Junior/Intermediate Language Arts
On reading aloud…
Do read aloud to someone.
with the human voice,
they come alive.
To arouse curiosity
Jim Trelease, The Read Aloud Handbook
Students experience the whole before
examining the parts
Students experience global aspects of text:
story, grammar, characterization, cause and
effect, character motivation etc.
Activating Prior Knowledge
Front and Back Cover
Read Aloud and Teaching/Learning Strategy
(to be completed in pairs)
Course Weight: 10%
Due Date: sign up basis, starts week 3
A. Purpose of the Task:
To introduce you to a variety of literary genres; to
give you practical experience conducting a read-
aloud; and to select an appropriate book for a
specific teaching/learning strategy.
To introduce you to a variety of teaching/learning
strategies and give you an opportunity to combine
these strategies with literature to help students think
about and understand ideas, concepts or procedures.
B. Your Task:
The Read Aloud
Select a picture book, novel, non-fiction text, newspaper or
magazine article to use as a read-aloud that will teach about
or demonstrate a concept, idea or skill.
Decide what grade levels (4-10) you would use the text with.
Select one Teaching/Learning strategy from the list provided.
Be sure to reference the source in your handout.
Use your read aloud selection to demonstrate how this
strategy works or apply this strategy to the piece of text to
create a literacy-based activity. The Read Aloud and the
strategy should work together to illustrate or enhance the
learning of a skill, concept or procedure.
How to Choose a
Does the selection have charm, magic, impact and appeal? This means that chunks
of language or meaning will reappear in the reader or listener’s mind. The impact
and lasting, pleasurable quality has to be intrinsic, both in the story and in the
Does the selection have something worthwhile to say? Does the author’s idea
always remain uppermost, avoiding any overt presentation of a moral or lesson?
Does the story say something new or present a familiar theme in such a way that
the reader doesn’t feel that he/she has heard it all before?
Is the shape and structure appropriate? Consider the pace and flow of the story, the
unfolding and its resolution, and the author’s technique of leading one episode
into the next and in signalling a change of mood or pace.
Is the language effective? Does the language suit the subject and the characters?
Do the characters talk naturally? Does the language aid the reader in making sense
of he author’s ideas?
From: A Good Book is a Good Book Anywhere by Margaret Mooney
Prepare an annotated description of the book you chose. Include the title, author/
illustrator, publisher and publication date, ISBN number.
Respond to the following prompts:
-Provide a rationale describing why this book appropriate for the
-What skills can be taught using this text? (Refer to specific grade level, subject
and strand from the Ontario Curriculum Documents).
-What themes/ideas emerge
-Describe the Teaching/Learning strategy you chose and how you would use it.
Provide a copy to your colleagues. This handout will form the basis of a list of
effective Read Aloud books and Teaching/Learning strategies upon which you can
You may get ideas from colleagues, other teachers, professional readings etc., but
you must document your source(s). If you borrow an idea, you must adapt it to
make it original.
There will be a 15-20 minute time-frame for the read aloud and
teaching/learning strategy presentation. Ensure that there is no one
else is presenting your teaching/learning strategy or using the same
text for your Read Aloud.
Read the text aloud to your classmates.
Share your ideas as required in the written component of the
assignment (why this text is appropriate, skills, themes/issues).
Briefly identify and describe the teaching learning strategy.
Follow with implementation of a portion (or more if time permits)
of the teaching/learning strategy. This part of the presentation
should be interactive and include your peers in an active learning
experience. For example, if your strategy is visualization, have the
class do at least a portion of the visualizing activity you would do
with a Grade 4 class.
Evaluation Criteria for Teaching/Learning Strategy
and Read Aloud: 10% of final mark
-excellent match for grade and -appropriate for grade level and -inappropriate match for grade level
1. Literature selection (1.0)
strategy selection 1.0 strategy selection .5 and strategy selection 0
2. Selection / Rationale for the -selection of strategy/ rationale and -good selection of strategy and -inappropriate selection and rationale
Teaching/ Learning Strategy connection to subject and strand rationale -inadequate connectivity between
show high level of proficiency and - related to Ontario curriculum subject(s) and strand(s) 0
(2.0) specificity 2.0 subject(s) and strand(s) 1.0
3. Response to the prompts -responses are thoroughly completed -responses are complete and -prompts are not complete
and insightful demonstrate understanding 1.0 -responses demonstrate lack of
2.0 understanding 0
4.Presentation “Putting it -class tried portion of strategy that -class tried a portion of the strategy -class was not given opportunity to
all Together clearly exemplified the strategy relevant to the selection try the strategy 0
-interactive, included all members -interactive, included most of the
(2.0) 2.0 members of the class 1.0
5. Delivery of Read Aloud -engaging deliver -clear, expressive delivery -inadequate delivery and voice
-used effective presentation 1.0 projection
techniques (exemplary voice, eye -limited use of techniques
contact, composure) 2.0 -lack of confidence 0
5. Handout (1.0) -complete as per outline -most elements included -several elements omitted
-proper conventions 1.0 - most conventions are appropriate -difficulty with language conventions
Model for Assignment
Read Aloud: The Composition
Strategy: Writing an opinion piece using the
perspective of another
Handout: The Composition
A. Annotated Description
Title: The Composition
Author: Antonio Skarmeta
Illustrator: Alfonso Ruano
B. Response to Prompts
I chose this book because of its rich social justice content.
