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A supportive classroom for literacy is an environment that fosters a love for reading and writing. It promotes a safe environment where students feel comfortable expressing themselves and have a desire to grow in their skills. (Vander Kolk, 2024)

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Promoted: A supportive classroom should have a welcoming atmosphere where students feel invited and included. Students should respect each other and their work. The environment should be rich in literacy, with a variety of materials. Students should have a wide range of resources that support their learning and helps them with skills they need to grow in. Resources and texts should reflect diverse experiences that help students connect to the material and understand others experiences. (Randolph)

Enhanced: A supportive classroom can be enhanced through consistently assessing students. Formative and summative are crucial to making sure students are understanding content being taught. Through assents, the teacher can make sure students are being properly supported. Content can be adjusted to teach to students learning styles and needs. Providing students with regular feedback helps them to identify areas in need of improvement. Encouraging students to engage in self-reflecting helps them set their own goals and take initiative with their learning. Involving parents in their children's education is also crucial. Giving parents ways they can support their student at home, can directly impact the classroom environment. (Dewitz, Graves, Graves, & Juel, 2019)

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The writing workshop is an instructional model that is designed to support students in their development of writing skills. It puts an emphasis on the writing process, with students receiving feedback from their teacher and peers throughout. (Writing Workshop)

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Promoted: The writing workshop is promoted through mini lessons that teach specific skills students can apply in their writing. Students then have independent writing time to apply what they have learned in the lessons. The process of revision and editing should be filled with peer and teacher conferences to help improve student writing. Specific feedback should be given and students should apply it to their writing. It is crucial that the teacher creates a safe environment where students feel comfortable to express themselves. Teachers should communicate the goals and benefits of writing clearly. The writing skills should also be modeled by mentor texts or teacher work so students know exactly how to apply the writing skills. (Vander Kolk, 2024)

Enhanced: The writing workshop is enhanced through differentiated instruction, and by catering to students diverse needs. Providing students who need extra help with tools like graphic organizers, and providing advanced students with more complex tasks is important for enhancement. Giving students regular feedback helps them to improve their writing and identify areas they need growth and identifying strong areas to increase motivation. This can also help to cater teacher instruction into what groups of students need to collectively improve. The writing workshop is also enhanced through selecting rich literature that shows students how to properly use specific writing skills. The writing workshop would also be enhanced through encouraging and motivating students. Students need to want to write, and encouraging them to self-reflect can help them grow as writers and take initiative in their writing. (Vander Kolk, 2024)

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Process writing is a foundational instructional approach to writing that puts an emphasis on the writing process steps. This kind of method encourages writers to focus on the process of writing rather than the final product. The steps include rehearsal/pre-writing, drafting, revising, editing, and publishing. (Vander Kolk, 2024)

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Promoted: Process writing is promoted through explicit modeling. The writing process should be modeled at each stage by the teacher. Students should be provided with a clear understanding of what is expected at each stage. A safe and creative writing environment should be established so students feel safe and encouraged to write, and they feel comfortable accessing and using a variety of resources. Students should work in pairs or small groups to get feedback on their writing as well. One-on-one teacher conferences are also crucial to making sure students are following and understanding process writing. (Sedita, 2022) (Implementing the Writing Process)

Enhanced: Process writing is enhanced through differentiating instruction based on what students need. All students will have varying writing abilities and needs, so instruction needs to be based on what will challenge each students. Process writing can also be enhanced through providing students with mentor texts that help them understand writing skills and prompts. They can help students understand different writing structures, styles, techniques, and crafts. Lastly, the writing process can be enhances by celebrating and showcasing student work. Teachers should create opportunities to showcase student work, by having students publish writing in creative ways, having students prevent their work, or through displays in the classroom or school. This helps encourage students in their writing and promotes pride and motivation for quality writing. (Calkins, 2020)

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Dewitz, P., Graves, M. F., Graves, B. B., & Juel, C. F. (2019). Teaching Reading in the 21st Century (6th ed.). Pearson Education (US). https://slingshot.vitalsource.com/books/9780135170014

Randolph, M. Creating a Supportive Learning Environment for Your Students. CHC Resource Library. https://www.chconline.org/resourcelibrary/creating-a-supportive-learning-environment-for-your-students/

Vander Kolk, B. (2024). [Lecture].

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Kiefer, B. Z. and Tyson, C. A. (2020) Charlotte Huck’s children’s literature

Sedita, J. (2022). The writing rope: A framework for evidence-based writing instruction

Writing Workshop. Learn. https://learn.cli.org/best-practices/writing-workshop/overview

Vander Kolk, B. (2024). [Lecture].

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Calkins, L. (2020) Teaching writing

Implementing the Writing Process. Read Write Think. https://www.readwritethink.org/professional-development/strategy-guides/implementing-writing-process

Sedita, J. (2022). The writing rope: A framework for evidence-based writing instruction

Vander Kolk, B. (2024). [Lecture].

