In their past experience, they should also be able to relate to the main character's initial delight at being able to eat all the saccharine-laced food that was being presented and recognize the need to eat other kind of food for their nutritional value. The selection was written in simple language with basic idiomatic expressions that children of their age normally use.
There is an introduction to the use of adverbs and usage of present-tense verbs as the selection describes what the character does in candy land. New vocabulary words are highlighted filled with context clues. The context clues will prove useful for describing sensory images that will create an effective mental picture of the dilemma the character experiences as the story progresses. The selection is written in simple language and there would be minimal confusion if the reader's first language was English.
Since some of the words are in boldface, the facilitator can develop an exercise where the readers figure which of those words fit in each item of the exercise. It can focus on vocabulary mastery or grammar skills. There were some sentence patterns that might need further explanation for the readers as they are filled with modifiers, clauses and other word groups. They can be taught to identify the key words and the main components of the sentence patterns to comprehend the complex sentence structure.
Most of the words tha...
Students will be encouraged to read the selection by paragraphs so that they will be able to form hypotheses and predict outcomes for the next set of paragraphs. Word families will also be incorporated so that they get to recognize word patterns in the story in order to get a new word's meaning lacking context clues. Students will be encouraged to enrich the vocabulary they already know through creation of original sentences which may not be related to the read selection.
Gunning (1996) believes that the reading theories are interconnected and that the learner will make use of these reading theories to comprehend the selection. Huffman (1998) on the other hand, thinks that students will resort to the KWL method, an acronym that describes reading comprehension occurs accordingly: what the students know, what the students want to know and what was learned. The reading activities can be structured according to the KWL method but incorporating the skills described in the reading theories. The unit plan can be built around this text as it can be enriched through language development. However, since this is upper-level elementary, the students will crave for a variety of selection to read. There could be one prevailing theme, as in balanced nutrition in this selection, but made up of various reading texts of gradually increasing complexity.
A Sweet Adventure. (2007). Retrieved January 12, 2010, from ABC Teach website: http://www.abcteach.com/free/r/rc_sweetadventure_elemupper.pdf
Gunning, T. G. (1996). Creating Reading Instruction for All Children, (6), 192-236. New Haven, CT: Yale University Press.
Huffman, L. E. (1998). Spotlighting Specifics by Combining Focus Questions with K-W-L.