Number the Stars
By: Lois Lowry
The Forgotten Victims of the Holocaust
By: Linda Jacobs Altman
“That’s all that brave means – not thinking
about the dangers. Just thinking
about what you must do.”
~Uncle Henrik~
Name: _________________________
Packet created by Hannah Sockwell
Multi-Text Outline
BEFORE READING
Cover prediction activity (just looking at the cover of the book)
- Individual or working in pairs
Basic Background information (mini lecture on WW2 and the Holocaust)
(The Forgotten Victims)
- Individual (taking a few notes)
DURING READING
Character Sketcher
(Number the Stars)
- Possibly used with each assigned reading section.
- Independent work to complete, group work to discuss
Discussion Director
(Number the Stars)
- Possibly used with each assigned reading section.
- Independent work to create questions, group work to discuss
Double-Entry Diary
(Number the Stars)
- Possibly used with each assigned reading section.
- Independent work to find passages, group work to discuss
Vocabulary
(Number the Stars)
- The vocabulary words come from all sections of the book, so this may need to be
introduced when that specific section is being covered.
- Independent work
AFTER READING
Letter to a Character
(Number the Stars)
- Students use character traits/thoughts/feelings to write a letter to another character
- Independent work to write the letter, whole class sharing their letters
Author’s Craft
(Number the Stars)
- Students work independently to find passages, whole class or small group to discuss.
Vocabulary Activities
(Number the Stars)
- The vocabulary words come from all sections of the book, so this may need to be
introduced when that specific section is being covered.
- Independent work
Internet Workshop
(Internet Websites)
- Students can work independently or in pairs, depending on the amount of available
computers.
Number the Stars
By: Lois Lowry
ISBN: 0440403278
Published By: Bantam Doubleday Dell Publishing Group, Inc.
New York, NY (1990)
Reading Level (5th grade)
The Forgotten Victims of the Holocaust
By Linda Jacob Altman
ISBN: 0766019934
Published By: Enslow Publishers, Inc.
Berkeley Heights, NJ (2003)
Reading Level (upper elementary and middle school)
I chose Number the Stars because it is an easy read for sixth graders and
the book is well written. Lois Lowry created this story based on stories from
Annelise Platt. Annelise told Lois the stories from her past, about being a little
girl in Copenhagen, whose Danish culture helped Danish Jews survive the Holocaust.
Another reason that I chose this book is that this story provides students with a
context to read and learn about a time in our world’s history known as World War
II and the Holocaust. The trials that Annemarie’s family goes through are the
same as many Danish families faced to save Danish Jews from the Nazis. The
additional text, The Forgotten Victims of the Holocaust, gives students
background as to how the Holocaust occurred and background knowledge to World
War II. The Forgotten Victims tells about the millions of other victims that
suffered from the Holocaust other than Jewish people. This is important because
students learn that not only were the Jewish people in Europe not safe, but also
thousands of disabled people, and other ethnic groups such as Gypsies.
These two texts give students a wide variety of information on their level
that they can understand and relate to. Lois Lowry’s novel is really personable and
students can relate to the main character in that they are also children. European
history and US history are important concepts in the sixth grade. By using these
two texts, I can integrate Reading and Language Arts together with Social
Studies.
Before you read: Look at the front and back covers of the book.
Write down your predictions about the following:
Setting (time and place)
When and where do you think the story takes place? ___________________________________
______________________________________________________________________________
______________________________________________________________________________
Characters (the people, animals, or objects around which the action of the story is centered)
Who do you think the main character will be? ________________________________________
______________________________________________________________________________
______________________________________________________________________________
Problems & Solutions (what happens in the story and how is it resolved)
What do you predict will be the largest and most significant problem in the book? How do you
think this problem will be solved? _________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Write down any other predictions or questions you may have. ____________________
______________________________________________________________________________
______________________________________________________________________________
Character Sketcher
Your job as a Character Sketcher is to identify a character’s
actions (character traits) and explain or prove these traits, identify
the character’s goal (which is what the character wants to do or
accomplish), identify the problem and solution in the reading, and
complete a sketch or illustration of the character.
You need to be aware that the character traits you will choose
will be implied character traits. In other words, they are not directly
stated in the passage. You really want to use descriptive words for
your character traits. You do NOT want to use words like good, bad,
nice, and mean. Be sure to use your “Descriptive Character Traits”
page for help.
Sometimes the solution to your character’s problem will not be in
the section of the book that you are reading. In this case, you will
need to come up with a possible solution for your character’s problem.
When you begin artistically representing your character, try to use any
physical descriptions from the text to help you. Your “artistic
impression” of the character will need to be on a separate sheet of
paper. The next page gives you an outline to guide you while you are
gathering information.
Character’s Name: ________________________________________
Section and title of the book you are reading: _________________________________________
Implied Character Traits (Pick 3)
1. (trait) ____________________ (page) __________ (paragraph) __________
(explanation or proof from the text of trait)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. (trait) ____________________ (page) __________ (paragraph) __________
(explanation or proof from the text of trait)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. (trait) ____________________ (page) __________ (paragraph) __________
(explanation or proof from the text of trait)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Character’s Goal:
____________________’s goal is to _______________________________________________.
Problem:
____________________’s problem is ______________________________________________.
Solution or Possible Solution: ___________________________________________________
_____________________________________________________________________________.
Discussion Director

Your job is to involve the students around you by thinking and
talking about the section of the book you have just read. You
are going to ask questions that really help the students around
you think about the reading. Your questions should require
students to discuss their interpretations of the text and
connect background experience and knowledge with the text.
You want all students involved in the discussion and talking
about issues that come up during the reading.

