Part 1: Matrix
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Fiction |
Nonfiction |
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| Definition: |
Fairy Tale – a fairy tale is a story that revolves around magic and legendary deeds. Sometimes, fairy tales contain fairies, wizards or dragons. Tall Tale –a tall tale is a story with unbelievable elements. In other words, tall tales are very difficult to believe or are greatly exaggerated. |
Biography –biography is a literary genre that portrays the life events of an individual. The individual’s events or life experiences are usually in chronological order. Narrative nonfiction –narrative nonfiction is a genre of nonfiction where a true story is presented in a narrative style using literary techniques. |
| Examples: |
K-2 “ Jack and the Beanstalk” by Leanne Guenther. “ Johnny Appleseed” by Steven Kellogg. 3-5 “ Little Red Riding Hood” by Trina Schart Hyman, Jerry Pinkey, & Charles Perrault. “ John Henry, an American Legend” by Ezra Jack Keats. 6-8 “ Hansel and Gretel” by Wilhelm Grimm and Jacob Brimm. “ Cut from the Same Cloth: American Women of Myth, Legend, and Tall Tale” by Brian Pinkney & Robert D. San Souci, & Jane Yolen. |
K-2 “ Duke Ellington” by Andre Davis Pinkey “ Mesmerized: How Ben Franklin Solve a Mystery that Baffled All of France” by Mara Rockliff. 3-5 “ Eleanor” by Barbara Cooney “ Winnie: The True Story of the Bear who Inspired Winnie-the Pooh” by Sally M. Walker 6-8 “ Eleanor Roosevelt: A Life of Discovery” by Russell Freedman. “ Those Rebels, John & Tom” by Barbara Kerley. |
| Text Integration Strategies: |
Instructors read the fairy tales out aloud with expression. With this strategy, the instructor demonstrates what good readers do. Mapping the meaning –the instructor can use a graphic organizer to illustrate or to write a characteristic that is unbelievable or exaggerated (Sholichah, 2017). |
Stop and Think Cards –In this text integration strategy, students are given prompt cards. The prompt cards contain questions that direct the students to reflect on their understanding of the text. Read, Assess, and Reflect –instructors present nonfiction narrative(s) to their students. The students are required to read the narrative(s), assess the topic or main argument presented in the narrative, and then write a journal entry about it. |
| Technology Application Strategies: |
Listening centers. In these centers, fairy tales are played on a Compact Disk (CD) or MPEG Audi Layer-3 (MP3). While in play, the students are required to follow with individual books. Animated Tale Tales –Students can watch animated tale tales in the classroom or at home. A number of tall tales are located at http://www.animatedtalltales.com/ |
Utilizing Duckster’s comprehensive set of biographies, which is located at https://www.ducksters.com/biography/ . This website allows students to search for biographies about individuals by name or subject. Utilizing webpages of nonfiction narratives to research the narratives and write about them. |
| Technology Tools: |
CD or MP3 players with headphones, recording of books Personal Computers (PCs), iPads, or Smartboards. |
Personal Computers (PCs), iPads, and Smartphones. Personal Computers (PCs), iPads, and Smartphones. |
Part 2: Reflection
The goal of reading is to have a good comprehension of a text. Thus, it is crucial to teach students comprehension strategies. There are numerous comprehension strategies that can be applied in the classroom, namely, utilizing prior knowledge, recognizing the main argument, summarizing, questioning and visualizing.
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When it comes to teaching the different forms of narratives, such as fairy tales, tall tales, and narrative nonfiction, instructors can employ numerous strategies to help their students understand the text. One such strategy is to have the students map the story (Sholichah, 2017). Through this, the students would be able to identify the elements of narratives, which include the setting, characters, plot and theme. This would, in turn, help them understand the text of the narrative. Another strategy that can be employed is to let the students retell the story by using their own words. This helps students not only have a good comprehension of the text but also encourages them to draw their own conclusions about the story.
The strategy employed by an instructor depends on the goal of reading the text. If the goal is to comprehend the meaning of the text, teachers ought to have a number of things in mind. The first thing that teachers need to keep in mind is the difficulty of the text (Duke, & Block, 2012). It is vital to ensure that the text is at the appropriate level. This help ensures that the students are capable of reading and understanding the text. Teachers ought to select the text that will support their instructional goals. In addition, they ought to choose texts that will engage the students. According to Duke & Block (2012), teachers can achieve this by understanding their student’s interests. Through this, they would be able to find text in those areas.
References
Duke, N. K., & Block, M. K. (2012). Improving reading in the primary grades. The Future of Children , 55-72.
Sholichah, N. I. (2017). The Effect of Story Mapping on Reading Comprehension. INTAJ: Journal Penelitian Ilmiah , 1 (1), 29-48.
