The strategies in

teaching literacy
through literature
Learning Outcomes

a. Describe and discuss different

methods used in teaching literature for
children.

B. Develop a simple classroom activity

using literacy methods.
 a. KWL
KWL is a table or chart, a graphical
organizer designed to help in learning. The
letters KWL are an acronym, for what
students, in the course of a lesson, already
KNOW,WANT to know, and ultimately
LEARNED. It can be used for all subjects in a
whole group or small group atmosphere and
is completely student- centered.
Follow the acronym KWL ,it generally organized in
the form of three column chart.

KNOW WANT-TO- LEARNED

KNOW
Before reading, Set a purpose After reading,
assess and for your reading. reflect, note and
record what you What do you review what you
know. want to learn learned from
from the text? reading. your
As you read,
maintain focus
on your
 b. Think-Pair-Share
(TPS)
Think-Pair-Share (TPS) a collaborative
learning strategy in which students. Work
together to solve a problem or answer a
question about an assigned reading. This
technique requires students to (1) think
individually about a topic or answer to a
question: and (2) share ideas with
classmates.
Discussing an answer with a partner serves
to:

•maximize participation
•focus attention and
•engage students in comprehending the
reading material.
THINK in the classroom:

•Teachers begin by asking a specific

question about the text.

•Students think independently about the

question that has been posed, forming
ideas of their own for a given amount of
time (usually 1-3 minutes).
PAIR in the classroom:

• Each student should be paired with another

student.

• Teachers may choose whether to assign pairs

or let students pick their own partner.

• Be sensitive to learners’ needs (reading

skills, attention skills, language skills) when
creating pairs.
SHARE in the classroom:

Students share their thinking with their

partner. Teachers expand the “share” into
a whole-class discussion.

Allow cach group to choose who will present

their thoughts, ideas, and questions they had
to the rest of the class.
 c. THINK-SQUARE-
SHARE
THINK-SQUARE-SHARE or THINK-PAIR-
SQUARE-SHARE is a time when you reflect
on the topic or questioned presented.
How to use Think-Pair-Square-Share in the
classroom?

• THINK. You have a period of time to reflect

and to write down your thoughts on the topic
or question at hand.

• PAIR. You now work with a partner and

discuss your thoughts and listen to theirs.
• SQUARE. You now work in a group of four and
discuss each Other thoughts again, you must
come to a consensus which reflect the square
thoughts.

• SHARE- Designated number, from each square,

will report back for their square.

This report will be reflective of the square

consensus. A consensus will be developed which
will be reflective of all squares.
Think-Pair-Share-Square is a strategy that can
be used either as in “Into”, “Through” and
or a “Beyond” type of literacy strategy”.
Which promotes interaction among
participants/students and facilitates targeted
language use across the content areas
through various segments of a content based
instructional lesson/unit.
As an "into " type of activity :

Think-Pair-Share-Square-can be used to tap

into participants/students Prior
Knowledge. The facilitator/teacher can
spawn this type of interaction by posing
a discussion prompt/topic/theme and
allowing students to engage in reflective
cross-articulation.
 As a " Through" type of
activity:
● Think-Pair-Share-Square-can be used to build reading
comprehension as participants/students read through a
difficult text (expository literary) and then turn and talk
to their “Buddy” after every two (2) pages or
completing a section of a an assigned chapter. This type
of interaction and cross-articulation helps
participants/students to build meaning as they read. It
also allows participants students to ask “clarifying
questions, in case they are not clear on what they have
read.
 As a " Beyond" type of activity:

Think-Pair-Share-Square-can be used to lead

participants/students into using Higher Order Thinking
Skills (HO.T.S.) after the completion of an entire text or a
chapter (literary or expository) to interpret, analyze,
compare and contrast events/segments of the test. Again,
the proposed question/ prompts would be provided by the
facilitator/teacher to g the participants/students engaged
in targeted reflection and cross-articulation.
d. THE DRAMA METHOD

Drama is a teaching method, which would

allow students to explore the curriculum
using several of Gardner multiple
intelligences.
• Research reinforces the notion of a positive
relationship between action-centered
experiences with drama and learning to read,
says Cox.

