English Language Arts (P–5)

Chapter 1

English Language Arts (P–5)

Course: Gace 702 Elementary Education P 5 Study Guide
Subject: Gace 702 Testlet 001 English Language Arts P 5
Chapter: English Language Arts P 5 5927 10740

Overview

While decoding skills enable students to translate print into words, reading comprehension is the ultimate goal of reading instruction — students must understand what they read to derive meaning, learn new information, and engage with literature. This lesson explores the components of reading comprehension, strategies for teaching comprehension, types of literature appropriate for elementary students, literary elements and devices, text structures, and approaches to engaging young readers with high-quality literature. Effective comprehension instruction is essential for elementary teachers because comprehension difficulties often emerge in upper elementary grades when texts become more complex and the focus shifts from "learning to read" to "reading to learn."

What Is Reading Comprehension?

• Reading comprehension is the process of constructing meaning from text. It's an active, complex process that involves the reader interacting with the text using their existing knowledge, vocabulary, strategies, and reasoning abilities. Comprehension isn't just remembering what was read — it includes understanding explicit information, making inferences, evaluating ideas, and connecting new information to existing knowledge.
• Comprehension is influenced by multiple factors:Reader factors — Background knowledge, vocabulary, decoding skills, motivation, attention, working memoryText factors — Difficulty, genre, structure, vocabulary, length, organizationContext factors — Purpose for reading, environment, time available, support provided
• Reader factors — Background knowledge, vocabulary, decoding skills, motivation, attention, working memory
• Text factors — Difficulty, genre, structure, vocabulary, length, organization
• Context factors — Purpose for reading, environment, time available, support provided
• Levels of comprehension:Literal comprehension — Understanding what is directly stated in the textInferential comprehension — Understanding what is implied but not directly statedEvaluative comprehension — Making judgments about the textApplied comprehension — Connecting text to other situations and applying ideas
• Literal comprehension — Understanding what is directly stated in the text
• Inferential comprehension — Understanding what is implied but not directly stated
• Evaluative comprehension — Making judgments about the text
• Applied comprehension — Connecting text to other situations and applying ideas

Comprehension Strategies

• Research has identified specific strategies that skilled readers use, which can be taught explicitly to developing readers:

Activating Background Knowledge:

• Skilled readers connect new information to what they already know. Teachers can support this by previewing texts, discussing topics before reading, and asking students what they already know about the topic.
• Example: Before reading a book about Georgia agriculture, a teacher might ask students what they know about farming, peaches, peanuts, or where their food comes from.

Predicting:

• Making predictions about what will happen next engages students with the text and gives them a purpose for reading to confirm or revise predictions.
• Teachers can model predicting and ask students to predict based on titles, covers, illustrations, or what they've read so far.

Questioning:

• Skilled readers generate questions as they read. Teachers can model self-questioning ("I wonder why the character did that?") and teach students to ask questions before, during, and after reading.

Visualizing:

• Creating mental images while reading helps comprehension and engagement. Teachers can ask students to describe pictures forming in their minds or draw what they visualize.

Making Connections:

• Three types of connections support comprehension:Text-to-self connections — Relating text to personal experiencesText-to-text connections — Relating to other texts readText-to-world connections — Relating to general knowledge of the world
• Text-to-self connections — Relating text to personal experiences
• Text-to-text connections — Relating to other texts read
• Text-to-world connections — Relating to general knowledge of the world

Inferring:

• Inference involves understanding what's not directly stated, using clues from the text combined with background knowledge. This is often the most challenging strategy and requires explicit teaching.
• Example: A character "wiped a tear from her eye" suggests she's sad, even though the text doesn't say so directly.

Determining Importance:

• Distinguishing main ideas from supporting details is critical, especially for informational text. Teachers help students identify key points, themes, and central ideas.

Summarizing:

• Summarizing requires identifying the most important information and restating it concisely. This synthesis develops higher-order thinking skills.

Synthesizing:

• Combining information from text with prior knowledge to form new understandings. This is the highest level of comprehension processing.

Types of Literature for Elementary Students

• Elementary classrooms should expose students to a wide variety of literature:

Picture Books:

• Picture books are an essential genre for elementary classrooms, integrating illustrations with text to convey meaning. Far from being only for the youngest readers, sophisticated picture books work well for all elementary grades.
• Examples relevant to Georgia: "Bigmama's" by Donald Crews (about visits to family in Georgia), "Carmen Agra Deedy's "The Library Dragon" (set in Georgia), "Goin' Someplace Special" by Patricia McKissack (touches on segregation-era South).

