. Furthermore, because today’s definition of literacy is not just confined to reading and writing, by understanding and creating advertisements, students will better be able to navigate the messages that the media sends us. As well, activities such as creating an advertisement allows a student to be critical, creative, original and engaging, incorporating different intelligences into their assignments.

Higher Order Thinking Processes:Cause and Effect: Students must consider if their advertisement is appealing (i.e. causes for interpretation and inferences to be) and what the outcome is of it (i.e. emotions inflicted)

Evaluate: Students will have to judge the significance of what they put on their advertisement and what they leave out

Infer: Students will have to infer and refer to relationships within the text as a means to explain their advertisement

Create: Students are creating an appealing, creative and critical advertisement by combining elements of the story into a new pattern

Curriculum ConnectionsUnderstanding Media Texts1.2 Making Inferences1.4 Audience Responses1.6 Production Perspectives2.2 Conventions & Techniques

Understanding Media Forms2.1 Form3.4 Producing Media Texts

Creating Media Texts3.1 Purpose and Audience

Source:Carlson, C., & Brosnahan, E. (2009). Guiding students into information literacy: strategies for teachers and teacher-librarians. Scarecrow Press.

Ministry of Education. (2008). A guide to effective literacy instruction, grades 4-6.

Ministry of Education. The Ontario Curriculum, Language, Grades 1-8

Paratore, J.R., & McCormack, R. L. (Eds.). (2007). Classroom literacy assessment: Making sense of what students know and do. Guilford Press.

• C r e a t i n g • a n • A d v e r t i s e m e n t •Application: Ad Creation

Assignment Outline: Choose only ONE option

- Students will apply the skills they have learned about advertising techniques to recreate the cover of the book, Mufaro’s Beautiful Daughters by John Steptoe. Alternatively, students can create an advertisement advertising the book that has just recently been turned into a short film (i.e. a movie poster)

- A one page summary explaining your advertisement (any metaphors you used, why you chose the colours you did, and placed things where you did)

Incorporated in Assignment:

- Students should make mention of who the ad is directed to (target audience) and why (ad targeting and techniques). Was this done successfully? Why or why not? What techniques did they incorporate?

- Relevant to storyline - Incorporation of text and images- Where should the ad be placed (i.e. magazines, etc)

ATTRIBUTE WEBS SUMMARY

Attribute webs are an instructional strategy that engages students in an in depth character study. Attribute webs are used to determine essential characteristics and traits of a person within a text. The creation of a character attribute web allows key features of a character to be categorized. Attribute webs are a visual representation. A character is chosen, and then information about that character is compiled together. The information is sectioned off into the questions: What does the character look like, act like, feel like and sound like? Students then look back at the text to gather this information. The creation of an attribute web can be an individual task as well as a group task. It can be used as a whole class task, where students in small groups each tackle one main character within the text they have read. When all groups are done creating their character attribute web, the whole class can compare the different characters together and spot differences and similarities between them. There are many ways to expand this strategy into different grade levels.

IMPORTANCE

Creating a character attribute web is an important literary strategy for several reasons. It encompasses different stages, in which a variety of thinking skills are used. Initially, students use it to seek out information. After the web is completed, students can use critical thinking skills in order to analyze what they have collected. It allows students to examine the questions of what makes a character who they are, what clues the author provides about the character throughout the text, what attributes lead to positive or negative events within a text, among many others. This literary strategy is especially good for group collaboration.

HIGHER ORDER THINKING SKILLS

Reflect: To think deeply or carefullyInfer: To conclude or derive by reasoning through relationsCategorize: To place in a group, to relate items by common attributesContrast and Compare: To determine differences and similarities, to relate items by similar or differing forms of functionEvaluate: To judge or determine the significance of something, the significance of something derived by its relations

ATTRIBUTE WEB: Mufaro’s Beautiful Daughters

LOOKS LIKE:

- beautiful- wears nice head piece

and jewellry- looking at herself in

mirror

SOUNDS LIKE:-“Out of my way, boy! … How dare you stand in my path?“Your silly kindness is only weakness”“Stand aside, you ugly old woman!”“I will be Queen!”