Your job as the Discussion Director is to come up with 5
thinking questions. I really want you to help the students
around you to go back to the book to find the answers if they
do not know them. So, to help this run smoothly, you need to
write down:
 your questions
 your answers to your questions
 the page number where the answer can be found

When developing your questions, think about Annemarie’s
experiences with her best friend, Ellen; when the Nazi officers
come into her home; going to Uncle Henrik’s house; and her
journey along the path.
Vocabulary
Complete the following chart by writing in child-friendly definitions for the
following words. Then, complete the next sheets assignments using the same
words.
Word
dramatically
page 39
approached
page 55
haze
page
67
reluctantly
page
78
gestured
page
79
rummaging
page
88
protruding
page
91
Meaning
Vocabulary Activities
WORD NETWORKS

Write down words (people, things, situations, etc) that come to your mind when you
think about the work protrude. (Fill free to add more than four words)
protrude
ALIKE & DIFFERENT

What is alike or different about these words: gestured and rummaging?
______________________________________________________________________________
______________________________________________________________________________
FORMS OF A WORD

Fill in the missing information.
Noun
Verb
Adjective
dramatically
SYNONYMS & ANTONYMS

Fill in the missing information.
Synonym
Word
Antonym
approach(ed)
hazy
SENTENCE STEMS/IDEA COMPLETIONS

