Possible Literature Goals/Outcomes by Grade Level
Possible Kindergarten and 1st Grade Literature Goals/Outcomes
The teacher will:
- communicate an appreciation of literature.
- promote a lifelong enjoyment of literature.
- provide many opportunities for students to enjoy books.
- make reading literature aloud a top priority and read from a variety of authors and illustrators.
- provide many opportunities for students to self select literature.
- have quality literature available in the classroom.
- provide plenty of library time.
- introduce different genre (most likely through picture books).
- introduce story elements - character, setting, plot, point of view, tone, style.
- introduce strategies to focus attention and improve comprehension of literature.
- encourage students to tell and interpret stories.
Students will:
- develop their own opinions.
- interpret a story or characterization through role playing or other activities.
- develop literature skills by identifying main characters, developing empathy with characters, telling plot sequence, describing setting, and determining elements of tone and style.
- improve their listening skills.
- improve their attention span.
- develop positive self-images about reading good literature.
Possible 2nd and 3rd Grade Literature Goals/Outcomes
The teacher will:
- promote a lifelong enjoyment of literature.
- read literature aloud an average of 20 minutes every day.
- silent read for an average of 15-20 minutes a day.
- provide many opportunities for students to self select different types of literature.
- provide experiences to make students aware of the availability of literature in different real world locations.
- provide enriching literary experiences.
- use trade books (fiction and nonfiction) with thematic units, displays, speakers.
- introduce a variety of authors, illustrators.
- introduce students to different genre.
- provide opportunities for students to respond to literature in a variety of ways in a risk free flexible environment (book talks, murals, mobiles, puppets, play).
- communicate an appreciation of literature.
- provide a risk free environment for students to communicate their emotional reactions to literature (book talk, literature logs, author chair, dialog literature journals, tape records).
Students will:
- develop a critical understanding of elements of good literature.
- develop a critical understanding story elements -character traits, setting, plot, theme, point of view, tone, and style.
- communicate aspects of literature in retellings, webs, maps, connecting story elements to themes and main ideas of story and genre.
- develop an awareness of different genre.
- become aware of different styles of writing for different authors.
- become aware of diversity in life in literature.
- compare and contrast poets and poetry.
- develop a stance that literature fosters humanistic awareness and attitude.
- believe they have creative abilities and skills.
- communicate an appreciation of literature.
Possible 4th and 5th Grade Literature Goals/Outcomes
The teacher will:
- promote a lifelong enjoyment of literature.
- provide time on a daily basis for reading literature aloud. (20 to 30 minutes each day).
- provide time for drop everything and read (DEAR) (15 minutes each day).
- provide many opportunities for students to self select different types of literature.
- provide time for creative writing and production of literature in different media.
- allow time for sharing of literature.
- provide experiences to make students aware of the availability of literature in different real world locations.
- provide enriching literary experiences.
- use trade books (fiction and nonfiction) with thematic units, displays, speakers.
- introduce a variety of authors, illustrators.
- introduce student to different genre.
- provide opportunities for students to respond to literature in a variety of ways in a risk free flexible environment (book talks, murals, mobiles, puppets, play).
- communicate an appreciation of literature.
- provide a risk free environment for students to communicate their emotional reactions to literature (book talk, literature logs, author chair, dialog literature journals, tape records).
Students will:
- select books of choice.
- acquire a source for literature (regularly visit the school or class library or purchases ...)
- identify with characters in a book by listing ways they are like the character or different
- relate to a character's situation by explaining how they would react.
- compare animal similarities to people (characterization)
- identify any story's origins (place it in geographic place)
- choose books of different genre to read
- choose books with different elements of literature
- participate in activities where s/he can identify the elements of literature
- relate their creative skills to different characters' skills
- share reading ideas with others.
- share their opinions and reactions about specific books read.
Possible 6th - 8th Grade Literature Goals/Outcomes
The teacher will:
- promote a lifelong enjoyment of literature.
- read aloud literature to the students approximately 20 minutes a day.
- provide opportunities for students to enjoy their literature preferences.
- provide silent sustained reading (SSR) time for about 15-20 minutes a day.
- integrate multicultural literature throughout the curriculum.
- incorporate genre and elements of good literature into the reading and literature curriculum.
- encourage students to express their opinions about literature in a risk free environment.
- provide opportunities for students to express creative skills in a risk free environment.
- provide opportunities for students to share personal reactions to literature.
- provide time for creative writing and production of literature in different media.
- provide many opportunities for students to self select different types of literature
- provide experiences to make students aware of the availability of literature in different real world locations.
- provide enriching literary experiences.
- use trade books (fiction and nonfiction) with thematic units, displays, speakers.
- introduce a variety of authors, illustrators.
- provide opportunities for students to respond to literature in a variety of ways in a risk free flexible environment (book talks, murals, mobiles, puppets, play).
- communicate an appreciation of literature.
- provide a risk free environment for students to communicate their emotional reactions to literature (book talk, literature logs, author chair, dialog literature journals, tape records).
Students will:
- acquire a source for literature (regularly visit the school or class library or purchases ...).
- identify and critically evaluate story elements - character, setting, plot, theme, point of view, tone, and style.
- identify and critically evaluate different genres and media quality attributes.
- describe multiple ways a person might react to different character's situations.
- identify story's origins (place it in geographic place).
- choose books of different genre to read.
- recognize authors and illustrators works and describe the similarities and differences.
- relate their creative skills to different genre, story elements and quality literature.
- share literary ideas with others.
- share their opinions and reactions about specific literature they read, view, and listen to.
- identify stories in different media - text, visual, graphic, video, song, dance.
Dr. Robert Sweetland's Notes ©