Little House on the Prairie

OVERVIEW

This novel study provides teachers with a highly structured format for teaching language arts as students develop a love for reading longer materials like novels.  Various areas such as reading comprehension, vocabulary development, spelling, grammar and writing are all entwined in this integrated approach eliminating the need for teaching these skills separately.  Activities are divided into three main sections:

1)  Chapter Questions

For each chapter, students answer a thorough set of questions requiring answers in complete sentences.  Reading comprehension is key as students must read and understand the entire book in order to answer the questions.  (One major strength of the novel study approach is that students must understand the novel or they will be unable to do the required assignments.)

2)  Vocabulary and Language

Each chapter also includes activities dealing with such things as word meanings, use of the dictionary, spelling, parts of speech, antonyms/synonyms, syllables, punctuation and

grammar.

3)  Writing and Creativity

In this section, students apply what they have learned about language and grammar skills to write more effectively.  Creative writing is the focus of this less-structured segment allowing teachers more opportunity to incorporate their own ideas into developing creative writing skills.

EVALUATION

Teachers can use the marking format provided or devise their own.  Certain assignments, especially in the Vocabulary and Language section are well suited to marking by students.  However, it is important teachers mark assignments requiring answers in complete sentences to monitor student progress in this crucial area.

***Note***

Due to space considerations, the answers have not been included. (I suppose it is only fair that if students have to read the book, so must the teachers)

READING STRATEGIES

A variety of reading approaches seems to work best.  One proven method is for the teacher to read the book out loud to the entire class the first time through stopping after a chapter or two.  In answering the questions, students will essentially be required to reread the chapter on their own.  Not only does this “out loud” method insure that students are read to daily, but it also helps all students to understand the book regardless of reading level.

Having students read sections silently by themselves, out loud with partners or in small groups are all possible variations that will help keep student interest high.

ASSIGNMENTS

With the assignments, teachers can photocopy entire booklets for each student or only the portions that the teacher wishes to use.  One possible method of reducing this large amount of photocopying is to have students write down chapter questions and answers in their notebooks.

Teachers are free to pick and choose assignments as they see fit as well as adding in any in any optional lessons they develop.  (The main difficulty with this is that it alters the marking totals)

ACTIVITY CENTRE

Periodically, students are asked to get materials from “The Activity Centre”.  This is simply a place where the teacher can leave various materials such as construction paper or other reference material.  The assignments that refer to the Activity Centre are: Design a Mobile, Make an Eight Piece Quilt Block, and Sewing a Stitch.