Literature-Based+Approach

The Literature-Based Approach is best used for advanced beginning to advanced English-Language Learners. It can be used for everyone from elementary students to adults. Instead of teaching reading through traditional, bottom-up approaches using basal readers, students are given the opportunity to explore reading through the use of authentic texts. There are various methods within the parameters of this approach, including literature-based discussion groups outlined here.
 * Literature-Based Approach**

1. Authentic literature is used to explore various genres including realistic fiction, fantasy, historical fiction, biography, etc. 2. Cooperative groups are used for shared reading and are expected to complete various tasks individually, such as notating unfamiliar vocabulary, making predictions, participating in group discussions, etc. 3. Students within the group are assigned various tasks or roles, such as discussion leader, group recorder (audio and written), word wizard, geography locator, and research specialist. 4. Learners work together to determine various literary elements in the story—characters, plot, and setting. 5. The teacher checks if the students’ interpretations are correct through group or individual dialogue. 6. Learners are encouraged to make meaning by discussing how various issues in the text relate to their lives. 7. Break out activities can be incorporated after reading the text. 8. Authentic or traditional assessment can be used.
 * Strategy**

1. Students divide into groups. After the teacher presents several books, the group selects a group that they would like to read. When beginning the literature groups, it may be helpful for the entire class to read the same book. 2. Various roles can be assigned within each group. 3. Students can read the book silently or aloud, and then meet after reading the assigned portion. The teacher can assign this, or with more independent groups, the students can set the pace. 4. The teacher moves from group to group, listening to discussions, providing input as needed, and perhaps inquiring to ensure accuracy in comprehension. 5. After reading the book, students select from a variety of activities to extend the text. Students can choose to work individually, in pairs, in a group, or on multiple projects, if time allows. The teacher initially provides help, but students can make suggestions of their own. 6. When students complete their projects, they share them with the class and perhaps the rest of the school community. • English language learners encounter authentic literary texts. This means that students read books and stories written as literature rather than specially written stories designed with controlled vocabulary to develop particular reading skills. • Students may develop a love of reading. They feel a sense of empowerment and become voracious readers. • Books are read in English. • Effective only with intermediate and advanced students. • Vocabulary can be potentially over whelming if English language learners do not have appropriate strategies to use. Texts include words used in new ways, used colloquially, used with specific cultural referents, or used metaphorically. Teachers need to teach strategies such as inferencing to help learners. • Literature reflects cultural values, shared knowledge, and discourse organization, which may be different from that of students’ native cultures. • Fast readers finish the books ahead of the rest. Others may be slower readers.
 * Applications and Examples**
 * Strengths**
 * Weaknesses**

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