STAGES OF LITERATURE LEARNING

IN THE CLASSROOM
NATUIL, IRISH
NAZARENO, DANIELLE
ROXAS, PAULA
SAMANIEGO, HANNAH
VIVAR, AILENE
Hi, students! Let's create

a short story, shall we?

 Let's play Ten
Thousand Galloping
Words
WHAT TO TEACH?
Literature-based instruction is the type of instruction in which
authors' original narrative and expository works are used as
the core for experiences to support children in developing
literacy. The types of activities done with the literature are the
natural types of things children and adults would do when
reading and responding to any good book."
 FIRST ENCOUNTERS

Learners should drop quickly into the text, so that

they find it interesting and want to continue
Reading it on their own. Learners need to be
convened that the task is not impossible task.
• talking about the title and cover design
• using questionnaires
• making a biographical montage
• continuing the storyline
• confirming beginning
• writing chapter 0
 General Strategies include:

Scaffold Instruction - Give structure,

lots of it at first. Take away structure
little by little until students can do it
by themselves.
Modeling - As you read or discuss a literary work,
think out loud. The out-loud parts of your thoughts
should be restricted to the literature and how you
process what you read. (Thoughts like “I’m going
to pound the snot out of that kid if he doesn’t shut
up” should be kept to yourself.)
Cooperative Learning - Students
don’t mind taking risks in small
groups. Structured cooperation
involving higher level thinking skills
makes a great alternative to the
traditional “teacher ask questions
as students drool” teaching
strategy.
 Independent Reading

The whole purpose of an education is

to develop independent reading,
writing, and thinking skills.
Independent reading allows all three.
 These classic teaching

strategies set the foundation

for a literate classroom

LITERATURE CIRCLES
The concept is simple: students gather in small
groups–preferably in a circle–and discuss
literature. I know what you’re thinking: you expect
students to sit around and discuss books? No, not
at first. The first time you do literature circles, you
must provide a lot of structure. Make them write a
journal entry first or complete an individual
assignment that will prepare them for a
discussion. These tips will help provide maximum
learning.
 JIGSAWS

Jigsaws are a great opportunity to

review specific aspects of literature.
Assign students into groups of 3-5 and
have them become experts on a topic:
theme, symbolism, figurative language,
characterization, plot, setting, mood, or
any other elements of literature.
 VISUALIZATION

Read a passage. Instruct students to

create a drawing that depicts what is
being read. Visualization can be done
as an art gallery, a temporary white
board drawing, or a fully drawn poster.
Maintaining
Momentum
 •This part of literary learning allows the students understand, enjoy
and appreciate the literary work.

Maintaining Momentum Suggested activities and instructional materials

for maintaining momentum:
1. • Question worksheet leading to pair work in class
2. • Complete the sentences
3. • True or false
1. Summaries the gaps
2. Summaries with incomplete sentences
3. Summary comparison
4. Jumbled events
5. Choosing an interpretation
6. Snowball activities
Key ideas to maintain
momentum
At this stage, the school has established literacy practices which
include the integration of oral language, reading and writing
programs across the whole-school. Teachers explicitly teach the
Components of Reading within a timetabled reading program
including the teaching and monitoring of comprehension.
Components of Reading
1.Phonemic Awareness

Refers to the student’s ability to focus on and manipulate these phonemes in

spoken syllables and words.

2. Phonics

Instruction that teaches students how to use these relationships to read and
spell words.

3. Fluency

Is the ability to read as well as we speak and to make sense of the text
without having to stop and decode each word.
Components of Reading
4. Vocabulary

The larger the reader’s vocabulary (either oral or print), the easier it is to make
sense of the text.

5. Comprehension

Is the complex cognitive process readers use to understand what they have
read.
 Creating Flow and

Momentum in Your

Classroom

Flow, is the state of involvement in

an activity that nothing else seems
to matter; the experience is so
enjoyable that it is done for the sheer
sake of doing it. In other words, both
teacher and students are in their
“zones” for learning.
Plan your directions ahead of time Use three (3) step directions

This is a part of the planning process. Limiting the number of

As you plan instruction, visualize how directions in a sequence makes
activities will take place in your it easier for students to carry
classroom. them out.
Get the attention of every
student BEFORE giving
directions
 Get feedback from students

If your students seem confused as they

Make sure the students DO NOT
carry out your directions, use it as a learning
begin to carry out directions while
tool and ask them to identify any problems
you are still giving them. This can
they may have had understanding and
lead to confusion.
following the directions.
EXPLOITING
HIGHLIGHTS
the activities for this part of the

literary discussion in the

classroom will help encourage

the students to explore and

express their own response to

the literary work.

 SUGGESTED
ACTIVITIES FOR
MAINTAINING
HIGHLIGHTS:
THOUGHT BUBBLES POEMS USING AUTHENTIC
FORMATS
The task for this activity the aim is to
is very simple: students These are non-literary
crystalline a personal,
are asked to write the formats which can be
felt response to a
’inner’ dialogue that imported into the context
literary situation. of the literary work and
parallels the original
dialogue. used to spur writing
about it.
NEWSPAPER ARTICLES ORAL ACTIVITIES

A newspaper article or feature is to These are activities highlighting

be written about the highlight scene the lines/dialogues that are good
chosen. Students are shown samples
for oral reading. Examples:
of genuine newspaper articles, if
1. Mini reading aloud
possible from more than one type of
publication. 2. Poetry reading
3. Choral reading
4. Oral summaries
ENDINGS
This part of classroom
literary learning keeps each
students’ own sense of the
literary work alive.
 SUGGESTED
ACTIVITIES FOR
ENDINGS
ROLES PLAYS COVER DESIGNS WRITING A BLURB
FOR THE BACK
The context provided by Asking the students COVER
works of literature to prepare a
facilitates the creation of As preparation for this
paperback cover of a
role-play situations. This activity, the teacher
book is to see how reads out the cover blurb
activity allows the
students to work among they are eliciting and of selected novels. This
themselves. crystallizing their activity aims to see if the
overall response to students can come up
with distinct blurb for a
the text they are
particular literary work.
reading.
SHORT WRITING TASKS

These activities test the ability of the students to use language

in written activities. Examples:
1. Letters
2. Essays
3. Newspaper articles
4. Journal
Reference
Activity Time

Write a short story or

poem about "rice
porridge" or "lugaw".
The format for the document is
Arial, 12, normal margin. If it is a
short story it should be justified,
if it is a poem it must be
centered. Submit your activity
to Danielle Joei Nazareno, May
28, Saturday.
Thank You
For Attending!
 REFERENCES
HTTPS://WWW.SLIDESHARE.NET/ANNECASTRO10/STAGES-OF-LITERATURE-
LEARNING-IN-THE-CLASSROOM-SIR-LITERAL

HTTPS://WWW.BRIGHTHUBEDUCATION.COM/HIGH-SCHOOL-TEACHING-
TIPS/119245-LITERATURE-BASED-TEACHING-STRATEGIES/

HTTPS://WWW.SLIDESHARE.NET/JOHNCHRISTIANDELOSREYES/ENGL-115?
FBCLID=IWAR0OGM3C9UOTL4FDZ2NLA4STPI8RABUZUVBGQGEUDYK8734LMA5D
N5UD83S