FEELS LIKE:

- jealous - angry- determined- upset

ACTS LIKE:- bad temper- teases sister- sneaky around father- greedy- rude- impatient- in a rush

CHARACTER:Manyara

CURRICULUM CONNECTIONSORAL COMMUNICATION2: Speaking to Communicate

2.2 Interactive Strategies

READING1: Reading for Meaning

1.3 Comprehension Strategies1.4 Demonstrating Understanding1.5 Making Inferences/ Interpreting Texts1.7 Analyzing Texts1.8 Responding to and Evaluating Texts

WRITING1.Developing and Organizing Content

1.4 Classifying ideas1.5 Organizing ideas

REFERENCESMinistry of Education. The Ontario Curriculum, Language, Grades 1-8

Antonacci, P., & O’Callaghan, C. (2011). Attribute webs. In SAGE Publications (Ed.), Promoting literacy development: 50 research-based strategies for K-8 learners (pp. 249)

Venn Diagrams Summary of Strategy:

Venn diagrams can be used as a literacy strategy to organize students thoughts and to help students think about similarities and differences between concepts or ideas. Venn diagrams have two and more overlapping circles that allow students to record characteristics of the concepts in their appropriate circle and any shared characteristics in the overlapping portion of the circles.

Importance:

This strategy can be used in other lessons but when used for literacy it allows students to think and structure out similarities and differences between concepts. It is similar to comparing and contrasting, where students critically analysis what they believe are the important similarities and differences in the text. This further allows students to grasp a deeper understanding of what they are reading and making connections through reflection and categorization.

Higher Order Thinking Processes:

Reflect: to think deeply or carefully

Categorize: to place in a group. To relate items by their common attributes

Contrast & Compare: to determine differences and similarities. To relate items by similar or differing forms or functions.

Understand: to grasp the meaning; to infer or perceive the intended meaning.

Evaluate: to judge or determine the significance of something. The significance of something derived by its relations.

Curriculum Connections:Reading:Analyzing Text 1.7Responding and Evaluating Texts 1.8Text Patterns 2.2Writing:Developing Ideas 1.2Classifying Ideas 1.4Organizing Ideas 1.5

Sources:Walbert, D. (2008). Higher Order of Thinking with Venn Diagrams. Retrieved from http://www.learnnc.org/lp/pages/2646.

Ministry of Education. The Ontario Curriculum, Language, Grades 1-8

Venn Diagram: Mufaro’s Beautiful DaughtersAfter reading the story out loud as a class, students will get into groups of 3-4 and create a Venn diagram on chart paper. Their task is to compare and contrast the story just read in class, Mufaro’s Beautiful Daughters, to the famous fairy tale, Cinderella. Each group will be given a one page sheet that goes over the main concepts in Cinderella, but this activity requires them to activate some prior knowledge and use each other as a resource. In each circle they write differences under whichever story they are discussing and in the overlapping section of the circles they write the similarities.

Other Suggestion for Venn Diagrams:-Character comparing: list the similarities and differences between Nyasha and Manyara.

Concept SortConcept Sort is a strategy used to help students understand vocabulary used in a new book or topic. Before reading a book or introducing a topic, teachers provide students with a list of words from a given book. The words are provided to trigger students’ prior knowledge about the meaning of words and their understanding of a topic. The students are then given a list of different subheadings in which they must place the words according to their definition or classification. The subheadings can either be provided by the instructor (closed sort) or created by the students (open sort). This strategy enables teachers to evaluate their students’ understanding of a topic and concepts introduced to the class. This activity can be completed individually, in small groups or as a whole class.

Importance of Strategy:-helps teachers understand students’ prior knowledge about a concept or idea.

-introduces students to new concepts and ideas about a new book or topic.

-helps students understand new vocabulary words found in a given book or topic.

High Order Thinking Processes:-Activate Prior Knowledge: (students are using their prior knowledge when classifying a word according to its meaning)

-Reflect: (thinking about what a word could mean)

-Infer: (students inferring relations/connections between words and subheadings)

-Categorize: (placing words with common attributes into categories)

-Contrast & Compare: (determining similarities and differences between words and categories)

-Evaluate: (judging the significance of a word to the subheading)

Curriculum Connections:Writing

1.2 Developing Ideas

1.4 Classifying Ideas

1.5 Organizing Ideas

Reading1.3 Comprehension Strategies1.4 Demonstrating Understanding1.6 Extending Understanding3.2 Reading Unfamiliar Words4.1 Metacognition

Mufaro’s Beautiful Daughters by John Steptoe-Place students into small groups. Provide students with a list of words related to a topic such as nature. Have students place the words under different subheadings. Students are to discuss in groups why a word should be placed under a specific subheading. After group work, come together as a whole class and discuss their answers.