Traditional Literature:

• Folktales, fairy tales, fables, myths, and legends transmit cultural traditions and often teach lessons. These stories connect children to literary heritage from around the world.
• Examples: "Stone Soup," "The Three Little Pigs," "Anansi the Spider" stories from West African tradition, various Native American legends including stories from southeastern tribes.

Realistic Fiction:

• Realistic fiction features characters and events that could happen in real life, helping students see themselves and others reflected in literature.
• Examples appropriate for Georgia students: "Because of Winn-Dixie" by Kate DiCamillo, "Saving Lilly" by Peg Kehret, various books featuring diverse contemporary American children.

Historical Fiction:

• Historical fiction combines invented characters or stories with accurate historical settings and events.
• Examples connected to Georgia history: "The Watsons Go to Birmingham—1963" by Christopher Paul Curtis (relevant to civil rights era), books about Native American life in the Southeast, stories set during pivotal periods in Georgia history.

Fantasy and Science Fiction:

• Fantasy features magical or impossible elements; science fiction explores possibilities based on real or speculative science.
• Examples: "Charlotte's Web" by E.B. White, the "Magic Tree House" series by Mary Pope Osborne (which has many books exploring different historical periods and places).

Poetry:

• Poetry offers rich language, rhythm, and emotional expression in compact form. Many anthologies provide age-appropriate poems on various topics.
• Notable poets: Langston Hughes, Shel Silverstein, Jack Prelutsky, Naomi Shihab Nye, Nikki Grimes.

Informational Text (Nonfiction):

• Informational text (nonfiction) is increasingly important in elementary classrooms, providing exposure to expository structures and content knowledge. The Common Core standards and similar standards in many states call for roughly equal balance between literary and informational text in elementary reading.
• Types include biographies, science books, history books, how-to texts, and many others.

Literary Elements

• Understanding literary elements helps students analyze and appreciate literature:

Character:

• Characters are the people, animals, or beings that act in a story. Teachers help students analyze characters by examining:Physical descriptionsWords and actionsThoughts and feelingsRelationships with other charactersCharacter development throughout the story
• Physical descriptions
• Words and actions
• Thoughts and feelings
• Relationships with other characters
• Character development throughout the story
• Types of characters:Protagonist — Main characterAntagonist — Character opposing the protagonistRound characters — Complex, fully developedFlat characters — Simple, with few traitsDynamic characters — Change throughout the storyStatic characters — Remain the same
• Protagonist — Main character
• Antagonist — Character opposing the protagonist
• Round characters — Complex, fully developed
• Flat characters — Simple, with few traits
• Dynamic characters — Change throughout the story
• Static characters — Remain the same

Setting:

• Setting is when and where the story takes place. Setting can be central (when the time and place significantly affect the story) or backdrop (when the story could happen almost anywhere).

Plot:

• Plot is the sequence of events in a story. A traditional plot structure includes:Exposition — Introduction of characters, setting, and situationRising action — Events leading to conflictClimax — Turning point or moment of greatest tensionFalling action — Events after the climaxResolution — How the story ends
• Exposition — Introduction of characters, setting, and situation
• Rising action — Events leading to conflict
• Climax — Turning point or moment of greatest tension
• Falling action — Events after the climax
• Resolution — How the story ends

Conflict:

• Conflict drives the plot, with several types:Character vs. character — Conflicts between peopleCharacter vs. self — Internal strugglesCharacter vs. nature — Conflicts with natural forcesCharacter vs. society — Conflicts with social systems or expectationsCharacter vs. technology — Conflicts with machines or technology
• Character vs. character — Conflicts between people
• Character vs. self — Internal struggles
• Character vs. nature — Conflicts with natural forces
• Character vs. society — Conflicts with social systems or expectations
• Character vs. technology — Conflicts with machines or technology

Theme:

• Theme is the central message, lesson, or insight a story conveys. Themes are usually not stated directly; readers infer them from the story. Common themes in elementary literature include friendship, courage, honesty, family, perseverance, and acceptance.

