Staff Meeting - Iowa Goal Planning
Part I: Integration of Knowledge and Ideas: January 13, 2015
Appreciation of literature requires the reader to gain an understanding of printed text by: (1) understanding the central meaning and facts of the text; (2) interpreting the structure and purpose of the text; (3) integrating the central meaning and facts into other knowledge, settings, and texts; and (4), extending one’s appreciation to gradually more complex text.
“Integration of Knowledge and Ideas” emphasizes the importance of analyzing details and content that may be presented in a variety of formats. By drawing on the central details and facts of the text, skilled readers draw logical inferences and conclusions, or extend the themes of the present text to other literary settings. Young readers will demonstrate rudimentary analysis skills through the interpretation of illustrations. They may find and point out consistencies (or inconsistencies) with their own background knowledge of the topic. Similarly, young readers may relate a current text to other stories with which they are familiar. Mature readers must be able to thoroughly analyze the central details, characters and events as portrayed in text or illustrations in order to draw conclusions about the text’s meaning and also to compare and contrast to other texts.
There are many resources and activities educators and reading instructors can use to help with reading strategies to develop an appreciation for literature. Examples include:
o Graphic organizers
o Talking to the text
o Anticipation guides
o Double entry journals
o Interactive reading and note taking guides
All teachers must teach students the comprehension skills necessary to help them understand text and be successful, independent readers.
RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
RL.1.7. Use illustration and details in a story to describe its characters, setting, or events.
RL.1.9. Compare and contrast the adventures and experiences of characters in familiar stories.
RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
RL.2.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Interactive reading strategies, such as a collective analysis of a particular illustration, engage readers for deeper understanding of the text.
Discussion of a similar and familiar story can prime young readers to make comparisons.
Compare and contrast exercises or graphic organizers can foster deeper integration of knowledge and skills.
Questions to Focus Instruction
In what ways do illustrations support the comprehension of a text?
What instructional strategies promote extending discussion beyond the current text to other comparable texts?