Multi-Text Rationale

Context:

The Multi-Text Study assignment was created in RE3040, Fall 2007 under the advisement of Ellen Pesko. The study focused around the fiction text The Giver and the non-fiction text Being a Good Citizen. It is a third grade language arts unit that integrated history. The study concentrated on communities and how they are setup. The books provided an understanding of community and a child’s roles and responsibilities within a community.

Impact:

This particular multi-text study was a great way to have the students to start thinking about their roles and responsibilities in a community. From this study each student could label their surroundings and important figures in their environment. They were provided with knowledge and examples of community setups and how it related to their own. With the completion of this study many students improved their understanding of communities and community members. I chose to use these books because I thought that third grade is an important time for students to learn how to be a good citizen and community member.

The students will participate in a variety of activities that meet the Language Arts requirements for Third Grade: (L.A. 1.04) Increase Vocabulary, (L.A. 2.02) Participate in activities before, during, and after instruction, (L.A. 2.03) Using and referencing a variety of text, (L.A. 3.02) discussion of characters, and (L.A. 5.02) composing well-written paragraphs. The students will also meet multiple social studies requirements such as (S.S. 1.01) identify a good citizen, (S.S 1.03) identify responsibility including voting, (S.S. 2.03) distinguishing between communities, and (S.S. 5.07) identifying historical figures.

Alignment:

Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator 3: This standard was met by including a broad range of literature. There are different authors used from all around the world as well different opinions.

Indicator 4: This standard was met by understanding that students are on different levels and providing activities that reach all students. The activities helped to provide a chance for every student to communicate through written, speaking or listening.

Indicator 5: This standard was met by providing activities that activated prior knowledge and expanded on the information that they did not know. There were activities before, during and after reading that helped to communicate the messages that the texts provided.

Indicator 6: In the multi-text study there were a variety of text and activities that were provided that cater towards individual students. There were multiple texts that they could refer to for additional information that were at multiple levels.

Indicator 8: Within the multi-text study the students create double-entry journals, persuasive paragraphs and a letter. Each of these activities was well-written and constructed. They are an example of the student’s understanding

Standard 7: Elementary teachers use developmentally appropriate strategies to design and deliver instruction in all areas of the elementary curriculum.

Indicator 1: This was met by creating a unit that integrates NCSCOS for language arts and social studies.

Indicator 3: This indicator was met by activating the students’ prior knowledge of the topic by of voting and communities. They had to use Venn Diagrams and compare and contrast.

Indicator 4: This indicator was met by providing activities that focus on different learning styles. The lessons are taught through visuals, books, real-life events, an interactive website, poetry, and small group work.

Indicator 7: This indicator was met by assessing students through different forms of assessment. They were assessed by written work, class participation, and prior knowledge. To do these activities they were placed in small groups, individual presentations, and written vocabulary and graphic organizers.

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 2: In the multi-text study, the students kept a double-entry journal that provided them with a reference to what has happened in the story and what they know about the story.

Indicator 4: This indicator was met by providing students with multiple texts that are interesting, to chose from to read in their free time. They also keep logs that show what they accomplished and can continue to accomplish over time.

Indicator 5: This indictor was met by writing in different styles such as, the “I am” poem and the letter home as well as writing in their journals.

Standard 11: Elementary teachers connect social studies with the broad curriculum.

Indicator 1: This indicator was met by providing a chance for all students to communicate what they have learned and think will occur. There are whole class discussions and small group discussions were everyone will get a chance to speak.