Hooked on Books: Language Arts and Literature in Elementary Classrooms PreK-Grade 8

Author(s): Janet Towell , PHILOMENA MARINACCIO

Edition: 3

Copyright: 2020

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This online edition of Hooked on Books: Language Arts and Literature in Elementary Classrooms scaffolds preservice and practicing teachers, in the same way, that they should, in turn, teach elementary students. With double the content, literature suggestions, and resources for differentiated instruction, this 3rd edition of Hooked on Books was written to cover best practices and teacher competencies for language arts pedagogy. Our emphasis is on embedding instruction for K-12, university students, and teacher readers in classic and contemporary literature selections. Recognition has also been paid to recent demands of state teacher competency exams. Resources for exam preparation align with textbook chapters. Questions in the margins of each page are representative of specialized vocabulary and text structures found in exam questions. Throughout this textbook, linguistic, auditory, visual, and multimedia scaffolds attend to the Universal Design for Learning principles of engagement, representation, and action/expression. Above all, HOB introduces “New Literacies” theory and practice, technology-assisted remote teaching and learning, and multimodal literacy approaches. Hyperlinks for implementing effective differentiated instruction in inclusive classrooms provide WIDA resources for English learners' needs, CAST resources for Exceptional Student adaptations, as well as enrichment resources for advanced learners.

Preface
Acknowledgements
About the Authors
Dedication

Part 1 Language Arts in Elementary Classrooms

Chapter 1 Strategies for Motivating Readers and Writers
How to Get All Students “Hooked on Books”,
Chapter Focused Questions
Raising a Reader
Cambourne’s Conditions of Learning
Constructivists and Whole Language
Plaget, Vygotsky, and ZPD
Theoretical Models of Emergent Literacy
Phonemic and Phonological Awareness
Oral Language
Emergent Reading and Writing
Dolly Parton’s Imagination Library
Universal Design for Learning and Differentiating Literacy Interventions for Inclusive Language Arts Classrooms
Creating Life-Long Readers
Free Voluntary Reading
Effective Read-Alouds
Featured Authors
Jamie Lee Curtis
Eric Carle
Dr. Suess
Featured Website
Chapter Summary
Activity Page
Mini Lesson #1A: Vocabulary
Mini Lesson #1B: Onset and Rime
Teaching Resources: Good Books for Beginning Readers Picture Books

Chapter 2 Understanding the Process of Reading, Writing and Spelling
Chapter Focus Questions
Meet Jasmine
Meet Andrew
Types of Readers
Teaching Literacy in the Twenty-First Century
The Reading Process
The Writing Process
Stages of Spelling Development
Featured Author
Patracia Polacco
Featured Website
Chapter Summary
Activity Page
Mini Lesson #2A: Figurative Language
Mini Lesson #2B: Teaching Imagery in Narrative Text
Teaching Resources: Good Books for Reluctant Readers

Chapter 3 Reading Instruction and Assessment
Chapter Focus Questions
Getting to Know Your Students
Creating a Community of Learners
Balanced Literacy Programs
Reading Assessment
Standards for Reading and Writing Assessment
Literacy Programs
Featured Author
Mem Fox
Featured Website
Chapter Summary
Activity Page
Mini Lesson #3A: Reading Comprehension
Mini Lesson #3B: Meaning Vocabulary
Teaching Resources: Good Books About Dogs

Chapter 4 Writing Instruction and Evaluation
Chapter Focus Questions
Oak Trees
Where Do Authors Get Their Ideas?
The Four Most Common Traits or Characteristics of Good Writing?
How Can Writing Be Taught Effectively?
Teaching Modeling the Writing Process
The Writing Workshop
Assessing and Evaluating Writing
Featured Author
Chris Van Allsburg
Featured Website
Chapter Summary
Activity Page
Mini Lesson #4A: Writing/visual literacy
Mini Lesson #4B: Comprehension: Fiction
Teaching Resource: Good Books for Teaching Writing

Chapter 5 New Literacies in Inclusive Language Arts Classrooms
Chapter Focus Questions
Welcome to Miss M.’s NL Classroom
What is New Literacies Theory and Pedagogy
The Internet is Redefining Literacy and Learning
NL Research
Chapter Summary
Featured Authors Jennifer and Matthew Holm
Mini Lesson #5: Project-Based, Inquiry-Learning Lesson: Biography Research and Multimodel Symposium Event