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The critical thinking strand is a foundational component of education. It focuses on developing students ability to evaluate and synthesize information. It involves building students reasoning and problem-solving skills.

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Analysis: Students need to be able to break down information into smaller parts to help better understand it. They can analyze arguments and assumptions.

Evaluation: Students need to be able to assess the relevance and credibility of sources and evidence. They need to be able to distinguish facts and opinions.

Synthesis: Students need to be able to take different information, perspectives, and ideas to create their own understanding.

Problem-Solving: Students need to be able to apply their thinking skills to find solutions for problems They need to be able to weigh outcomes and make informed decisions.

Reflection: Students need to be able to self-assess and think through their own processes.

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Inquiry-Based Learning: Students can develop critical thinking through asking open ended questions. Questions that require more than a yes or no answer encourage and help students to think on a deeper level. Having students explain their thinking is also a great way to get them to think deeper.

Problem-Based Learning: Students can develop critical thinking though solving real world problems. This helps them to analyze the information they are presented, explore various solutions, and evaluate different outcomes.

Argumentation Skills: Students can develop critical thinking skills by practicing argumentative skills. When students can form an argument based on evidence and reasoning, it helps develop their thinking. They can learn how to support their claims with sources.

Reflective Practices: Students can develop their critical thinking through learning the art of reflection. This helps students analyze their learning experiences, and consider their own reasoning processes. (Sedita, 2022)

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Project-Based Learning: Students' critical thinking can be applied through projects. They can be related to real world problems and students can show their abilities to analyze information, develop solutions, and present their findings.

Written Assessment: Students can use writing assessments to show their take on a topic. They can present and show their evidence to back up their claims. Writing is also a great way for students to go in depth into their thinking.

Oral Assessment: Students can present their thinking through oral presentations. They can speak to their reasonings and explain their thinking. They can show how they are able to communicate their thinking effectively.

Observation: Students can be assessed on their critical thinking through teacher observation. I can observe their behavior and thinking during class, group, or partner discussion. Teachers can ask questions to get a deeper dive into their thinking as well.

(Teaching and Assessing Critical Thinking Skills)

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Explicit Instruction: Critical thinking can be introduced through directly explaining what it means and why it is important for student education. Students need to understand the different aspects of critical thinking and how to use it in their subject areas.

Questioning: Critical thinking can be taught through various questioning techniques. Answering certain student questions with questions can help students get to the answer on their own. Questioning can promote discussion and deeper thinking.

Group Discussions/Debates: Having students engage in discussions and debates help them to critically think about their answers and stances. Students can share their ideas and explain their reasoning. It can also help them to build on their peers thoughts and decide why they agree or disagree.

Self-Assessment Strategies: Having students develop their own self-assessment skills is crucial. Teaching students how to evaluate their own work and thinking is a great way for them to recognize their areas for improvement. This can be taught through modeling.

(Calkins, 2020)

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Calkins, L. (2020) Teaching writing

Sedita, J. (2022). The writing rope: A framework for evidence-based writing instruction

Teaching and Assessing Critical Thinking Skills. Two Rivers Learning Insitute. https://learn.tworiverspcs.org/our-approach/instructional-practices/teaching-and-assessing-critical-thinking-skills/

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Syntax is the study and understanding of grammar, which is the a system and arrangement of words, phrases, and clauses that make up a sentence. Students use syntax in their writing to convey their thoughts effectively and create tone and style to their work. (Vander Kolk, 2024)

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Word Order: Students should use the correct sentence structure (subject-verb-object) in their writing. The order of words can be changed to create or emphasize style.

Sentence Type: Students can use a variety of sentences to create an engaging piece for readers. Using a variety of simple, compound, and complex sentences is very effective.

Punctuation: Using the correct punctuation helps to clarify meaning, and indicate pauses, separate ideas, and end of thoughts.

Clarity: The effective use of syntax helps to provide clarity to readers and create cohesive writing. This ensures that all ideas are presented in a logical way and in a way that is easy to follow.

(Sedita, 2022)

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Exposure to oral language: When students are exposed to rich oral language, they hear a variety of sentence structures, vocabulary, and grammar. They are able to internalize patterns and rules that give them a better understanding of how phrases fit together, which enhances their ability to do so in their writing.

Quality Texts: When students have good, quality texts to read aloud they are able to develop syntax faster. They are introduced to complex and varied syntax, which exposes students to different ways of expressing ideas. They are introduced to different sentence structures, vocabulary and grammatical constructions that can help improve their own syntax in their writing.

Direct Teaching of Grammar Rules: Students need to be taught grammar directly and receive descriptive feedback t help develop syntax. Direct instruction helps provide students with clear guidelines and how to use proper grammar in their writing. When students get chances to practice what they have been taught, and receive effective and constructive feedback, their writing skills will improve.

Application of Grammar: Students need to apply their grammar knowledge through a variety of writing types. This allows them to use their grammar knowledge in varied contexts. When students use grammar in different contexts, they develop a more versatile idea of how syntax can improve their communication in writing.

