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Text Set-Literacy Curriculum - Research Paper Example

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With the advancement in teaching methods and usage of research protocols, it has come to understanding that short text usage in the classroom for literacy purpose is the most significant method. It should be noted that short text selection allows students to select stories or…
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Text Set-Literacy Curriculum
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Short Text Selection: Text Set-Literacy Curriculum of Short Text Selection: Text Set-Literacy Curriculum
Importance of Short Text Selection:
With the advancement in teaching methods and usage of research protocols, it has come to understanding that short text usage in the classroom for literacy purpose is the most significant method. It should be noted that short text selection allows students to select stories or subject notes about a respective theme by their own choice. In comparison with the older method of undergoing reading of longer novels, short texts are effective and can easily me interpreted by students (Tovani, 2000). With the help of short text, it is easier for educators to incorporate a wide variety of subjects and novels for a respective theme. This leaves no room for ambiguity for students at the same time in understanding the subject matter. It is rather suggested that teachers should undertake activities in class where students will have to select short text as per their choice. However, a limitation is there in this regard i.e. teacher’s obligation for reading each and every story that the students pick as a short text. For this, it can be said that short text is much manageable in reading (Fletcher & Portalupi, 2001). It immediately finishes up in one sitting rather than longer novels that are continued for some days. Looking at the real life examples of reading habits of general public, short text such as tweets, how-to articles, cookbooks, announcements, online forums are read more than longer books. Therefore, there is an avid need of making reading interesting for peers that is possible with the help of short text selection (Cohen, 2008).
Bibliography
1. Barchers, S. (2005). In Short: How To Teach The Young Adult Short Story. Washington DC.: Heinemann Educ Books.
2. Bomer, R. (1995). Time for meaning: crafting literate lives in middle and high school. New York: Heinemann.
3. Campbell, K. (2007). Less is More: Teaching Literature with Short Texts, Grades 6-12. San Francisco: Stenhouse Publishers.
4. Christenbury, L. (2006). Making the Journey, Third Edition: Being and Becoming a Teacher of English Language Arts. New York: Heinemann Educ Books.
5. Daniel, H. (2002). Literature Circles: Voice and Choice in Book Clubs and Reading Groups. San Francisco: Stenhouse Publishers.
6. Harrison, M. (1917). Thrift: a short text book for elementary schools of Philadelphia. New York: Educational Committee of the Chamber of Commerce.
7. Harvey, S., & Goudvis, A. (2007). Strategies that Work: Teaching Comprehension for Understanding and Engagement. New York: Stenhouse Publishers.
8. Koval, R. (2010). Speaking Volumes: conversations with remarkable writers. Chicago: Scribe Publications.
9. Lattimar, H. (2003). Thinking through genre: units of study in reading and writing workshops 4-12. Chicago: Stenhouse Publishers.
10. Power, M. (1996). Oops: what we learn when our teaching fails. New York: Stenhouse Publishers.
References List
Tovani, C. (2000). I Read It, But I Dont Get it: Comprehension Strategies for Adolescent Readers. New York: Stenhouse Publishers.
Fletcher, R., & Portalupi, J. (2001). Writing workshop: the essential guide. New York: Heinemann.
Cohen, R. (2008). Developing Essential Literacy Skills: A Continuum of Lessons for Grades K-3. New York: International Reading Assoc. Read More
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