Part II CHILDERN’S LITERACTURE IN ELEMENTARY CLASSROOMS

Chapter 6 Planning with Picture Books and Multicultural Literature
Chapter Focus Questions
The Power of Picture Books
Hybrid Books
Visual Elements in Picture Books
The Artist’s Style in Picture Books
Children’s Book Awards
Coretta Scott King Book Awards for 2019
Picture Books For Asset-Based, Inclusive Classrooms
What is Multicultural Literature?
Character Education
Guidelines for Choosing Quality Picture Books
Strategies for Teaching with Picture Books
Featured Website
Differential Lesson Plan Formats
Inclusive Classrooms, Multiculturalism, and Multiculturalism Literature
Lesson Plan Template For Inclusive Classrooms Requires Universal Design Strategies and WIDA Can Do for Descriptors Learning Adaptations
Lesson Plan For Tier One Comprehension Strategy: Predicting
Lesson Plan For Tier One Comprehension Strategy: Asking Questions
Lesson Plan For Tier One Comprehension Strategy: Visualizing
Lesson Plan For Tier One Comprehension Strategy: Synthesizing
Lesson Plan For Tier Two Comprehension Strategy: Synthesizing
Reflection
Lesson Plan for Tier Three: Before, During, And After Scaffolded Reading Lesson For Middle Grades
Featured Author
David Wiesner
Chapter Summary
Activity Page
Mini Lesson #6: Comprehension/Writing
Teaching Resources: Caldecott Medal Winners and Honor Books

Chapter 7 Traditional Literature and Storytelling
Chapter Focus Questions
Why Are Fairy Tales Important in Children’s Lives?
Literary Elements of Traditional Literature
How Do We Evaluate Traditional Literature?
Language Arts Activities for teaching Traditional Tales
Storytelling in the Elementary Classroom
Featured Author
Jon Scieszka
Featured Website
Chapter Summary
Featured Artwork
Activity Page
Mini Lesson #7: Comprehension: Compare/Contrast
Teaching Resources: Multicultural Folk and Fairy Tales

Chapter 8 Exploring Fiction and Nonfiction
Chapter Focus Questions
Reading Buddies
What are the Most Common Types of Fiction in Children’s Literature?
A Nation’s Hope: The Story of Boxing Legend Joe Louis
Ballet for Martha: Making Appalachian Spring
Literary Elements: Fiction and Nonfiction
Criteria for Evaluation
Allowing Student Choice
Genre Study
Effective Literature-Based Language Arts Strategies
Featured Author
Pam Munoz Ryan
Lois Lowry
Joanna Cole
Seymour Simon
Jacqueline Woodson
Allen Say
Featured Website
Chapter Summary
Activity Page
Mini Lesson #8A: Reading Comprehension (Biography)
Mini Lesson #8B: Reading Comprehension: Informational Text
Teaching Resources: Newbery Medal Winners and Honor Books

Chapter 9 Playing with Poetry
Chapter Focus Questions
What Is Poetry?
What Are the Elements of Poetry?
Forms of Children’s Poetry
Criteria for Evaluation
Poetry Books for Classroom Libraries
Close Reading to Comprehend Poetry
Ideas for Teaching Poetry
Featured Author
Shel Silverstein
Featured Website
Chapter Summary
Activity Page
Mini Lesson #9: Writing with a Mentor Text
Teaching Resources: Good Poetry Books for Children

Part II A COMPENDIUM OF INSTRUCTIONAL STRATEGIES AND ACTIVITIES

A. Before Reading

Book Pass
Book Talks
Discussion Webs
Finger Spelling
Jackdaws
List-Group-Label (LGL)
Making Words

B. During Reading

Character Webs
Double Entry Journal (D/EJ)
Hand Gestures
Open Mind Portrait
Question-Answer-Relationships (QAR)
Quick Write or Quick Draw
Picture Songbooks
Ten Important Words
Vocabulary Flash Cards, Word Sorts, and Word Study
Vocabulary Self-Collection Strategy (VSS)
Word Ladders
Word Maps

C. After Reading

Bio-Poems
Character Perspective Chart (CPC)
Choice Boards
Character Report Cards
Cooking Together
Cut-Up Sentences
Herringbone
Hot Seat
Sketch-To-Stretch
Story Pyramids

References
Professional References
Children’s Literature
Websites

Appendix
A. First Day Survey
B. Engaging Young Writing through Book Design
C. Bucket List for Kids
D. Recommended Authors and Websites
E. Genre Study Anchor Chart
F. Reading Genre Log
G. Interactive Read Aloud Planning Checklist
H. Peer Editing Checklist for Multicultural Lesson Plan
I. Pre-Assessment Data Discussion and Collection
J. Author Study Planning Guide
K. Author Study Rubric
L. Inclusion Lesson Plan Outline with EL and ESE Resources
M. Tier One Lesson Plan: Whole Group Reading and Writing Mini Lesson Model
N. Tier Two Lesson Plan: Small Group Lesson Models One Comprehension Strategy (Middle Grades)
O. Tier Three Lesson Plan: Individualized Lesson Models Before, During, and After Comprehension Strategies for Struggling Readers
P. BrainiApps IPad Lesson Plans
Q. Inclusive Literacy Lesson Plan Template

