Reading Notes CH 8

EDU 512 Reading Notes Assignment
EDU 512 Reading Notes Format – Tompkins – (Patterns of Practice):

Name _Chayla Hair_
Book Title: Language Arts: Patterns of Practice
Chapter Number and Title: Chapter 8 – Comprehending and Composing Stories
Do the following:
Part 1: Chapter 8 discusses ways for teachers to facilitate students’ comprehension of stories.
There are many elements in a story that students need to learn and understand that include the
plot, characters, setting, point of view, and theme. Students gather a lot of insight into the human
experiences with listening and reading to multiple genres of literature. Children acquire a
concept of story gradually, by listening to stories read aloud, by reading stories themselves, and
by telling and writing stories (Tompkins, 2013, p. 220). As children get older, they develop a
better understanding of the important elements in the stories. Every story has a plot, a beginning,
middle, and an end. Students are able to learn more about each piece by using graphic
organizers. Characters are known to be the more important element of a story structure. Students
learn to describe the traits and characteristics of the characters in each story. They need to be
able to understand the traits of the characters in the story to be able to comprehend and retell the
plot. Young children focus on events and characters as they read and write stories, but gradually
students become more sophisticated readers and writers as they apply what they’ve learned about
narrative devices (Tompkins, 2013, p. 231). These narrative devices include making
comparisons, hyperboles, the use of imagery, personification, etc. There are multiple methods to
teach students about stories. If a handful of students require more instruction, the teacher can
provide guided reading in a small homogenous group with a book at their instructional level.
Part 2:
In this class, I have learned the importance of using multiple means to reach all learners.
Children should be reading books that have meaning and are interesting. They find it to get more
easily engaged when it is over content area of their choosing. They are many ways that we can
help students to enjoy reading and writing about different genres. I have learned to read aloud the
texts to the students as a whole group and provide them with opportunities to examine stories
closely and give them the chance to respond. It is important to keep students engaged when
reading stories. I will provide them with literature focus units, literature circles, and reading
workshops. Students will be able to apply their knowledge about the story structure at the end of
each unit.
Part 3: Link the chapter content or class discussion to 2 language arts and 2 social studies
supporting strategies from your other texts.
Language Arts Strategies:
Mini Lessons: This literacy strategy helps the teacher to introduce the strategy, concept, or skill
by naming it and making a connection between the topic and ongoing class activities (Tompkins,
2013, p. 32). The teacher will provide examples and use the modeling strategy that will helps
students to see how and what to do. Minilessons are important for all students but especially for
English learners. Teachers teach minilessons to develop students’ knowledge about story
structure, genres, and narrative devices (Tompkins, 2013, p. 232). They are being provided with
direct instruction while also supervised practice and they as they work on the different areas of
language arts. Minilessons help to engage and interact with all students. Children learn more
when they are engaged, listening, and given the opportunity to communicate to the teacher and
their peers.
Sketch-to-Stretch: This literacy strategy is a visual representation activity. This will help
students to think more deeply about the theme and other elements of the story. Students work in
small groups to draw pictures or diagrams to represent what they story means to them, not
pictures of their favorite characters or episode (Tompkins, 2013, p. 126). All in all, this strategy
helps students to focus on the use of narrative evidence to represent characters and theme as they
collaborate with their peers and create the sketch-to-stretch drawings.
Social Studies Strategies:

Graphic Organizers: This social studies strategy allows students to visually organize
information. There are a number of graphic organizers that can be used in all content areas. For
some students, this visual representation is a way to make meaning of what they are reading or
hearing (Obenchain & Morris, 2013, p. 38). They can be used to assist their understanding of the
different elements in a story. A Venn diagram provides students with the opportunity to compare
and contrast the characteristics in multiple characters in a story. A minilesson can be planned to
show students how to use the specific organizer. For struggling learners, the teacher can provide
the graphic organizer that is partially filled out.
Readers’ Theater: This social studies strategy transforms the reading experience into a
collective and oral one. Moreover, with its emphasis on storytelling and multiple perspectives,
this strategy can be naturally integrated into the social studies curriculum (Obenchain & Morris,
2013, p. 194). It is important to make sure that the books being read are age appropriate.
Students use this strategy to collaborate with one another through this dramatic activity.
Part 4: TPE 1.5 Promote Students’ critical thinking and analysis through activities that
provide opportunities for inquiry, problem solving, and responding to and framing
meaningful questions, and reflection.
Teachers have access to multiple means of exposing their students to new literature in all genres.
Making sure to use all four patterns of practice in both teacher-led and student-selected
instruction can increase their chance of grade-level proficiency. Teachers can also put a small
homogenous guided reading/writing group together to help those that are not quite at grade level
proving them with extra opportunities and self-reflection. Providing students with daily
opportunities to enjoy good literature is extremely important. As you provide these multiple
opportunities to your students, they expand their background knowledge, build their
vocabularies, and become more interested in literature.
TPE 3.6 Use and adapt resources, standards-aligned instructional materials, and a range of
technology, including assistive technology, to facilitate students’ equitable access to the
curriculum.
It’s essential that teachers integrate new technology into the language arts curriculum to prepare
students for the new literacies of the 21st century, and reading and writing stories offer many
opportunities for preK-8 students to use computers and other digital tools (Tompkins, 2013, p.
235). Providing multiple forms of books can reach multiple learners including those with
disabilities and your English learners. These include text-to-speech and large print books.

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EDU 512 Reading Notes Assignment

EDU 512 Reading Notes Format – Tompkins – (Patterns of Practice):

Social Studies Strategies:

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