Literacy Instructional Strategies

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Literacy Instructional Strategies 7-12 English, Language Arts, and Reading Focus on: Grade Level 11—English III/American Literature The Crucible by Arthur Miller I chose this book because it provides an exploration of historical events (the Salem Witch Trials) and the relevance it has on society in America. This lends a platform to students for discussions of themes like McCarthyism and the consequences of mass hysteria. This novel is a classic text that is loaded with context for analyzing cultural and political aspects of American history. This story is relatable to students because it delves into universal themes such as injustice, conformity, and the consequences of unchecked power. Students are provided with the opportunity to draw parallels between the characters’ struggles and modern-day issues, encouraging discussions about the importance of critical thinking, individuality, and standing up against societal pressure. Oral Language - The Crucible language follows the speech patterns of the period that the story is set in, capturing the students in the historical atmosphere of the story. Characters engage in discussions that revolve around moral complexities, personal integrity, and societal expectations. I will facilitate debates on the themes of the play where students take opposing sides. Students will be required to present:  Opening statements that outline their position and provide key arguments  Main arguments that are well thought out and structured  Rebuttals showcase their ability to analyze and respond effectively  Cross-examination- promotes critical thinking and the ability to respond to viewpoints effectively.  Closing Statements- assessing their ability to structure arguments and summarize key points This will be an effective way to assess oral language skills and deepen students’ understanding of the play. Assessment points:  Ability to articulate ideas clearly, coherently and persuasively  Ability to think critically and respond thoughtfully and effectively  Use of language including vocabulary, terminology, and communication skills ( How Speech and Debate Classes Can Improve Your Child’s Language Skills ) Phonological Awareness - The primary focus of the play is for literary analysis or comprehension. For phonological awareness, we would focus on the formal language patterns used in the play. Formal language patterns in The Crucible are the sounds, syllables, rhythm, emphasis, and emotional tone of words and phrases in the play. We would discuss how the formality of language impacts phonological patterns. I would assign scenes to students and ask them to identify instances of formal and informal language. Students would analyze the language

in context to understand how characters adapt their speech based on the setting or situation. This will demonstrate the student’s ability to identify specific phonological elements. Phonics - For their literary analysis, investigating language patterns and the way words were spoken in the 17 th century is crucial to understanding the play and enhancing student’s understanding. I would implement a game asking students to identify and categorize words from The Crucible based on common word patterns. On a flipchart sheet, students would create different columns representing various phonics patterns. I would display one word (from The Crucible ) at a time and ask students to identify the phonics pattern in that word. Students would take turns placing words into the correct columns based on the phonics pattern. For each word, students will articulate the specific phonics principle that they used to categorize it. This activity reinforces their awareness of phonics patterns within the specific linguistic context of the play. It also connects language skills with literary analysis. Fluency - Assessing student skills in fluency using The Crucible involves evaluating their ability to read the text expressively, with proper pacing, intonation, and comprehension. I would have students break into small groups and perform an audio-recorded reader’s theater. Students will perform selected scenes from the play. This will allow me to review their fluency carefully by observing how well they convey the characters’ emotions and intentions through their reading. This approach encourages a focus on both technical elements of reading and performance and comprehension. Using a developed rubric, I would assess:  Pacing- their pace with the natural flow of dialogue  Smoothness- stumbling, hesitation, or overly choppy delivery  Expression- conveying the emotions, tones, and nuances of characters  Intonation- students’ use of appropriate pitch to reflect the meaning of the text  Accuracy- mispronunciations, omissions, and substitutions  Phrasing- chunking of words  Coherence- consistent and engaging delivery throughout the scene Vocabulary - The Crucible contains a wide range of vocabulary words that students need to know for comprehension and expand their everyday vocabulary. I would assess students’ vocabulary by having them maintain vocabulary journals where they record and define new words they encounter while they are reading. For each word, the student would be required to use words in sentences to demonstrate their comprehension. Comprehension - For the summative assessment of the unit, students are required to write a literary essay. For students to be successful, they are required to have complete comprehension of the play. To assess students’ comprehension, I would organize a Socratic Seminar where students lead discussions about specific aspects of the play. I would ask discussion questions about character analysis, themes and motifs, moral and ethical questions, literary elements