List of Words (related to Nature) -land

-sunflower

-city

-creatures

-millet

-yam

-vine

-forest

-vegetables

-trees

-river

-moonlight

-clearing

Where nature grows?

-village-river-city-household-land-forest-hill-water

What is found in nature?

-sunflower-crops-vine-creatures-snake-path-clearing-stone-grove-trees-birds-moonlight

What does nature give you?

-millet-yam-vegetables-bread

Sources:

A literacy lesson framework for children with reading problem.(1994). The Reading Teacher, 48(2), 130. Retrieved from

http://search.proquest.com/docview/203273820?accountid=14771

Ontario Ministry of Education. (2013). The Ontario Curriculum Grades 1-8: Language Reading Rockets. (2015). Launching Young Readers! Concept Sort.

Retrieved from http://www.readingrockets.org/strategies/concept_sort

-vine

-bread

-village

-household

-hill

-water

-crops

-snake

-path

-stone

-grove

Importance of strategy:

Learning logs allow children to think critically by reflecting on their own learning, form explanations and try out new vocabulary. They also encourage students to write about what they want to know more of, clarifications, and their future goals. Learning logs are beneficial for students because they are able to see their progression from the beginning of the school year towards the end. This is also an important tool for teachers during assessment because it shows the students thinking process and if they understand the material presented to them. Teachers can also use the logs as a way to make future instructional decisions, for example extending the activity, re-teaching areas of weaknesses, and incorporating new teaching strategies to support student’s different learning styles.

Learning logs are used as a personal record-keeping tool for students to reflect on their own learning from the materials presented in class. Learning logs are often written in notebooks in order for students to respond to a topic. Learning logs can also be used in a template form. The questions below can be used as an example of a topic.

· What did I learn?· How would I do this differently next time?· What are my experiences?· Feelings and thoughts· Do I have any questions that need clarifications?· What did I find interesting?· What is the important message of this book?

Learning logs can be written during or at the end of a lesson.

Learning Logs

Higher Order Thinking Processes:

Reflect – Being able to think deeply about their feelings, thoughts, and what they learned about the bookUnderstand – Being able to comprehend the story of the book in order to critically reflect on itRemember – Being able to recall details of the story in order to reflect on itEvaluate – Being able to judge the significant parts of a storyActivate prior knowledge – students are using their prior knowledge when they are answering the questions

Curriculum Connections:

Reading:1.4 – Demonstrating understanding1.6 – Extending understand1.8 – Responding to and evaluating texts Writing:1.2 – Developing ideas1.5 – Organizing ideas1.6 – Review2.1 – Form2.2 – Voice2.3 – Word choice3.1 – Spelling familiar words3.2 – Spelling unfamiliar words

Sources:Barclay, J. (1996). Learning from experience with learning

logs. The Journal of Management Development, 15(6), 28-43. Retrieved from http://search.proquest.com/docview/216350098?accountid=14771

Cadieux, C. (2012). Learning logs are important literacy tools. MAT Blog. Retrieved from http://info.marygrove.edu/MATblog/bid/77519/Learning-logs-are-important-literacy-tools

Learning Logs. (n.d.). Retrieved from https://wvde.state.wv.us/strategybank/LearningLogs.html

Ontario Ministry of Education. (2013). The Ontario Curriculum Grades 1-8: Language

Mufaro’s Beautiful Daughters by John Steptoe

After reading the book, give the students a topic or question to independently write in their logs.

Pick one of these topics or questions as a guideline to write about each day (remember to alternate between them everyday).

If the teacher chooses not to use a topic or question, choose a picture from the book and have students describe what happened at this specific part. Have students describe their thoughts and feelings about the specific part of the book.

To extend/expand, have the children come up with a topic or question. Teachers can also let the students pick the daily topic or question and choose a method of response. For example, they could do a writing response on Monday, a drawing response on Tuesday, picture collage on Wednesday, graphs on Thursday, and KWL charts on Friday.

