Literacy Connections - Elem Language Arts

Springboards for Writing

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Springboards for Writing Lists | Make Content Connections Lists | Print Entire Document

This document serves as a tool for teachers to use while selecting books as initial text for introducing genres of writing, elements of craft, and content. The following lists have been compiled using a variety of resources including titles from Strategies That Work by Stephanie Harvey and Anne Goudvis, Reading and Writing in the Nonfiction Genres by Kathleen Buss and Lee Karnowski, Craft Lessons and Non-Fiction Craft Lessons by Ralph Fletcher, and suggestions from Fayette County Cluster Leaders and Content Specialists.

These lists provide examples of books that serve as models for introducing students to the different genres of writing mandated by Program of Studies and included in Core Content for Assessment. These lists include books that provide examples of awareness of audience and purpose, depth of idea development, coherent organization, controlled and varied sentences, and effective language strategies. They have been compiled to use as springboards for mini-lessons.

These books can be used during the Read Aloud or Shared Reading components of the Literacy Block. Through reading the story aloud or reading a common text, students learn to read like writers and identify elements of craft, language, and form to apply to their own writing. Picture Books provide students opportunities to experience complete texts that illustrate characteristics of form and literary elements.

Using Picture Books as a springboard for writing can be part of an instructional sequence within a Writing Workshop and can facilitate making explicit reading/ writing connections

Before Reading

Introduce the book (brief story introduction, picture walk, activate prior knowledge)

Identify the purpose for selecting this text. (What is the purpose of this book? How does it relate to the genre or writing technique that is being studied?)

Establish a context for listening (What should the students notice during reading that may be applied in their writing?)

During Reading

Make explicit connections between the parallel processes of reading and writing

Stop and point out examples of voice, language, effective transitions etc. the author has used in the text.

After Reading

Discuss the author’s writing strategies: conveying the purpose for writing; communicating with the audience; developing ideas; using organizational techniques; using appropriate voice; constructing effective sentences; and using acceptable language. Conversation and vocabulary used during these discussions should be tied to the Writing Criteria from Core Content and used to assess student writing through the Holistic Scoring Guide.

Choose one technique or strategy to become the Mini-Lesson focus.

Students will apply the technique or strategy in their own writing.

The teachers will conference with students as they work independently or in writing groups to monitor students and determine the effectiveness of the mini-lesson. The teacher may use the book as a reference.

Students will have the opportunity to share their writing.

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This document serves as a tool for using children’s literature to make content connections. These resources may be used during the Read Aloud component of a Balanced Literacy Program or during Shared or Guided Reading if the text is at the students’ assessed reading level and adequate copies of the text are available. These selections can be integrated into the literacy block if the text matches the standards, skills, or content being taught in Language Arts. They can be read in the appropriate Content Area block if the content of the text relates more closely to Science, Social Studies, Math etc. standards, concepts or content.

Using Children’s Literature as a read aloud, to introduce or reinforce content affords students the opportunity to access text and content that may be above their readability level. Through reading expository text and literary works that include content, all students are provided access to the core curriculum. Using Children’s Literature to make content connections not only engages students but also offers a short text resource that focuses on one concept or process.

Through read aloud or shared reading students will gain knowledge of text structure and strategies for anticipating organizational structures in expository text. Teaching strategic reading strategies using literature with content connections enhances students’ understanding of content, concepts, and vocabulary specific to the content area.

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