Use of Grammar knowledge in writing: When students use their grammar knowledge in writing, it allows students to reinforce their syntax understanding. They get to experiment with the different aspects of grammar. Regular writing helps students apply their knowledge and enhance their ability to use correct syntax in their writing.

(Vander Kolk, 2024)

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Rubrics: Rubrics help to provide a framework for assessing writing. They can give students an idea of what the definition of correct sentence structure, variety, and grammatical accuracy look like.

Peer Review: Students can review each others work to help provide feedback to peers, while also encouraging students to critically think about syntax.

Teacher Conferences: Teachers can provide descriptive feedback on students writing and show areas of strength and areas to improve. Teachers can provide examples of correct syntax use to help students improve their writing.

Analyze Writing Samples: Having students analyze various writing samples allow teachers to assess if students understand the correct use of syntax, and can identify incorrect use.

Grammar Assessments: Giving students grammar assessments that focus on specific grammar rules allow teachers to see which specific areas students need more instruction on.

(Calkins, 2020)

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Fundamental Elements: Students need to be taught the fundamental elements of a sentence and sentence structure. Teaching students about subjects, verbs, objects and the order they go in and how to properly place them in a sentence is crucial to heir understanding of syntax. The fundamental elements need to be taught explicitly and directly. Students need to have a strong understanding of the basics before they can build their knowledge.

Sentence Types: Students need to understand the different sentence types like simple, compound, complex, declarative, interrogative, imperative, and exclamatory. Students need to know the different types of sentences they can use in their writing to improve their syntax. Teachers can show students sentence types through good, strong mentor texts. Students can learn to look for sentence types in their reading.

Punctuation: Students need to have a deep understanding of punctuation. They need to know the different kinds of punctuation and what they can do to their writing. Students need to know how punctuation affects sentence structure and meaning, and how it can improve and enhance their writing. This can be taught through explicit instruction and anchor charts students can reference throughout their writing time.

Sentence Variety: Students need to be taught the importance of varying sentence length and structure. They need to learn how varying sentences can create a more engaging writing piece and improve their syntax. This can be taught through modeling and mentor texts.

Grammar: Grammar needs to be taught through direct instruction. Students need to have an understanding of how grammar rules affect syntax. They need to know how proper grammar can improve their writing and make it more understandable and engaging for students. Showing students examples and non-examples of grammar is a great way for students to learn about proper grammar rules.

Feedback: Students need to be provided proper, descriptive feedback in their writing. Feedback helps to reinforce what students are learning about syntax and how to properly incorporate it in their writing. (Sedita)

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Calkins, L. (2020) Teaching writing

Sedita, J. Syntactic Awareness: Teaching Sentence Structure. https://www.doe.mass.edu/massliteracy/skilled-reading/language-comprehend/syntactic-awareness.docx

Sedita, J. (2022). The writing rope: A framework for evidence-based writing instruction

Vander Kolk, B. (2024). [Lecture].

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The text structure writing strand is the organizational framework authors use to arrange their ideas. Understanding text structure is important for students to be able to clarify the connections between ideas.

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Chronological Order: Chronological order is a type of text structure where information is presented in the order it occurs over time.

Cause and Effect: Cause and effect is a type of text structure where reasons of why something happened and its effects are explained.

Problem and Solution: Problem and solution is a type of text structure where a problem is identified and solutions are proposed.

Compare and Contrast: Compare and contrast is a type of text structure that highlights the similarities and differences between two subjects.

Descriptive: Descriptive is a type of text structure where it focuses on detailed descriptions of a person, place, object, or events.

(Teaching text structure)

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Understand Purpose and Audience: Students need to determine the goal of the writing before they can choose the text structure. They need to decide the intended purpose and audience so they can choose the proper text structure.

Choose Appropriate Text Structure: Once students know the purpose, content, and audience, then they can choose the proper text structure. They can outline the text structure and identify key ideas and supporting details.

Organize Ideas: Students should then organize their ideas properly based on the text structures they selected. They should connect the key ideas and supporting details smoothly.

Provide Feedback: Students should be offered feedback on their writing and the text structure they selected. They should be given areas for improvement and praised for areas that are strong.

(Sedita, 2022)

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Rubrics: Rubrics can be created that have specific criteria for text structures. They should cover organization and clarity. Rubrics can hold teachers accountable and show students the proper criteria of how their text structure should be organized.

Graphic Organizers: Graphic organizers can be used to evaluate student work before writing. This can help teachers understand if students have a good grasp on text structure before the student begins writing.

Peer Review: Peer review is a great way for students to review each other's writing. Students can be provided a checklist or rubric to

Self-Assessment: Students should engage in self assessment with their own checklists or rubrics. They should evaluate how well they structured their text.

Teacher Observation: Through observations during instruction and exercises, teachers should assess students text structure. During small group or one-on-one conference, teachers can also make observations and do a deeper dive on student work.

(Vander Kolk, 2024).

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Explicit Instruction: Text structure should be directly and explicitly taught by teachers. Students can learn about the different text structures and their purposes. Anchor charts would be a great way to display the different text structures and allow students to reference them when writing.

Graphic Organizers: Using graphic organizers like flow charts, story maps, plot graphs, and venn diagrams can be great visuals to plan out their writing and have text structures displayed in a visual way.

Mentor Texts: Mentor texts are an effective way to model different text structures for students. Students can look at the mentor texts and observe why writers used a certain text structure. The mentor texts can also serve as examples for their own writing.

(Calkins, 2020)

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Calkins, L. (2020) Teaching writing

Sedita, J. (2022). The writing rope: A framework for evidence-based writing instruction

Teaching text structure. Reading Rockets. https://www.readingrockets.org/classroom/comprehension/teaching-text-structure

Vander Kolk, B. (2024). [Lecture].

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The writing craft strand is the techniques, skills, and strategies that writers use to create high quality work. This strand effects various parts of writing that can contribute to the quality of writing. (Vander Kolk, 2024)

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Voice and Tone: Voice is the unique style and personality of the writing. It should reflect the writers identity and perspective. The tone is the attitude conveyed in the writing, which can depend on the purpose and of the text and its indented audience.

Word Choice: Word Choice is the selection of words that the author chooses to help enhance the text. Strong word choice should evoke emotion and paint a vivid picture in the reader's mind. The use of descriptive language can appeal to the senses and help readers connect to concepts on a deeper level.

Sentence Structure: Sentence structure is the mixing of simple, compound, and complex sentences within a text. Writers should used varied sentence lengths and structures so the text is easier to read, and the reader stays engaged.

Organization: Organization is the way ideas are arranged and how they are connected in a text. The use of paragraphs and headings can help organize the text in a way that helps the reader understand. Organization of writing should ensure that the ideas are cohesive and linked together throughout the text.

Pacing: Pacing s the tempo of the writing. It can be used to emphasize points or build tension. Specific punctuation can be used control the pacing.

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Continuous Practice: Writing craft can be developed through continuous practice. Students should be provided with many opportunities to write in different genres and styles. This helps them to work on different craft and structures.

Specific Instruction: Writing craft can be developed through focused instruction. Craft elements should be taught specifically, and in a way that students understand. Students need to understand that writing craft is the building blocks of good writing.

Feedback: Writing craft is developed through giving students effective, specific feedback. Students can learn what they need to work on, and learn how to revise, critique and improve their own work.

Diverse Mentor Texts: When students are exposed to diverse mentor texts, it helps to develop their craft. Exposure to a variety of styles, genres, and voices can help them use techniques in their own writing.

(Calkins, 2020)

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Rubrics: Rubrics can be created that outline the criteria for different elements of writing craft. This can give students an idea of what good writing craft looks like and how to properly add it to their writing. It is also a great way for teachers to get a gauge at where each student is at.

Writing Portfolio: Having each student compile their own writing portfolio that shows their writing overtime is a great way to measure student growth. Teachers can see their writing craft techniques displayed in a variety of texts.

Conferences: When teachers conduct one-on-one conferences with students, it is a great way for teachers to see where students are at, and assess how to cater instruction.

Writing Exercises: Assigning writing prompts that focus on a specific craft technique is a great way to see where students are strong and where they need more improvement. It is a great way for teachers to see if students are applying the techniques that are being taught.

(Isaacson)

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Direct Instruction: Writing craft is taught through explicit and direct instruction. Each component of writing craft need to be introduced to students and should be explained in a way that students understand the importance of using each element in their own writing.

Analyzing Mentor Texts: Mentor texts should be analyzed thoroughly. so students can see a proper example of specific craft elements. Mentor texts can create great discussions on craft techniques used by the authors.

Writing Workshop: Students need to be provided writing prompts that encourage them to use different craft elements. They can also be provided specific prompts that force them to work on a specific element. Providing a space where students can work on their writing and get feedback is also crucial. Students need feedback on what they are doing well and what they need to work on so they can apply it to their writing.

(Sedita, 2022)

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Calkins, L. (2020) Teaching writing

Isaacson, S. Simple ways to assess the writing skills of students with learning disabilities. Reading Rockets. https://www.readingrockets.org/topics/assessment-and-evaluation/articles/simple-ways-assess-writing-skills-students-learning#:~:text=Student%20writing%20can%20be%20evaluated,different%20text%20structures%20and%20genres.

Sedita, J. (2022). The writing rope: A framework for evidence-based writing instruction

Vander Kolk, B. (2024). [Lecture].

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The transcription writing strand is the process of converting spoken language into written text. It is important for students to develop their transcription for their mechanics of writing.

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Handwriting: It is important for students to develop legible handwriting. They need to master letter formation, spacing, and neatness.

Typing Skills: For a more modern day approach, students need to learn typing. They need to learn where the letters are, and proper keyboard techniques.

Spelling: Students need a strong foundation of spelling. This will stay with them for their lives and they write. They need to master common spelling patters and learn the irregulars.

Punctuation and Grammar: Students need to know the standard rules of punctuation and grammar to help know how to structure sentences in their text.

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Positive Writing Environment: Transcription writing is developed through a positive writing environment. Students need to feel comfortable and confident to work on their transcription skills. They need to be motivated to improve their abilities.

Writing Workshops: Transcription is developed through writing workshops. Students can practice the craft through prompts that encourage them to focus on transcription. They can receive feedback to help them improve in certain areas.

Scribing Activities: Students can practice scribing what they hear. This will help them develop transcription and practice translating what they hear orally to their written work. Students need to make the connection between oral and written work.

(Sedita, 2022)

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Writing Samples: Students transcription can be assessed through their writing samples. Writing samples can demonstrate their skills. Through the samples, teachers can assess students spelling, grammar, punctuation, and handwriting.

Spelling Tests: Spelling tests are a great way for teachers to assess where students are at with their spelling. They can be easily personalized for students needs, and student progress can be measured throughout the year.

Correcting Non-examples: Students can correct non-examples for punctuation. They can adjust sentences or paragraphs to have correct grammar, punctuation, and spelling. This is a great way for teachers to make sure students can identify incorrect transcription.

(9 transcription skills)

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Modeling: Transcription can be taught through explicit modeling. Students can be shown how to use the elements of transcription properly. They can be shown examples and non-examples to know how to effectively apply transcription elements to their writing.

Guided Practice: Transcription can be taught through guided practice as well. Students can learn about the various elements through trying examples in small groups. In small groups, students can work together to come up with answers, and the teacher can walk around the room to observe and give advice.

Mentor Texts: Using quality mentor texts are a great way for students to gain insight into the proper use of grammar, spelling, and punctuation. Students can see how the use of transcription can influence writing and learn how to use it in their own writing.

(Calkins, 2020)

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9 transcription skills (and how to assess them). TestGorilla. https://www.testgorilla.com/blog/how-to-assess-transcription-skills/

Calkins, L. (2020) Teaching writing

Sedita, J. (2022). The writing rope: A framework for evidence-based writing instruction

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A picture book is a narrative or non narrative book where words and images come together to create an artistic whole.

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Toy Books: Toy are often targeted to a certain audience. They tend to be very interactive and are engineered with pop ups, fold outs, and holes.

Interactive Books: Interactive books encourage readers to participate verbally or physically.

Concept Books: Concept books are about a specific concept. They don't have a storyline, but use repeated elements.

Alphabet Books: Alphabet books present the alphabet letter by letter.

Counting Books: Counting books are similar to alphabet books, but they focus on presenting numbers.

Wordless Books: Wordless books present the entire story in pictures and text is created in the mind of the reader.

Minimal Text Books: Picture books with minimal text focus mainly on the illustrations of the book.

Beginning Reader Books: Beginning reader books are books that are written at a level for readers who are just learning how to read. They often have repetitive phrases.

Predictable Books: Predictable books give clues to the reader to predict what happens next.

Easy Readers: Easy reader books have very simple text, and are designed to help readers develop independent reading skills with large text, simple language, and repetition.

(Huck, Helper, & Hickman 2013)

(Vanderkolk, 2024)

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Toy Book: An example of a toy book would be Pat the Bunny by Dorothy Kunhardt. The book includes textures, pop ups, and tabs for readers to interact with.

Interactive Book: An example of an interactive book would be Noisy Farm by Tiger Tales. The book has various sounds to go along with the animals and farm setting to help immerse the reader in the setting.

Concept Book: An example of a concept book would be Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle. The book introduces colors through patterns and animals.

Alphabet Book: An example of a concept book would be Dr. Seuss's ABC by Dr. Seuss. The book introduces letters with fun rhymes and illustrations.

Counting Book: An example of a counting book would be One Gorilla: A Counting Book by Anthony Browne. The book has illustrations of animals along with numbers, counting 1 to 10.

Wordless Book: An example of a wordless book would be The Snowman by Raymond Briggs. Through illustrations, the book show the story of a boy who builds a snowman that comes to life.

Minimal Text Book: An example of a minimal text book would be Hug by Jez Alborough. The book tells the story of a money looking for a hug, while only using a few words.

Beginning Reader Book: An example of a beginning reader book would be Hop on Pop by Dr. Seuss. The book has repetitive text and simple rhymes to help readers who are beginning to read.

Predictable Book: An example of a predictable book would be The Very Hungry Caterpillar by Eric Carle. This book follows a predictable pattern as the caterpillar eats through various foods.

Easy Reader Book: An example of an easy reader book would be Where's Spot? by Eric Hill. The book has simple text and repetitive phrases to make it easy for readers to read.

(Scottsdale Public Library)

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Read Aloud: I would use picture books during read aloud sessions to introduce new picture books to students. The books should be relevant to students and focus on themes that would apply to those students. Read aloud sessions can encourage discussion and generating questions.

Visual Literacy: I would use picture books to help students see the correlation of illustrations and the relationship to the text. It can open up discussion about how illustrations can help the reader see the setting, emotion, and actions. It is a great way for students to see how they can incorporate illustrations in their stories.

Literacy Skills: I would use picture books to help students develop various literacy skills like predicting, summarizing, and inferring. I would use the picture books for modeling and mentor texts, or encourage students to read them independently or in partners.

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Kiefer, B. Z. and Tyson, C. A. (2020) Charlotte Huck’s children’s literature

Top 100 children’s Picturebooks of all-time. Scottsdale Public Library - 100 Best Picturebooks. https://www.scottsdalelibrary.org/youth/100-best-picturebooks

Vander Kolk, B. (2024). [Lecture].

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Poetry is the best words in the best order. It uses metaphorical and rhythmic language to evoke emotion and create imagery. It has layers of meaning and requires depth of thought.

(Vander Kolk, 2024)

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Nursery Rhymes: Nursery rhymes are traditional songs and rhymes for children. They tend to have a simple, rhythmic, and repetitive structure.

Verse: Verse poetry is very light and straightforward. The goal is to entertain. It tends to be structured, typically consisting of lines and stanzas.

Folk Poems: Folk poems tend to be oral, and from communities or cultures, handed down through generators. They tend to reflect values, beliefs or experiences.

Ballad: Ballads are stories, similar to folk poems, but are set to music. They follow a rhythmic pattern, making it easier to sing and recite.

Lyrical: Lyrical poems do not have any structure, but are very personal, and usually very descriptive. These poems evoke emotion, and usually have a musical quality from the use of rhyme and meter.

Narrative: Narrative poems tell a story or sequence of events. They have usually characters, a setting, and a plot.

Limerick: Limerick poems have five short lines. The third and fourth line have two beats. The first and fifth line have three beats. They have a rhythm and are usually entertaining.

Free Verse: Free verse poems have no specific form, rhyme, or pattern. They tend to evoke strong feeling.

Nonsense Verse: Nonsense poems are free verse, but they don't really make sense. They tend to have crazy and playful language.

Sonnet: Sonnet poems have fourteen lines. They tend to be very complex and have a varying types of rhyming patterns.

Haiku: Haiku poems have three lines, with five syllables in the first line, seven syllables in the second line, and then five syllables in the third line.

Poetry Novels: Poetry novels are entire novels written in poetic verse. Stories are told through a series of poems.

Poetry Books: Poetry books are a collection of poems. They can be about a specific theme, a collection of a poet's poems, or they can be a single poem picture book.

(Huck, 2020)

(Vander Kolk, 2024)

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Nursery Rhymes: An example of a nursery rhyme would be "Twinkle Twinkle Little Star".

Verse: An example of a verses poem would be "The Road Not Taken" by Robert Frost.

Folk Poems: An example of a folk poem would be "This Old Man".

Ballad: An example of a ballad would be "The Ballad of John Henry".

Lyrical: An example of a lyrical poem would be "I Wandered Lonely as a Cloud" by William Wordsworth.

Narrative: An example of a narrative poem would be "A Visit from St. Nicholas" by Clement Clarke Moore.

Limerick: An example of a limerick poem would be "There Once Was a Man from Nantucket".

Free Verse: An example of a free verse poem would be "The Peace of Wild Things" by Wendell Berry".

Nonsense Verse: An example of a nonsense verse poem would be "Jabberwocky" by Lewis Carroll.

Sonnet: An example of a sonnet poem would be "Shall I compare thee to a summer's day?" by William Shakespeare.

Haiku: An example of a haiku poem would be "The Old Pond" by Matsuo Basho.

Poetry Novel: An example of a poetry novel would be "Love that Dog" by Sharon Creech.

Poetry Book: An example of a poetry bool would be "The Sun and Her Flowers" by Rupi Kaur.

(Callaghan, 2022)

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Introduce Different Types of Poetry: I would introduce students to different types of poetry and have then recognize similarities and difference between the different types. Looking at the different types poetry can encourage students to write in a way that helps them express themselves.

Read and Analyze: I would choose age appropriate poems and read them aloud in class. They can be used to discuss themes, emotions, and imagery. Students can analyze various poems and discuss their meaning and other elements.

Creative Writing: Poetry can be used to show students how to be creative in their writing. Students can express their thoughts and feelings through writing poetry. Poems often have descriptive language and other literary elements that students can look to incorporate in their own writing. Poems can also be displayed in a creative way, which encourages students to share their writing in unique ways.

(Continental, 2024)

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Callaghan, F. (2022, March 29). Types of poetry: The Complete Guide with 28 examples. Scribophile. https://www.scribophile.com/academy/types-of-poetry

Continental. (2024, October 3). The power of poetry in the classroom: Creative teaching ideas. Continental Educational Publisher. https://www.continentalpress.com/blog/poetry-in-the-classroom/?srsltid=AfmBOop6oWAO9UxhwkuPsmUpOaqP3U6sHpjvb8V2VdOhvhl35vQQywYy

Kiefer, B. Z. and Tyson, C. A. (2020) Charlotte Huck’s children’s literature

Vander Kolk, B. (2024). [Lecture].

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Folk narratives are stories that are passed down through generations within a community. They often are myths, legends, fairy tales, and oral histories. They are passed down orally and usually reflect a belief or tradition of the community they came from. (Vander Kolk, 2024)

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Myths: Myths are traditional stories that tell the origins of the world, cultural practices, or natural phenomena. They often provide insight into a culture's belief and values through supernatural beings or deities.

Legends: Legends are semi-true stories that are rooted in historical events, but have been exaggerated or embellished overtime. They usually convey moral lessons or feature heroic figures.

Fairy Tales: Fairy Tales are imaginative stories that contain magical elements and/or imaginative creatures. They tend to contain moral lessons and often include a conflict that is resolved through magic or good fortune.

Fables: Fables are narratives that usually use animals to convey moral lessons. They usually have a clear moral lesson at the end to try to teach children specific values.

Tall Tales: Tall Tales are exaggerated stories that feature characters with super human abilities. They are often humorous and reflect a communities values.

(Huck, 2020)

(Thompson)

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Myth: An example of a myth would be Hercules.

Legend: An example of a legend would be Robin Hood.

Fairy Tale: An example of a fairy tale would be Cinderella.

Fable: An example of a fable would be The Tortoise and the Hare.

Tall Tale: An example of a tall tale would be Paul Bunyan.

(Thompson)

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Introduce Folk Narratives: Students should be introduced to folk narratives by explaining what they are. Students can learn about the characteristics about folk narratives, their cultural significance, and the common themes of them.

Analyze Story Elements: Students should be able to identify the key elements of folk narratives. They can discuss the characters, setting, plot, conflict, and resolution. Students can compare and contrast different aspects of multiple folk narratives.

Cultural Exploration: Students can explore the cultures from which the folk narratives originate with. Students can do a deeper dives into history, traditions, and the values of the culture.

Write Original Folk Narratives: Students can write and create their own folk narratives based on what they learned. They can incorporate common themes and basic characteristics.

Moral Lessons: Folk Narratives can be used to have class discussions about specific moral life lessons. Certain folk narratives would be great read alouds for a class discussion.

(Vander Kolk, 2024)

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Kiefer, B. Z. and Tyson, C. A. (2020) Charlotte Huck’s children’s literature

Thompson, S. Folk Literature. https://www.britannica.com/art/folk-literature

Thompson, S. Major forms of folk literature. Encyclopædia Britannica. https://www.britannica.com/art/folk-literature/Folktale

Vander Kolk, B. (2024). [Lecture].

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Fantasy is a genre that involves imaginative and magical elements. There are mythical creatures, powers, worlds, and adventures. There are deep themes and unusual characters that that readers can connect with. Each fantasy has their own rules the author has created and has a style in which the reader can envision the world the author has created. (Vander Kolk, 2024)

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Animal Fantasy: Animal fantasy is where the characters are animals with human traits, behaviors, or abilities. They often have moral lessons that reflect human values.

Toy Fantasy: Toy fantasy is where inanimate objects, particularly toys, come to life or possess magical qualities. They often have themes of friendship, imagination, or adventure.

Eccentric Characters: Eccentric character fantasy is where there are characters that are unusual and unconventional and possess unique traits and abilities.

Literary Lore: Literary lore fantasy draws upon myths, legends, folklore, and literary traditions to create creative worlds. It celebrates many storytelling traditions and incorporates elements from various cultures.

Science Fiction: Science fiction fantasy creates an imaginative, magical world while exploring futuristic elements like technology or space.

(Vander Kolk, 2024)

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Animal Fantasy: An example of animal fantasy would be the book Charlotte's Web by E.B White.

Toy Fantasy: An example of Toy Fantasy would be the book Corduroy by Don Freeman.

Eccentric Characters: An example of Eccentric Character Fantasy would be The Cat in the Hat by Dr. Seuss.

Literary Lore Fantasy: An example of literary lore fantasy would be American Gods by Neil Gaiman.

Science Fiction: An example of science fiction fantasy would be A Wrinkle in Time by Madeleine L'Engle.

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Interactive Read Alouds: Using fantasy texts as read alouds are great ways for students to stay engaged in reading. Fantasy books can be used to model strategies like prediction, questioning, or summarizing.

Creative Writing: Students can use fantasies as mentor texts to create their own fantasy worlds. Students can get creative and create their own creatures and characters. Students can present their work to the class as well.

Readers Theater: Students can use mentor texts or their own writing to act out stories. This is a great way for them to practice expression and prosody as well.

Visual Arts: Students can create visuals that go along with mentor texts or their own stories. This helps them to illustrate scenes or characters from texts they are reading or writing about. It can let them express or display what they are imagining.

(Jürgens-Metzler, 2017)

(Huck, 2020)

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Jürgens-Metzler, A. (2017, December 11). Fantasy in the classroom. Medium. https://medium.com/@aeme234/fantasy-in-the-classroom-6be82e6050c9

Kiefer, B. Z. and Tyson, C. A. (2020) Charlotte Huck’s children’s literature

Vander Kolk, B. (2024). [Lecture].

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Realistic fiction is a genre of literature where stories could actually happen in real life. The events are realistic and believable.

(Vander Kolk, 2024)

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Characters: Characters in realistic fiction are relatable and face challenged that people would encounter in their own lives. They often have relatable emotions and personalities.

Settings: The settings in realistic fiction are often based in real places or could easily exist in the real world.

Conflicts: The conflicts in realistic fiction revolve around everyday situations. The conflicts should resonate and be relatable to readers. They are conflicts that could actually happen in real life.

Theme: Many themes in realistic fiction consist of friendship, personal growth, love, loss, and social issues.

(Huck, 2020)

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The Fault in Our Stars: The The Fault in Our Stars by John Green is an example of realistic fiction.

Wonder: Wonder by R.J Palacio is an example of realistic fiction.

The Hate U Give: The Hate U Give by Angie Thomas is an example of realistic fiction.

Fish in a Tree: Fish in a Tree by Lynda Mullaly Hunt is an example of realistic fiction.

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Diverse Reading List: Teachers should create a diverse selection of realistic fiction books so students can have many options to explore. This would encourage students to select realistic fiction books for their independent reading.

Discussions: The class can have discussion in small or whole groups to talk about specific themes, conflicts, or characters in texts. They can try to relate to their own experiences.

Character Analysis: Students can do character analysis on specific characters and discuss their motivations and challenges they faced in the story.

Integrate in Other Subjects: Realistic fiction can be integrated into other subject areas. There are a lot of books that do deep dive into events that happened in history, and students can get exposed to rich literature while covering a social studies standard.

(Kovich, 2024)

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Kiefer, B. Z. and Tyson, C. A. (2020) Charlotte Huck’s children’s literature

Kovich, B. (2024, March 20). Teaching realistic fiction - genre study that’s proven with kids. Enjoy Teaching with Brenda Kovich. https://enjoy-teaching.com/enjoy-teaching-realistic-fiction/

Vander Kolk, B. (2024). [Lecture].

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Nonfiction is a genre that has presents facts, real events, and true stories. This genre has a purpose of informing and can come in many formats. (Vander Kolk, 2024)

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Biography: A biography tells the story of a person written by someone else.

Autobiography: An autobiography tell the story of a person's life and are written by the individual themselves.

Memoir: Memoirs are autobiographies that focus on a specific event or period in someone's life.

Scientific: Scientific writing presents research, findings and theories. They can be aimed to general or academic audiences.

Journalism: Journalism analyzes current events or social issues and can include articles, reports, and essays.

Self-Help: Self-help texts provide guidance and give advice on a specific topic. These topics are often personal development, goal achieving, and mental health.

(Huck, 2020)

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Biography: An example of a biography would be Steve Jobs by Walter Isaacson.

Autobiography: An example of an autobiography would be The Diary of a Young Girl by Anne Frank.

Memoir: An example of a memoir would be Becoming by Michelle Obama.

Scientific: An example of scientific nonfiction would be The Gene: An Intimate History by Siddhartha Mukherjee.

Journalism: An example of journalism would be The Immortal Life of Henrietta Lacks by Rebecca Skloot

Self-Help: An example of a self-help book would be The Power of Habit by Charles Duhigg

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Research Projects: Students can explore their different interests through researching a specific topic. They would need to use only non-fiction books, articles, or interviews. They could gather their information and then present it to the class in their own creative way.

Current Event Discussions: Students can research and present information on current events going on in the world. This can help to facilitate classroom discussion about topics that are currently happening. It can also be a great way for students to develop their own opinions about topics.

Reflective Journals: Students can have their own reflective journals where they can reflect on the nonfiction texts they read. It is a way for students to reflect on their thoughts and find ways to connect to the texts and relate them to their own lives.

Analysis: Critical analysis is a great way for students to dive deeper into nonfiction material. They can look for the author's purpose and intended audience and use evidence to support their reasoning. It is a great way for students to consider the credibility of sources.

(Stead)

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Kiefer, B. Z. and Tyson, C. A. (2020) Charlotte Huck’s children’s literature

Tony Stead. Nurturing the inquiring mind through the nonfiction read-aloud. Reading Rockets. https://www.readingrockets.org/topics/childrens-books/articles/nurturing-inquiring-mind-through-nonfiction-read-aloud

Vander Kolk, B. (2024). [Lecture].