Fables, poetry and prose have entertained and delighted young minds for generations. Through reading these unique classics, students will increase their vocabulary, comprehension skills, learn valuable lessons about ethics and behavior, while ultimately acquiring cultural literacy and acceptance.
I have a dynamic group of thirty-five bright and talented 4th and 5th graders.
This group is thirsty for top quality, complex text that our basal readers and other classroom sets don't always fulfill. The implementation of the Common Core State Standards demands that teachers provide top quality complex texts that focus on literature and nonfiction work.
Our public elementary school site is a huge melting pot of diverse cultural and socio-economic backgrounds. About a third of my students fall under the English language learner qualification. As a reader this means that they struggle, more than native English speakers, to distinguish between literal and figurative interpretations of the text.
My students would benefit greatly from the skills they would acquire from the exposure to rich classics such as fables, myths, poetry and prose where they develop their ability to understand implied meaning versus explicit meaning.
My Project
Classroom book sets allow each individual to have access to the same complex text. This allows each child to shift between reading at their own pace, team reading with a partner, or following along as we take on a whole class reading.
As I facilitate reading and writing workshops in my classroom, students are moving through a series of activities that call on them to be independent learners in one moment and group discussion participants the next. This is even more true in a split level classroom like mine where students are constantly expected to be on task.
Students need access to high quality complex text such as myths, fables, poetry and prose. They will discuss their findings and interpretations when they participate in literature circles. During this time they are constantly going back to the text to share and support their understandings through identified text, with their partners and their teacher.
Students today, especially those developing their English, struggle to understand character and plot development in literature.
Where nonfiction text is presented in an objective manner, I find that students need more exposure to the interpretation and distinction between what is explicitly stated and what needs to be inferred. Understanding a character's relationship with self, others, and the world around them, will resonate in the personal and social development of these young minds.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Ms. Huschke and reviewed by the DonorsChoose team.