Point of View:

• Point of view is the perspective from which a story is told:First person — Narrator is a character, using "I"Second person — Narrator addresses reader as "you" (rare)Third person limited — Narrator outside story, knows one character's thoughtsThird person omniscient — Narrator outside story, knows all characters' thoughts
• First person — Narrator is a character, using "I"
• Second person — Narrator addresses reader as "you" (rare)
• Third person limited — Narrator outside story, knows one character's thoughts
• Third person omniscient — Narrator outside story, knows all characters' thoughts

Literary Devices and Figurative Language

• Literary devices are techniques authors use to enhance meaning:

Figurative Language:

• Similes compare two things using "like" or "as" ("The peach was as sweet as honey")
• Metaphors make direct comparisons without "like" or "as" ("The Atlanta traffic was a parking lot")
• Personification gives human qualities to non-human things ("The wind whispered through the Georgia pines")
• Hyperbole is exaggeration for effect ("I've told you a million times")
• Idioms are phrases with meanings different from literal interpretations ("It's raining cats and dogs")
• Onomatopoeia are words imitating sounds ("buzz," "crash," "splash")
• Alliteration is repetition of initial consonant sounds ("Peter Piper picked a peck")

Other Devices:

• Imagery uses descriptive language to create sensory experiences
• Foreshadowing hints at future events
• Flashback shows past events
• Symbolism uses objects to represent ideas

Text Structures

• Different text structures organize information in different ways:

Narrative Text Structure:

• Most stories follow narrative structure with characters, setting, plot, and theme as described above.

Informational Text Structures:

• Description — Information about a topic with details and characteristics
• Sequence/Chronological — Information presented in time order
• Compare and Contrast — Similarities and differences between topics
• Cause and Effect — Relationships between events and consequences
• Problem and Solution — Identifying problems and explaining solutions
• Recognizing text structures helps students predict what information might come next and remember information more effectively.

Read-Alouds and Shared Reading

• Read-alouds (when teachers read to students) and shared reading (when teachers and students read together) are essential practices in elementary classrooms:
• Benefits of read-alouds:Expose students to vocabulary and language patterns above their independent reading levelModel fluent, expressive readingDevelop listening comprehensionBuild interest in books and readingProvide common literary experiences for class discussionDemonstrate enjoyment of reading
• Expose students to vocabulary and language patterns above their independent reading level
• Model fluent, expressive reading
• Develop listening comprehension
• Build interest in books and reading
• Provide common literary experiences for class discussion
• Demonstrate enjoyment of reading
• Effective read-aloud practices:Choose high-quality, age-appropriate booksRead with expression and enthusiasmPause for discussion at strategic pointsAsk questions that promote thinkingMake connections to other texts and student experiencesContinue reading aloud even with older elementary students
• Choose high-quality, age-appropriate books
• Read with expression and enthusiasm
• Pause for discussion at strategic points
• Ask questions that promote thinking
• Make connections to other texts and student experiences
• Continue reading aloud even with older elementary students

Engaging Reluctant Readers

• Some elementary students struggle to develop interest in reading. Effective strategies include:
• Providing student choice in reading materials
• Including diverse genres and formats including graphic novels, magazines, and audiobooks
• Connecting reading to student interests including sports, animals, technology, or hobbies
• Creating supportive reading environments with comfortable spaces and accessible books
• Celebrating reading achievements without making it a competition
• Modeling enthusiasm for reading personally
• Including diverse authors and characters so all students see themselves in literature

Diverse and Culturally Responsive Literature

• Children benefit from reading both mirror books (which reflect their own experiences) and window books (which provide views into others' experiences). Including diverse literature is essential for:
• Validating diverse student identities
• Building empathy and understanding across differences
• Reflecting the diversity of the broader society
• Preparing students for life in a multicultural world
• Georgia classrooms include students from many backgrounds, making diverse literature particularly important. Selecting books featuring African American, Latino, Asian American, Native American, and other diverse characters and authors helps all students benefit from a rich, inclusive reading experience.