Topics: Example Questions:

· Describe a time where I was…where I felt… (choose one below)➔ Greedy➔ Selfish➔ Caring➔ Selfless➔ Respectful➔ Disrespectful➔ Careless➔ Hate

· Describe what this word means to you, where it is in the book, how you felt about it

· What did I learn today?· What are my feelings and thoughts about this

story?· This story reminds me of… (An experience or

connection to another book that was read in the class)

· What is the important message from this book?

Sources: (Pictures)Journal Writing With Children. (2012). Rusty and Rosy Reading. Retrieved

from http://www.rustyandrosy.com/parent-resources/blog/2012/07/journal-writing-with-children/

SummaryDictogloss is a literacy learning method used to help students develop their understanding of grammatical structures and the key points of a given text. Using this strategy, teachers typically introduce a concept for discussion - and the key terminology embedded within this - to students. Once these terms are understood, the teacher then reads a given text aloud to students, much in the same way traditional dictation is given. Rather than copying down all of the words they hear however, students will make note of the key concepts. Once finished, the teachers will split the students into groups, and have each of the groups reconstruct the text that was read aloud, using only the copied down text of all of the group members for reference. Dictogloss is a great literacy tool as it is very flexible and open to interpretation; there are many ways of adapting dictogloss to suit the needs of a given classroom in order to ensure the highest level of learning and comprehension is reached.

Dictogloss

Curriculum ConnectionsOral Communication1.2 Active Listening Strategies1.3 Comprehension Strategies1.4 Demonstrating Understanding2.3 Clarity & Coherence (extension only)

Writing1.5 Organizing Ideas1.6 Review2.7 Revision3.4 Punctuation3.5 Grammar

SourcesBritish Council. (2008). Dictogloss. TeachingEnglish. Retrieved from https://www.teachingenglish.org.uk/article/dictogloss

Ministry of Education. (2006). The Ontario Curriculum Grades 1-8: Language.

ImportanceDictogloss is a useful tool that not only allows students to work on their active listening skills, but it also allows them to make inferences based on what they hear, and practice higher levels of understanding. Dictogloss is also easily manipulated to best suit the needs and level of a given group of students, and offers every level of learner the opportunity to practice grammar, grammatical structures,and the identification of key concepts in a text. Because dictogloss is easily manipulated, it can be used to teach students with a variety of multiple intelligences, and offers everyone the chance to participate and demonstrate their knowledge and understanding.

Higher Order Thinking ProcessesApplication: students apply facts, rules, concepts & ideasEvaluate: Students judge the significance of each event Remember: Students recognize and recall the factsAnalyze: students break down information into component partsUnderstand: students understand what the facts mean

1. After studying the text, students will be separated into groups (lettered heads).2. The teacher will read the text aloud and the students will listen, paying careful

attention to grammar and key concepts (e.g. moves up/down, appearances of a helper, satisfaction of a lack, appearance of a villain, etc.)

3. The text will be read 3 times; after each time, the student will get 5 minutes to write down what they remember of the text.

4. After the 3rd time, students will separate into their groups and compare their retellings; together, the groups will recreate the story as a whole, using their individual work as a basis.

5. Finally, the groups will compare their finished work with the original, checking their own for grammar/key concept mistakes (did they miss any helpers? villains? moves? how does their story compare to the text?)

Extensions: 1) Have students read their completed stories aloud to compare the end results with other groups. 2)Mix up the lettered heads, and reform the groups to have students share their recreated stories in other, smaller groups (1st meeting: all As together; 2nd meeting: 1A/B/C/D together). Each group would be responsible for a specific element of the text: moves of the hero (Nyasha), appearance of the villain (Manyara), helpers (snake/old woman/boy), satisfaction of a lack (becoming Queen); 3)can be adapted to suit the level of the students (e.g. do a few pages a day, or only read the sections pertaining to one literary theme, or read the entire text, etc.)Accommodations: option to draw the text as a whole, or share their recreation of the story in dramatic form (this could also be used as an extension to the dictogloss activity).

Mufaro’s Beautiful Daughters Dictogloss Activity, Higher Level

Curriculum Connections:Reading:

1.3 Comprehension Strategies1.5 Making Inferences/Interpreting Texts1.6 Extending Understanding1.8 Responding to and Evaluating Texts4.1 Metacognition4.2 Interconnected Skills

Writing:1.2 Developing Ideas1.5 Organizing Ideas

Sources: Koralek, D., & Collins, R. (2015). Tutoring Strategies for

the Primary Grade. Retrieved from Reading Rockets: http://www.readingrockets.org/article/tutoring-strategies-primary-grades

Ontario Ministry of Education. (2006). Language. The Ontario Curriculum: GRades 1-8. Queen's Printer for Ontario.