The story is relevant in that the characters are close in age to
the grade I’ve selected. In addition, soccer is a popular sport
shared by boys and girls alike. The story is multiethnic and
multicultural. It is authentic in that the authors write from
personal experience. Finally, the story tells about many issues
faced by people around the world that my students might not
be familiar with. The notion that there might be
circumstances in which rules are broken is one I would like to
explore with my students. Listening and respecting the
perspective and opinion of others is a critical literacy skill
that my students need.
Expectations Addressed: Grade 6
Reading, Reasoning and Critical thinking
Identify a writer’s perspective or a character’s motivation
Communicate ideas and information for a variety of purposes and to
Oral and Visual Communication, Use of Words and Oral Language Structures
Communicate a main idea about a topic
Express and respond to a range of ideas and opinions concisely, clearly
Follow up on others’ ideas, and recognize the validity of different points
of view in group discussions or problem-solving activities
Heritage and Citizenship
There are several expectations in this unit that call upon the student to
think critically about texts they read. They are also required, for
example, to select relevant resources and identify their point of view. In
addition, students are required to express personal viewpoints based on
historical evidence, identify and explain differing opinions about
different issues related to the Europeans and Aboriginal Peoples.
Therefore, the read aloud and strategy experience will provide a
foundation for the upcoming Social Studies unit.
Canada and World Connections
There is a section in this unit that gets students thinking about social
justice issues and Canada’s role. For example, one expectation, describe
Canada’s participation in international efforts to address current global
issues (eg. Peacekeeping, environmental initiatives, world health
initiatives, disaster relief, etc.)
The type of critical thinking, awareness of perspectives and social justice issues link strongly to the Graduate Expectations used in Catholic Schools.
A DISCERNING BELIEVER FORMED IN THE CATHOLIC FAITH COMMUNITY WHO:
Respects the faith traditions, world religions and the life-journeys of all people of good will
A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an informed moral
conscience for the common good
Recognizes that "sin, human weakness, conflict and forgiveness are part of the human journey”
AN EFFECTIVE COMMUNICATOR WHO:
Listens actively and critically to understand and learn in light of gospel values.
Reads, understands and uses written materials effectively.
Presents information and ideas clearly and honestly and with sensitivity to others;
A REFLECTIVE AND CREATIVE THINKER WHO:
Recognizes there is more grace in our world than sin and that hope is essential in facing all challenges.
Creates, adapts, evaluates new ideas in light of the common good.
Thinks reflectively and creatively to evaluate situations and solve problems.
Makes decisions in light of gospel values with an inform-ed moral conscience.
Adopts a holistic approach to life by integrating learning from various subject areas and experience.
Examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and
ecological) for the development of a just and compassionate society.
A RESPONSIBLE CITIZEN WHO:
Respects and affirms the diversity and interdependence of the world's peoples and cultures.
Respects and understands the history, cultural heritage and pluralism of today's contemporary society.
Values such as honesty, sincerity, trust
Family values such as support, trust, sticking
together for the good of the family
Dishonesty, evil, oppression
Writing an opinion piece using the
perspective of another.
Hansel and Gretel
Review story briefly
List perspectives that could be considered (other
than boy or girl)
Large Group: Choose one character and recreate the
story from that perspective.
Small Group: Choose a different character and
Independent: Choose a character from The
Composition and write about the composition from
Bring Read Aloud to next class
Have a strategy selected
Knowing Ourselves as Learners
Who am I?
What am I good at?
Characteristics of the J/I Learner
Number off 1-2
1: Research Junior level
2: Research Intermediate level
Google: “Tween”, “adolescent characteristics” “teen
brain research” etc.
Record characteristics under the four categories:
Physical, cognitive, emotional and social
One person with junior characteristics
partners with one person with intermediate
Create a Venn diagram to illustrate the
similarities and differences
At your table:
How do the theories connect and what do they
tell us about how to teacher the J/I learner?
Ticket Out the Door
Respond to prompts on handout provided
Part of participation mark
Reading for next class:
Text p. 356-363
Literacy for Learning Expert Panel Report
Junior Training Package