historical context, reader response and interpretation, relevance to modern society, and personal reflection. (“Socratic Seminar”) Fahrenheit 451 by Ray Bradbury I chose this novel because it has many of the same themes as The Crucible . Fahrenheit 451 is a dystopian novel that is set in a future society where books are banned and any that are found are burned. The novel is rich in symbolism and societal commentary. Both the play and the novel were published in 1953 during the contemporary period of American literature. Fahrenheit 451 is relatable to students because the novel explores timeless and relevant themes such as censorship, freedom of expression, and the impact of technology on society. These themes and social/political issues connect to students as they consider their rights and the role of media and technology in their lives. Students are highly encouraged to maintain their individuality and stand up for themselves while grappling with their own identities, peer pressure, and societal expectations. Fahrenheit 451 allows students to consider their challenges in communication and understanding with older generations. Oral Language- In Fahrenheit 451 , Ray Bradbury explores the impact of censorship on oral language skills. Students can apply critical thinking and relate censorship in the novel to censorship in the real world. I would have students create an 8 to 10-minute podcast that provides a literary analysis of the book. This allows me to assess for clarity of expression, tonal variation, expressive delivery, sequential organization, and avoidance of redundancy, clarity, coherence, effectiveness, and articulation. *Note* I will use the students’ podcasts to assess vocabulary and comprehension, as well. Phonological Awareness - Students will use vocabulary words such as Clarisse, Montag, Fahrenheit, censorship, conformity, technology, parlor, fireman, dystopia, and literature. Students will participate in a matching game. Students will have two separate stacks of cards that have individual phonemes or syllables and vocabulary words. Students will turn over one vocabulary card and one phoneme card. The goal is to match the word to its corresponding phonemes. This game will be played in a small group instruction setting. This will allow me to assess the student’s ability to recognize and manipulate the sounds of spoken language such as:  phoneme isolation- the ability to isolate and identify individual phenomes in words and recognize the initial, medial, or final sounds in words  sound blending- the smoothness of blending individual phonemes  phonemic manipulation- the ability to change or substitute Phonics - Fahrenheit 451 provides a variety of instances for examining the relationship between the sounds and letter combinations that represent them. I would implement a phonics escape room challenge to test their decoding skills. Students will go through a series of stations where they are faced with challenges that test their ability to decode and identify parts of a word. The

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assessment criteria that I will pull from this is the students’ abilities to decode words and identify homophones within sentences. Fluency - I would have students pair off and create a “speed dating setup”. I would assign each student a specific character and they would read different excerpts from the novel to their partner. Students will have 2-3 minutes to read. After the 3 minutes are up, students will switch partners and repeat the process for several rounds. After each “speed date”, students will fill out a rubric that grades their partner’s fluency and expression. Students would note each other’s strengths and weaknesses. While students are reading to each other, I would circulate the room and listen to the students read for 1 minute each making my notes. This will allow me to assess the student’s ability to adapt their fluency to different experts and their overall fluency (pacing, smoothness, and expression). Vocabulary- Using the podcast mentioned above, students would insert a section of their work using vocabulary from Fahrenheit 451 (examples listed above). In this section, students will express and explain the meanings of vocabulary words that they found to be challenging. They will provide the context of the word found in the novel and explain the dictionary meeting, contextual meaning, and what portions of the text support the contextual meaning they found. By providing this information, it will provide students with a deeper understanding of the text. This assignment allows me to assess students’ vocabulary comprehension, expression, clarity, and illustration of usage. Comprehension- Students will use the above-listed podcast to provide a literary analysis to discuss literary elements and rhetorical devices used throughout the novel. Students will demonstrate their comprehension by examining the relation to plot, characters, setting, theme, symbolism, style and tone, point of view, figurative language, cultural and historical context, conflict resolution, and reader response. They will explore these aspects while linking each one to a specific student-chosen topic. A comprehensive literary analysis involves an in-depth exploration of these aspects, and it provides a nuanced understanding of the literary work and its significance. With an in-depth literary analysis, this allows me to assess students’ depth of understanding, analytical skills, and the effectiveness of communication. I would provide constructive feedback that allows students to strengthen their analytical and interpretive abilities. Resources: “Assessments.” Lead for Literacy , leadforliteracy.org/framework/assessments. “Early Reading Assessment: A Guiding Tool for Instruction | Reading Rockets.” Reading Rockets , www.readingrockets.org/topics/assessment-and-evaluation/articles/early- reading-assessment-guiding-tool-instruction. How Speech and Debate Classes Can Improve Your Child’s Language Skills . www.earlyscholars.org/blog/how-speech-and-debate-classes-can-improve-your-childs- language-skills .

LDAOeng. “Evidence-Based Assessment in the Science of Reading - LD@School.” LD@School , 22 Mar. 2022, www.ldatschool.ca/evidence-based-assessment-reading. “Socratic Seminar.” Facing History & Ourselves , 12 May 2020, www.facinghistory.org/resource-library/socratic-seminar .

Literacy Instructional Strategies

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