Schwartz, S., & Pollishuke, M. (2013). Assessment in a Differentiated Curriculum. In Creating the Dynamic Classroom: A Handbook for Teachers (Second Edition ed.) pp. 76-77. Toronto: Pearson Canada.

Significance:➔ The KWL Chart is used as a tool to track student progress and learning achievement; can be used to

document learning achievement over time➔ Information collected on KWL Chart becomes the “evidence of learning” (Davies) and can be used

to form the basis for student evaluation➔ Use of the KWL Chart engages students’ prior learning and sets students’ learning goals➔ Students can integrate their new information into their current knowledge, allowing for better

comprehension of the information; facilitates new learning by exposing students’ knowledge that may contain inaccuracies and biases

Thinking skills:Overall use of planning skills:

- generating ideas- gathering information- organizing information

Overall use of processing skills:- making inferences- synthesizing- evaluating- forming conclusions

K-W-L Chart

Summary: What is it? How to use it?➔ A type of graphic organizer, used for diagnostic assessment and tool as ‘assessment for learning’➔ A chart with 3 columns: 1. Know - ‘What I Think I Know’,

2. Wonder - ‘What I Wonder’/’What I Want to Know’ 3. Learned - ‘What I Learned’➔ Address the first two columns at the onset of a learning experience and have students complete the

two columns with the information requested and proceed with the learning experience.➔ Address final column after the learning experience and have students complete the task

preparation:1. Create a KWL Chart and distribute one to each student, or have students work collaboratively to

complete one chart.2. Prepare a KWL Chart for class display; will be used to record group’s collaborative understanding

and ideas.Procedure:

1. Discuss the purpose of the columns of the KWL Chart.2. Model the completion of task by providing an example written or discussed as a class.3. Recall information on prior texts studied; introduction to Mufaro’s Beautiful Daughters.4. Model the Know - Wonder - Learned process by making connections to prior knowledge on other

‘Cinderella’ stories from around the world.5. Present the artwork and front cover to initiate students’ investigation.6. Have students complete the first 2 columns of the KWL Chart: ‘What I think I Know’, and ‘What I

Want to Know’7. Give students time to explore possibilities, share ideas, and record it on the chart.8. Read the text (i.e.: guided reading, read-aloud, or any other strategy).9. Have students complete the final column of the KWL chart: ‘What I Learned’

10. Record contributions on to the class KWL Chart11. Make connections and extensions to the unit of study.

Extensions:Character Study - teachers can use this tool to have students define the traits of ‘Cinderella’Character Interview - students can explore different perspectives after they have identified common elements/character-types in the storiesDifferent Endings - students demonstrate a transfer of knowledge by “telling their own tales” and rewriting the endings of one of the storiesModern-day Fables - students can demonstrate a transfer of knowledge by creating their own modern-day fables

Application: Grade: 3Lesson: ‘Cinderella Stories: A Cultural Study’ Text Used: Mufaro’s Beautiful Daughters Possible Units of Study: fables, cultural studies of Africa, world version of ‘Cinderella’ story Materials: texts of Mufaro’s Beautiful Daughters (Africa), Yeh Shen (China), and Cinderella (Grimm - Europe) Learning Outcomes:Reading➔ Students will be able to read and

demonstrate an understanding of Mufaro’s Beautiful Daughters using the KWL Chart to construct meaning

➔ Students will be able to reflect on and identify their strengths as readers, areas for improvement, and the strategies they found

Writing➔ Students will be able to generate, gather, and

organize ideas and information

K-W-L Chart

What I KNOW

K

What I WONDER

W

What I LEARNED

L

Concept Map Summary:• A concept map is a type of graphic

organizer that can help represent knowledge of a subject

• Concept maps start with a main idea and then branch out to show what it can be broken down into (more specific)

Thinking Skills used:• Categorize• Contrast & Compare• Cause & Effect• Analyze

Importance: • Helps brainstorm and generate ideas• Encourages students to discover new concepts• Allows students to clearly communicate ideas and

thoughts• Helps students integrate new concepts with older

concepts • Allows students to gain enhanced knowledge of

any topic and evaluate the information Curriculum Connections:

Reading: 1.3 Comprehension Strategies1.7 Analyzing TextsWriting: 1.2 Developing Ideas1.4 Classifying Ideas1.5 Organizing Ideas

Mufaro’s Beautiful Daughters- Concept Map

Mufaro

Nyasha

Manyaro

Hungry BoyWise old

Woman

One with Nature

GardenNyoka

Wise old woman

Bowing Trees

Becoming Queen

Hungry Boy

Selfless and Kind

Selfish

Monster

•

•

•

•

••••••

Point of View Summary  

Point  of  view  literacy  strategies  posi3on  students  as  the  characters  of  a  text  and  allows  them  to  explore  mul3ple  perspec3ves,  mo3ves,  experiences  and  feelings/emo3ons.  Following  a  read  out  loud  session  of  a  text,  students  will  be  asked  to  take  on  the  viewpoints  and  roles  of  a  character  in  the  story  and  discuss  how  a  specific  character  posi3ons  themselves  within  the  events  of  a  narra3ve,  their  mo3ves/purposes,  and  feelings  and  emo3ons  in  rela3on  to  the  plot  of  the  story  and  in  rela3on  to  other  characters.  Because  there  isn’t  a  defini3ve  approach  to  conduc3ng  the  point  of  view  strategy,  literacy  teachers  are  open  to  using  a  variety  of  literacy  strategies  that  centralizes  on  understanding  the  mul3ple  character  perspec3ves’  in  a  text.  Point  of  View  literacy  strategies  can  u3lize  a  wide  range  of  techniques  from  character  interviews  or  role  plays  in  which  students  engage  in  a  dialogue  between  characters  of  a  story  to  using  Venn-­‐diagrams  and  Graphic  Organizers  that  helps  students  compare  and  contrast  character  traits,  feelings,  and  viewpoints  in  rela3on  to  events  of  the  narra3ve.  In  a  point  of  view  ac3vity,  students  explore  the  in3mate  details  and  experiences  of  characters  and  engage  in  a  deep  analysis  of  characters  standpoints  and  reasoning.  Younger  grade  students  may  require  some  brainstorming  ac3vi3es  that  allows  them  to  deconstruct  a  character    and  their  rela3ve  posi3on  in  the  text  prior  to  analyzing  their  mo3ves  and  reasoning.  Point  of  view  strategies  also  require  that  students  present  their  character  interpreta3ons  to  their  peers  at  the  end  of  the  lesson  within  a  group  or  class  collabora3on  so  that  all  students  are  exposed  to  the  mul3ple  viewpoints  within  the  text.    

Importance  

Taking  on  the  roles  of  different  characters  in  the  story  provides  students  within  an  awareness  of  different  character  roles  and  statuses  within  the  story.  To  support  many  young  readers  who  have  difficulty  understanding  why  characters  do  certain  things  or  act  in  a  certain  way,  point  of  view  strategies  are  essen3al.  This  strategy  is  significant  in  allowing  students  to  think  cri3cally  about  the  different  parts  of  a  story  and  become  aware  of  interconnec3ons  between  characters  and  events.  Accordingly,  Emery  (1996)  argues  that  analyzing  characters’  perspec3ves  helps  readers  improve  their  reading  comprehension  and  is  essen3al  for  “comprehending  the  story  as  a  whole”  (p.534).Understanding  mul3ple  character  viewpoints  such  as  characters’  desires,  feelings,  thoughts,  and  beliefs  helps  students  connect  different  parts  of  the  story  into  a  whole.  By  engaging  in  a  point  of  view  strategy  students  recognize  that  character’s  ac3ons  and  interac3ons  with  another  drives  the  narra3ve  from  a  problem  to  a  resolu3on  (Emery,  1996).  Finally,  by  par3cipa3ng  in  point  of  view  ac3vi3es  students  learn  to  empathize  with  different  characters  in  the  story  and  in  real  life.    