Janet Towell

Dr. Janet Towell is a Professor in the Department of Teaching and Learning at Florida Atlantic University in Boca Raton, Florida. Her doctorate in C & I: Reading is from the University of Maryland, College Park. She is Professor Emerita from California State University, Stanislaus, in Turlock, California, where she taught reading/language arts courses for graduates and undergraduates over a period of 14 years. One of her greatest honors was to receive the Constance McCullough award from the International Reading Association for her literacy work with teachers in Jamaica. While teaching in Turlock, California, Dr. Towell was the Principle Investigator of the ABC Project, which gave books to 1000 children from birth to age five as a part of Dolly Parton’s Imagination Library. An executive member of the California Reading Association, the author served as Editor of The
California Reader for three years.

Dr. Towell is currently the Principle Investigator of the Reading Buddies research project, with A.D. Henderson University School and the Karen Slattery Educational Research Center in Boca Raton, Florida. Although she has published articles in professional journals such as The Reading Teacher and the Journal of Reading Education, this is her first textbook. Prior to teaching at the university level, Dr. Towell worked as a classroom teacher and Chapter I Reading Teacher for many years.

PHILOMENA MARINACCIO

Dr. Philomena Marinaccio, (a.k.a. Dr. M.), is an Associate Professor for the Department of Teaching and Learning at Florida Atlantic University (FAU)’s College of Education (COE). She earned her Ph.D. at the University of Miami in Exceptional Student Education and Reading. Certified in Elementary Education, Reading K-12, Early Childhood, English Speakers of Other Languages (ESOL) and Exceptional Student Education. She joined FAU in 2003 and was promoted to Associate Professor in 2009. Dr. Marinaccio has dedicated many summer days to collaborating with peers in efforts to carry out the objectives of combatting the “Summer Slide” in K-12 students. Dr. Marinaccio participated in the development of state exams in Reading and Language Arts. She also worked along peers to develop a Supervised Literacy Practicum course that is need for pre-service teachers to earn Florida State Reading Endorsement. This has resulted in preparing FAU’s pre-service teachers much more marketable, successful, and effective in the field of literacy.

Dr. Marinaccio has served as the principal investigator on myriad research interventions including extensive research of teacher expectations regarding literacy interventions for English Language Learners and students with special reading needs. Her research interest includes literacy needs of low socio-economic communities, English Language Learners and university and community partnerships. Dr. Marinaccio is currently researching “New Literacies”. Her study pertains to analyzing data collected on elementary school teachers’ opinions and perceptions of 21st-century literacy skills in order to inform literacy-teacher training that supports 21st century learning skills such as collaboration, critical thinking, and local and global communication. The focus behind her research on New Literacies theory includes recognizing the importance of multimodal texts which includes linguistic, visual, audio, spatial, gestural, multimedia texts to expand the definition the concepts of text, reader, and reading while advance remote teaching and learning.

Dr. M. is prominent in both undergraduate research and service across Florida Atlantic University. Dr. M. has developed a close relationship with the FAU office of Leadership Education and Development whose purpose is to scaffold service-learning activities. Dr. Marinaccio also serves in the Faculty Owl Leader Program, has presented at several student leadership conferences, such as We Lead: Diversity Matters Student Leadership Symposium, and trains volunteer university students as reading tutors for a summer camp for students in a neighboring community center since 2014. She has also served as an undergraduate research advisor since 2014 and serves as an evaluator for FAU’s Graduate Research Day. Most recently, One of Dr. M.’s research assistants received FAU’s Undergraduate Research Award. Dr. Marinaccio also nominated this student as a candidate and the eventual recipient of the Department of Teaching and Learning Honor’s Convocation Award scholarship representing Florida Atlantic University’s College of Education in 2016. Dr. Marinaccio research experiences resulted in several international and national conference presentations and poster sessions. Finally, Dr. M. has served with her fellow professors on the College of Education Faculty Assembly for the last 6 years as secretary, vice-president and two terms as president. As a member of the COE Faculty Assembly Executive Committee, she actively participates in attending University Faculty Senate meetings as a senator for the College of Education (COE) and represents COE faculty concerns and initiatives to administration in our college and across the university.

Although Dr. Marinaccio contributes to university, local, national, and international communities through teaching, scholarship, and service; teaching is her highest priority. She spends endless hours researching and writing to update curricula and implement dynamic modes of communication to ensure that her students become lifelong learners. She does not accept student work that is less than excellent and uses transactional teaching practices founded on student strengths and cultural capital, to scaffold the pedagogy of her teachers. She expects each of her students to excel and provides whatever level of scaffolding and guidance a student needs to help them to achieve excellence through lifelong reading and learning.