• It was concluded that an important link is

formed as children experience drama in
response to literature
Drama methods (also known as strategies or
approaches) form the bedrock of the subject.
They are the tools of the trade. Every drama
teacher has a preferred way of using
different drama methods, so there isn’t really
a definitive rule about what method should
be used in what situation, but some work
better than others in certain contexts.
Some examples of how to use drama
methods with your own students:

• Narration
• Conscience Alley
• Hotseating
• Slow Motion
• Teacher in Role
•Narration

Narration gives a spoken commentary on

the action taking place during a drama.
It’s a useful technique when you want to
inform the audience of what is
happening.
• CONSCIENCE ALLEY

A character walks between two parallel-facing

lines (the ‘alley’) whilst students in the lines
present contrasting viewpoints. These are
intended to influence, persuade, or dissuade the
character. The character must listen to both
viewpoints and look to their conscience for how
to proceed.
• HOTSEATING

A technique for students to answer

questions from the group while in role.
Characters can be placed ‘on the Hotseat’
away from the drama, or respond from within
it. It’s a great way of developing character,
and gaining greater understanding of a
character’s actions and motivations.
• SLOW MOTION

Students reduce the speed at which a drama

is enacted, to highlight a scene or bring a big
moment into focus. Slow Motion can also be
used to create dramatic tension by slowing
the action when building up to an important
event.
• TEACHER IN ROLE

The teacher stimulates and directs the

drama from within by adopting a
suitable role. This can instigate the
drama, change its direction, move it
forward, or provide a conclusion and a
means of reflection.
Benefits of The Drama Method

1. Encourages interest in and motivation for

reading.

2. Expands vocabulary.

3. Encourages the development of critical

reading skills and comprehension.

4. Encourages guided, extended reading.

5. Encourages lifetime readers.

Steps in Dramatization

1. Divide the story.

2. Name the parts.

3. List the characters in each part.

4. Discuss the setting.

5. Let the pupils choose the cast.

6. Review the action and principal conversation.

7. Constructive criticism.

8. Let pupils choose the final cast.

9. Allow time for practice and rehearsals.

10. Let the pupils evaluate their own

performance.
e. IMAGE ANALYSIS

Lead students in a critical analysis

of an image that enhances their
observational, interpretive, and
critical thinking skills.
Lead students slowly through the
following six steps:

Step One: Let students to look deeply at the

picture for a good long time. Have them
observe shapes, colors, textures, the position
of people and/or objects.

Step Two: Have students write down what they

see without making any interpretation about
what the picture is trying to say.
Step Three: Ask students: What questions
do you have about this picture that you
would need to have answered before you can
begin to interpret it? Ask as many questions
as you have.

Step Four: Have students discuss their

questions with two other students in the class
to try to find some answers.
Step Five: Given the historical context and
subject of the piece, ask students what they
think the artist is trying to say (what does the
piece mean), and who they think is the
intended audience?

Step Six: Discuss your interpretation with

the class, and be prepared to support your
view by referring to specific elements of the
image and what you know about the history
of the time.
f. GRAPHIC STORY

A graphic novel
tells a story
using a comic
book format.
“There is a stereotype that graphic
literature is a lesser form of writing. This is
absolutely untrue, Falter said. “You have to
see images and words work together, and
when and why author’s chose to put them
together in a frame”.
Graphic novels are effective
reading comprehension tools
because they:

• PROMOTE VOCABULARY AND LANGUAGE

USE

Graphic novels utilize more literary devices,

such as fonts. Onomatopoeia and panels, that
communicate the author’s specific choices and
prompt discussion.
• ARE MULTIMODAL
Multiple literacies in one medium facilitate
understanding of complicated ideas and
reduce text.

• ENGAGE RELUCTANT READERS

Illustration and motion provide new access
points to stories, plus new contextual cues.
•ACCESSIBLE FOR ENGLISH LANGUAGE
LEARNERS (ELLS)

A lighter text load and imagery con help

students who are not fluent in English engage
with the story. This accessibility also makes
graphic novels a good entrance point for
conversations about extremely difficult subjects,
like trauma, loss and conflict.
g. USING GRAPHIC ORGANIZERS

A graphic organizer visually

represents ideas, concepts, and
relationships between various
components.
Thank you!