Tiffany Daves

  1. Home
  2. Math CI 3030
  3. Science
  4. Social Studies
  5. Media/Technology
  6. Language Arts
  7. Diversity
  8. Reading
  9. CI 4000
  10. Health
  11. Internship Description
  12. Math CI 4030
  13. Student Teaching
  1. Assessment Products Assignment
  2. Multi-text Study
Home > Language Arts > Multi-text Study

Multi-text Study

NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard: Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator: Indicator 1: Teachers know the developmental stages of language acquisition.
Indicator: Indicator 3: Teachers know and understand a diverse range of historical and contemporary literatures, including various genres of American, British, and World, as well as literatures written by women and authors of colors and works written for children and young adults.
Indicator: Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language, and the context of the reading situation.
Indicator: Indicator 6: Teachers understand the importance of literacy for personal and social growth.
Standard: Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing language skills to help students become competent, effective users of language.
Indicator: Indicator 3: Teachers guide and encourage students to think critically about what they write and read.
Indicator: Indicator 4: Teachers encourage students’ enjoyment of reading.

Rationale for Multi-text Study:

Context-

I did this multi-text study for my reading and literacy class during block II.  My main text was Lily's Crossing by Patricia Reilly Giff, which is about a young girl during World War II in the summer of 1944.  I included informational text that relate to World War II and D-Day, as well as additional books that students could use alongside this novel.  I also created an Internet workshop, literary elements activities, and a vocabulary activity.

Impact-

I can use this multi-text study with a fifth or sixth grade class.  The novel is a 1997 Newbery Honor book that would be great for giving students background information on World War II and D-Day, so it can be integrated with social studies.

I have also created activities to do with this book and additional resources that I have included in the multi-text study.

I could use this multi-text study to interest students and build their enjoyment of reading.

Alignment-

I have met standard 1, indicator 1 because I have shown that I know the developmental stages of language acquisition by creating a vocabulary activity and other activities that use many language concepts.

I have met standard 1, indicator 3 because the multi-text study makes use of books on World War II and other historical periods.  Some of the novels also give information about children during the selected time period.

I have met standard 1, indicator 5 because the multi-text study makes use of the reading process and constructs meaning through knowledge, written language, and context.

I have met standard 1, indicator 6 because the multi-text study uses reading and shows students the importance of social growth through the use of integrating history (WWII).

I have met standard 8, indicator 3 because the multi-text study uses questions and many resources for students to interact and think critically as they read.

I have met standard 8, indicator 4 because the multi-text study allows all students to read and find enjoyment in the subject-matter.

File Attachments:
  1. Multi-Text Study.doc Multi-Text Study.doc
Author: Tiffany Daves
Last modified: 11/14/2006 11:46 AM (EST)