Georgia Case Study: Children's Literature and Reading in Georgia

• Georgia has a rich literary heritage and many resources that support reading and literature in elementary classrooms.
• Carmen Agra Deedy, who lives in Atlanta, is one of America's most beloved children's book authors. Born in Havana, Cuba and raised in Atlanta, Deedy's books include "The Library Dragon," "Martina the Beautiful Cockroach," "The Cheshire Cheese Cat," and many others. Her stories often draw from her Cuban heritage and Southern upbringing. Deedy performs storytelling at schools throughout Georgia and beyond, providing students with memorable encounters with literature. Many Georgia elementary classrooms feature her books, and her visits inspire students to become readers and writers themselves.
• The Decatur Book Festival, held annually in downtown Decatur, has grown into one of the largest independent book festivals in the country. The festival includes substantial children's programming, with author visits, storytellings, and activities for young readers. Many Georgia teachers use the festival as a professional development opportunity and to gather book recommendations for their classrooms.
• The Georgia Children's Book Award, sponsored by the University of Georgia, recognizes outstanding contemporary children's books. The Georgia Book Awards include the Georgia Children's Picture Storybook Award (for grades K-4) and the Georgia Children's Book Award (for grades 4-8). Each year, Georgia students vote for their favorites from nominated books, encouraging reading and giving students voice in recognizing literature they enjoy.
• Georgia Center for the Book at the DeKalb County Public Library serves as Georgia's affiliate of the Library of Congress's Center for the Book. The organization promotes books, reading, and literacy throughout the state through author events, "Reading Across Georgia" programs, and partnerships with schools and libraries. The center compiles annual lists of "Books All Young Georgians Should Read," helping teachers and families identify high-quality literature.
• The Wren's Nest in Atlanta preserves the home of Joel Chandler Harris, the journalist who collected and adapted African American folktales featuring Br'er Rabbit and other characters. While the Uncle Remus tales have complicated histories given the dialect and framing, the Wren's Nest continues to be a center for storytelling, with regular storytellers performing for school groups and visitors. The site provides opportunities for students to experience oral storytelling traditions.
• The Margaret Mitchell House in Atlanta, while focused on the author of "Gone with the Wind," offers educational programs about Georgia literature and writing. Field trips and educational programs help connect students to Georgia's literary heritage.
• Carter G. Woodson and the legacy of African American education in Georgia influences children's literature about Georgia history. Numerous picture books and children's chapter books explore African American experiences in Georgia, from slavery and Reconstruction through the Civil Rights Movement to the present. Books featuring Atlanta-based civil rights leaders like Martin Luther King Jr. and John Lewis are particularly important for Georgia students learning their state's history.
• Local libraries throughout Georgia support reading and literature programs for elementary students. From major systems like the Atlanta-Fulton Public Library System and the DeKalb County Public Library to small rural libraries throughout the state, public libraries provide books, programming, and reading support that complement school-based reading instruction. Many libraries offer summer reading programs that help maintain reading skills during the summer months.
• State-recommended reading lists from the Georgia Department of Education provide teachers with carefully curated lists of high-quality literature appropriate for each grade level. These lists help teachers select texts that support standards-based instruction while exposing students to excellent literature.
• These resources reflect Georgia's commitment to children's literature and reading. Elementary teachers in Georgia have abundant resources for selecting high-quality books, engaging students with literature, and connecting reading to the state's rich cultural heritage. Understanding these resources helps elementary teachers create vibrant literary experiences for their students throughout Pre-K through 5th grade.

Key Terms

• Reading comprehension — Constructing meaning from text
• Literal comprehension — Understanding stated information
• Inferential comprehension — Understanding implied information
• Background knowledge — Prior knowledge relevant to text
• Comprehension strategies — Techniques skilled readers use
• Predicting — Anticipating what will happen
• Questioning — Generating questions while reading
• Visualizing — Creating mental images
• Inferring — Understanding what isn't stated
• Summarizing — Restating main ideas concisely
• Synthesizing — Combining ideas to form new understandings
• Picture book — Genre integrating illustrations with text
• Traditional literature — Folktales, fairy tales, fables, myths
• Realistic fiction — Fictional but plausible stories
• Historical fiction — Fiction with accurate historical setting
• Fantasy — Stories with magical elements
• Science fiction — Stories based on speculative science
• Poetry — Compact expressive language
• Informational text — Nonfiction text
• Character — Person or being in a story
• Protagonist — Main character
• Antagonist — Character opposing protagonist
• Setting — When and where story takes place
• Plot — Sequence of story events
• Exposition — Story introduction
• Rising action — Building tension
• Climax — Turning point
• Falling action — Events after climax
• Resolution — Story ending
• Conflict — Problem driving plot
• Theme — Central message
• Point of view — Narrator's perspective
• First person — Narrator is a character
• Third person — Narrator is outside story
• Simile — Comparison using "like" or "as"
• Metaphor — Direct comparison
• Personification — Human qualities to non-human
• Hyperbole — Exaggeration
• Idiom — Phrase with non-literal meaning
• Onomatopoeia — Words imitating sounds
• Alliteration — Repeated initial consonants
• Text structure — Organization of text
• Read-aloud — Teacher reading to students
• Shared reading — Reading together
• Mirror book — Reflects student's experience
• Window book — Provides view into others' experiences