Strategies for Integrating Literature into other subjects/classroom: Paired Reading, Reader's Theatre, Literature Circles

Paired Reading:
I remember growing up at about the age of 7, my cousin and I used to play a game we called "MISTAKE". We would read aloud to each other and listen while following in the book for any errors the other made, e.g. making the right pause when there was a comma or and period e.ct. or pronouncing a word correctly.  Every time one made an error the other would claim MISTAKE! and it became the other's turn. Looking back it was really fun especially for someone who would hardly engage in any type of reading. Little did I know that that was an actually strategy incorporated in innocent childhood play. According to Carsch and Cortazi, "this is one of the strategies which is potentially useful for encouraging thinking through speaking and writing in the course of developing reading comprehension of texts in any area of the curriculum". This strategy allows for student pairs to read aloud to each other. This allows for:

•  students to improve on their fluency; less fluent readers are able to reread a passage for better understanding without having to keep the rest of the class behind or feel embarrassed. Fluency also increases comprehension.
• provides student with a more comfortable environment for reading and responding to text/information
• it also provides for student-student scaffolding ; as this strategy caters for more fluent readers to pair up with less fluent readers (mixed ability/development), the stronger assisting the weaker .
• improves students listening , and speaking skills through voice tone, articulation and word pronunciation.

The most important benefit here is that this strategy can be applied in any subject area. Moyer, 2009, attest that mathematical tools such as reasoning and problem solving can be sharpened through reading and writing process. Teachers are able to use real life episodes from authentic texts to formulate problem solving questions
 In much the same as it does in Social studies. For example mapping requires students analyse, decode clues(which may be words, symbols ...)  and make connections between them. Using a short story such and Harriet's daughter with the underground railroad, student pairs can design a map of their own incorporating the key principles/elements learned in social-studies mapping. In addition, students are also able to reflect on their roles in society and the effects and responsibility of the actions/inaction's of theirs and others on the affairs of the world.




Readers' Theatre:  this is a great way to integrate literature into other disciplines such as history, science, social- studies, geography and much more. As student reader takes centre stage he or she is able to bring to live the script (an excerpt from text..) through voice (tone, articulation, pronunciation, word usage) and bodily/facial expression.  Through this integration of reading practice and performance, students are able to:

• read with a purpose
•  enhance their' reading skills and boost self confidence 
• be actively involved According to Susan  Finney, a retired educator and author who gives seminars about improving reading instruction. "It's hard for a child to be a passive observer when you have a script in your hands."
• be more motivated especially those reluctant readers and provides fluent readers the opportunity to explore genre and characterization
• realise the importance of " not what you say, but how you say it" and the impact it has on delivering and receiving/interpreting the intended message.(effective, efficient communication skills)

Literature Circles:

Through small group discussions, students are able to share their ideas, opinions, feelings about a particular passage, or story. Such discussion may range from discussions about characters, events, writer's craft, the setting, as well as comparing and contrasting of their own personal experiences in relation to each other and the text. This type of discussion generates higher order thinking, constructive criticism, building on  their knowledge and understanding as they construct meaning and respond to text which could take the form of journals, art&craft presentations and so forth. Literature circles also accommodates for greater collaboration among students. Which is a plus for any class regardless of subject area. When there is that synergy much more can be accomplished. Benefits of this strategy; it is:

• Guided primarily by student insights and question
• Structured for student independence, responsibility, and ownership
• Flexible and fluid; never look the same twice

Because of this students centered nature, students are more apt to reading and writing through will and interest as opposed to it being mandatory. Wherever students feel empowered and respected, they will perform (that is quality performance)