Higher  Order  Thinking  Processes  

-­‐Ac3vate  Prior  Knowledge                  -­‐Reflect    

-­‐Infer                                                                                          -­‐Understand  

-­‐Analyze                                                      -­‐Cause  and  Effect  

-­‐Create/Synthesize                                          -­‐Categorize    

-­‐Contrast/Compare  

Curriculum    Connec;ons  Reading  1.3  Comprehension  Strategies  1.5  Making  Inferences  1.9  Point  of  View  Wri;ng  1.2  Developing  Ideas  1.5  Organizing  Ideas  2.2  Voice    2.5  Point  of  View    Oral  Communica;on  1.4  Demonstra3ng  Understanding  1.5  Making  Inferences  1.8  Point  of  View  1.9  Presenta3on  Strategies  2.2  Interac3ve  Strategies      

Sources    Emery,  D.W.  (1996).  Helping  readers  comprehend  stories  from  the  characters'  perspec3ves.  The  Reading  Teacher,  49(7),  534–541.  Ministry  of  Educa3on:  The  Ontario  Curriculum.  Language,  Grade  1-­‐8.    Smekens  Educa3on  Solu3ons,  Inc  (2015)  .  Defining  Differences  Between  Perspec3ve  &  Point  of  View.  Retrieved  from  ://www.smekenseducation.com/defining-differences-between-perspective-and-point-of-view.html    

Point of View on Mufaro’s Beautiful Daughters 1) Following a read out loud of Mufaro’s Daughters, teacher will provide a brief discussion on understanding point of views (what does it mean/how to identify) 2) Students will form small groups of four 2) Each student chooses a Character Card 3) From the point of view of a character students will write a letter to a recipient regarding their perspectives in the story. In this case, they will all explore the end goal of getting married to the King and discuss a character’s motives, beliefs, opinions, emotions of the goal. 4) When they are done analyzing or writing they will present their letters to the recipients. Character  Cards     Brainstorming/Wri;ng  Sheets    

Reciprocal Questioning (ReQuest) Importance: •  Helps students to adapt an active questioning approach when reading. •  Improves comprehension by having students analyze text and create their own questions to the

teacher.

Summary of the ReQuest Process

Steps Description

Independent Reading 1

Both the students and the teacher silently read a specific portion of the text.

Student Questions

Students create and ask the first set of questions about the text they read. - The teacher is able to evaluate the level of their understanding and analysis. When answering the questions, the teacher praises the questions needing more thought, to encourage this type of questioning.

Independent Reading 2

Once the teacher has answered all the students’ questions, everyone will silently read the next portion of the text.

Teacher Questions

Teacher now asks the students a set of questions, modeling higher-order questioning.

Higher-Order Thinking Processes

Reading: 1.3 Comprehension Strategies 1.5 Making Inferences/Interpreting Texts 1.6 Extending Understanding 1.7 Analysing Texts

Curriculum Connections

Dependent on the questions asked. Through a variety of questions, ReQuest could elicit all higher-order thinking skills.

Sources: Bean, T. W., Readence J. E., & Baldwin R. S. (2004). Comprehension: Guiding content literacy. In G. Botsford (Ed.), Content area literacy : An integrated approach (8th ed.). (pp. 192-195). Dubuque, IA: Kendall/Hunt Publishing Company. Manzo,A.V., & Manzo, U.C. (1995). Improving basic comprehension. In A. Schlickenrieder, J. Weaver & T. Napper (Eds.), Teaching children to be literate: A reflective approach (pp.286-292). Fort Worth, Tx: Harcourt Brace College Publishers.

ReQuest Mufaro’s Beautiful Daughters

Silent Reading: Teacher and students read pp. 1-14. (First half of the book)

Student Lead Question Period: The teacher instructs the class to create questions relating to the section of the book they just read. The teacher will asses the level of analysis in each question they ask, and respond differently depending on the level of thinking required. For example: - If the students ask text-explicit questions: Provide a very short and quick response. Teacher should demonstrate how this doesn’t make you think about the text. - If the students ask text-implicit questions: The teacher needs to show their approval! Say how great this question is, and how much it is making them think.

Silent Reading: Instruct the class to independently read pp.15-30. (Last half of the book)

Teacher Lead Question Period: Some examples of questions related to the text. “What if Nyasha did not feed the hungry boy or thank the old woman? How would the story change?” “What do you think is the most important thing to remember so far? Why do you think it’s important?” “How do Manyara’s actions contrast with her sisters’ actions toward nature?” “What does this story mean to you? Explain.” “How might you change the ending of the story?”

Example of ReQuest activity and potential questions: