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Fifth Grade Teachers Chatboard

teachers guide for fiction - what do you look for?

by Diane Owens

Nov 18, 2011

Which would you prefer - an extensive, all-inclusive teachers' guide that you could tailor for the particular needs of your class or a compact, streamlined version that's ready to use? Why?

Amanda On 11/18/11, Diane Owens wrote: > Which would you prefer - an extensive, all-inclusive > teachers' guide that you could tailor for the particular > needs of your class or a compact, streamlined version > that's ready to use? Why?

I presume that you are writing something.

I have a degree in English lit. with Honors, a ...See MoreOn 11/18/11, Diane Owens wrote: > Which would you prefer - an extensive, all-inclusive > teachers' guide that you could tailor for the particular > needs of your class or a compact, streamlined version > that's ready to use? Why?

I presume that you are writing something.

I have a degree in English lit. with Honors, a strong background in literary analysis, a single and a multiple subject credential, and experience teaching textual deconstruction. I am not unlike many of my peers. However, I do have personal time limitations.

What I need each year varies, depending upon the reading levels of my incoming kids. Since the analysis of expository writing is a focus for California, we pay more attention to that than to fiction. Our target audience for fictional analysis is third grade.

If I have a "pod" (e.g., six of more kids) reading above grade level who can work independently, I put them on an independent study contract with a novel, an extensive teacher's guide, a different novel, and the challenge to write their own guide for level "4" project work at the middle school level. That gives me time to focus on the 2/3 of my kids who are "not there yet."

I teach at a high end South Bay school in the S.F. area, but a full 80% of my kids are ELL or unidentified ELL (parents say they speak EO at home to avoid having the kid in ELD). What these kids struggle with is the background information needed to process a novel. For example, it is very difficult to read _Johnny Tremain_ unless you know a lot about Colonial America's political and religious practices. It is even harder to read _The Lion, The Witch, and The Wardrobe_, if you don't know anything about WWII or Christian symbolism.

Just as a suggestion, you might think about redirecting your efforts to "synopsis" background information kits for various novels (the two mentioned here plus Island of the Blue Dolphins come to mind). The immigrant parents who initially came on Green Card Visa's often lack the information themselves, and are very motivated to help their young students do well. You could find out the most commonly taught 5th and 4th grade core novels, and provide affordable (under $10) backgrounders for each novel. You'd need to realize that those of us in this situation need something we can photocopy for parent usage without licensing issues. We need to be able to buy the material, and then redistribute it to kids and parents. We are poor, but we want to help our kids make it.

I usually help my peers with this, but I am working on my online Masters in reading this year. My colleagues tell me they "miss me." To this former high tech employee, that sounds like a marketing opportunity to me.

Just a thought... .

Dec 6, 2011

Diane Owens Thanks, Amanda, for you thoughtful and thorough response to my question. I really appreciate it. I can see where your ideas would be appreciated and sought after by many teachers.

Right now, I'm developing a teachers guide for an MG novel I've written. I plan to incorporate the common core standards through chapter sections on vocabulary,...See More

Dec 6, 2011

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