For different age groups of students, different difficult topics could be introduced. For example, it may not be appropriate to talk about drugs with 1st graders, but using a fantasy book to discuss bullying in a first grade classroom could be extremely beneficial.

Fantasy can be used to teach about metaphors, relating the fantasy stories to real life.

I think it is important to talk about myths in school, because many students may not even be aware of what myths are even though they are impacting their everyday lives.

Oedipus could be taught in high school. It relates to the 9th grade standard CCLS - ELA: RL.9-10.2Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

This can really help students who are struggling with math

I agree with this. Also, if a child had to go back and reference the book for a project or assignment, they will might be able to identify what they are looking for more quickly because they have the pictures to pair the information with. Jus looking at the picture may help them recall the information.

Its important to use picture books for other subjects other than just literature/ English classes. Social Studies/ History is usually a subject students don't like as much, so incorporating picture books can also help to engage them.

I think as long as students are reading at their reading level it is important that they are reading in general. It shouldn't matter what type of book it is. It is a challenge to get certain students to read in the first place, so as long as they are reading something they are benefiting.

I think the improvement over the months is amazing, and it goes to show that the mini lessons, and this teachers teaching is very effective.

I like that this teacher plays classical music while they write, because not only is it beneficial to increase brain activity, but it makes writing block more of an experience rather than a chore

This is interesting because I would have never thought to have kids illustrate a story before they write it, but this way, they will be able to visualize how they want their story to be and it will serve as almost like a roadmap for their story.

This is good, because it means that the teacher has been giving mini lessons that the students have found meaningful to them.

This is important, because even now in college when I am writing I sometimes get disorganized, or go off topic and have to refocus myself. Teachers can not underestimate the importance of sayin on topic and clarity of writing

I think this is important because not only does it build the authors self confidence, but it also helps the rest of the class learn how to be respectful, and helps them to replace what negative comments they would have said with positive comments

I think this is important especially for students who aren't motivated to participate. The student will be motivated by their chips.

I think in this case, the teachers who work together in that grade need to work together to figure out what is best for their students and what the students need. They should all come up with a plan so that there can be a more effective transition from class to class.

It is hard for many teachers to find time to fit everything in, but there is even more pressure when teachers are working with students who are behind and need extra support.

I work in a preschool classroom in new haven, and this is an issue that my students face as well. There are constantly students leaving and coming in. It makes it ver inconstant for the students, and the teachers often feel like they have to work extra hard to get to know their students.

I think this is a great way to not only teach literature skills, but to teach social-emotional skills as well.

I believe that this is because when they start talking about what they read, they feel like there was a purpose for reading it, and the conversation serves as motivation. Students won't look at reading as something they have to do because the teacher said so.

I agree with this, and I believe that it gives students a deeper understanding about the book. It gives students a purpose for reading as well, instead of the students just reading because they have to and forgetting all about it.

If positive social interaction is happening in literature circles, it is probably also happening other times throughout the school day such as PE, recess, and lunch. I think that if this is happening the teacher should facilitate a meaningful lesson on how to interact positively with peers and why it is important. I think that the teacher should also model what a literacy circle looks like and reinforce positive social skills when they come about.

I think that if kids are fighting in these groups, then there is a bigger problem than just behavior. There may be issues such as students not understanding the material, or finding it boring causing them to get off track.

Students will have to understand the differences between stories, dramas, and poetry. If students are going to be able to comprehend and understand these different pieces of literature they have to become familiar with different literary elements that is specific to each type of writing.

A way to encourage students to meet this standard is for the teacher to read picture books, and short stories during snack time or a short break in the day. If the teacher doesn't have time to get to the whole story, he/she can ask the students to recap what has been read so far. This will help comprehension. It is important for students to develop comprehension before they can apply any other literary skills according to the reading Teaching Literary Analysis.

Not only is this a skill to be able to compare and contrast two Stories, but social studies becomes integrated with language arts. The student will be able to learn about a different culture at the same time as improving the skill to compare and contrast.

Not only does this demonstrate culture, but it also demonstrates that literacy is not just reading. Literacy is also about interpretation and can be interpreted through not just words but also movements, and sounds.