Fill in the blank.
She accepted the gift reluctantly because ____________________________________________
_____________________________________________________________________________.
Double-Entry Diary
You will need to complete a Double-Entry Diary for the sections of
the book that you will be reading. Remember to write down the
quotation or passage and the page number on the left side of your
paper, write your response or personal reaction and connections to
what was written in the left column.
It should look similar to this: (you must come up with your own
example…please do not use mine)
Quotation/Passage and Page Number
Your response, reaction, and
connections to the quotation or
passage
“And she knew what Resistance meant. Papa
had explained, when she overheard the word
and asked…They were very brave. Sometimes
they were caught and killed.”
I chose this passage because it informs the
reader as to how the Danish people risked their
lives to resist and delay the German troops.
This passage shows the reader how certain
people were willing to die to protect their
neighbors. That is really special.
Page 8
(First indented paragraph)
-you do not have to list the paragraph number, however,
it may be helpful when you need to find it quickly.-
Press and hold Ctrl and click on the link below.
http://www.pbs.org/daringtoresist/
Directions:
Read this page.
Click on the BARBARA RODBELL link at the bottom of the page.
Read all about Barbara Rodbell (you will have to click on “More” at the
bottom of each page).
1) What did Barbara do once she left her family’s apartment in
Amsterdam? How did she protect herself?
2) Give me some ways that Barbara resisted the Nazi party.
3) What would you have done if you were Barbara Rodbell? Would
you have the courage to leave your family knowing that it was possible
that you would never see them again?
Click on the SHULAMIT LACK link at the bottom of the page to read about
her.
Read all about Shulamit (you will have to click “More” at the bottom of the
pages to read everything there is about her).
1) How did Shulamit resist the Nazis?
2) What happened to Shula (short for Shulamit) after the escapee
turned her in?
Click on the FAYE SCHULMAN link at the bottom of the page to read about
her.
Read all about Faye (you will have to click “More” at the bottom of the pages
to read everything there is about her).
1) What skills did Faye have that helped her survive?
2) What did Faye order done to her family’s home? Why?
3) How did Faye resist?
Compare your answers to all the previous questions to answer this final
questsion?
In what ways did all three women resist? Were their any similarities?
Differences? What became of each of the women? Is it what you
would have expected after reading their accounts? What would you
have done if you were to swap places with one of these three women?
Would you have the courage to do what they did? Answer these
questions in a paragraph form.
Check out the Interactive Timeline by clicking on the “timeline” link at the
bottom of the page. Then click on the “Daring to Resist Interactive
Timeline” to view more information on each of the three women.
At the competition of this Internet Workshop, create an “I” Poem that would
describe a survivor of the Holocaust. Be creative and be respectful.
This website might be helpful in writing your “I” Poem.
How to Write an I Am Poem
When you write your “I Poem” or “I am Poem,” try to get inside your character’s head. You
want to remember all that you learned with the Internet Workshop and also what you know from
the novel, Number the Stars. Write your poem based on the following format from the
perspective of any character from the novel Number the Stars.
I Am
First Stanza
I am (two special characteristics)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem restated)
Second Stanza
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
Third Stanza
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
Author’s Craft
Lois Lowry chooses her words carefully, making use of several literary devices. She appeals to
the reader’s senses by using different types of figurative language. Find at least one example of
each listed below. Then explain how each passage adds meaning to the story.
Figurative Language
Simile: a comparison that includes the
words like or as.
Example: The snow was like a blanket
covering the earth.
Metaphor: a comparison that does not
include the words like or as.
Example: The snow was a blanket
covering the earth.
Personification: a metaphor in which
human characteristics are given to nonhuman things (objects, animals, ideas).
Example: The window winked at me.
Alliteration: a repetition of the same
sound, usually of a consonant, at the
beginning of two or more words
immediately following each other or
within a sentence.
Example: Peter Piper picked a peck of
pickled peppers.
Page Number and Example
What does this passage add to the story?
Letter to a Character
Pretend that you are Ellen, Annemarie’s best friend. You have been in
Sweden for a few weeks and you miss your friend Annemarie terribly.
Write a letter to Annemarie telling her all about the boat ride over to
Sweden, what life is like here, and any other details you wish to include.
Try and be as creative as you can!
Use the following format when writing your letter: Heading,
Greeting/Salutation, Body, Closing, Signature, and Postscript (if needed).
1st Heading
Your address
(this can be on either the left or right side of the page)
2nd Heading
The person you are sending your letter to
Their address
Greeting/Salutation
Dear Billy-Joe-Jim-Bob,
Body
The heart of your letter
Closing
“Sincerely,” or “Your Friend,”
Signature
Your name
Postscript
P.S. (if needed)
Complete Reference List
1) Title: Survivors: True Stories of Children in the Holocaust
Author: Allan Zullo & Mara Bovsun
Illustrator: None
Copyright Date: 2004
Publisher: Scholastic, Inc.
Description: This book contains the stories of 9 children who retell their account of the horrors of the
Holocaust. This book would be a good book for students to read for their self-selected reading. The book
contains stories of boys and girls, so every student can read about a person that they are interested in and
not just a book about all girls or all boys. There is a map and a brief description of the Holocaust. The
stories are relatively short and at the end of each story, there is more information provided about where
the individual is living now.
2) Title: Holocaust Poetry
Author: Complied by Hilda Schiff
Illustrator: None
Copyright Date: 1995
Publisher: Harper Collins Publishers
Description: This book contains 119 poems written by 59 different people that are broken into sections
dealing with Persecution, destruction, God, Lessons, etc. This book would be a good book for students to
read to get a glemse of what people felt during the Holocaust. This book is full of emotion. There are no
really adequate words that could be used to describe, and it would be a good book to read to get the
students to really think about the people who survived and perished during the Holocaust.
3) Title: The Other Victims: First Person Stories of Non-Jews Persecuted by the Nazis
Author: Ina Friedman
Illustrator: None
Copyright Date: 1990
Publisher: Houghton Mifflin Company
Description: This book contains the personal stories of Christians, Gypsies, the Deaf, Homosexuals, and
Blacks who suffered at the hands of the Nazis. This book has five parts and students would need some
background information on the variety of people groups mentioned in the stories. Depending on in what
area of the state this book would be used to teach with, certain sections would need to be omitted. The
parts are not too long and the text is relatively large print, so it would be a pretty easy to read book that
students could gain different perspectives by reading about different people’s stories.
4) Title: …I never saw another butterfly…: Children’s Drawings and Poems from Terezin
Concentration Camp, 1942-1944
Author: Edited by Hana Volavkova
Illustrator: None
Copyright Date: 1993
Publisher: Schocken Books
Description: This book contains poetry and drawings by children in a concentration camp during World
War 2. These poems are remarkable. They are so deep in thought that it is amazing to think that children
could have written them. This book is a great poetry book to include with the novel Number the Stars.
5) Title: Memories of the Night
Author: Anita Meinbach and Miriam Kassenoff
Illustrator: Photographs by Sharon Socol
Copyright Date: 2004
Publisher: Gordon Publishers, Inc.
Description: This book contains lessons that a classroom teacher can easily print and use in their
classroom when teaching lessons on the Holocaust. This book does not contain much information for
students who might choose it for a self-selected reading book.
6) Title: One Yellow Daffodil: A Hanukkah Story
Author: David Adler
Illustrator: Lloyd Bloom
Copyright Date: 1995
Publisher: Voyager Books, Harcourt Brace & Company
Description: This picture book is about an old man who is a Holocaust survivor and how two children
help him embrace his religious traditions he has long forgotten. Even though this book has a large picture
on each page and would be considered a picture book there is a lot of text and it would be a great book for
students who may not read very well to pick up and read, but it would also be good for any student to
read.
7) Title: Hitler Youth: Growing up in Hitler’s Shadow
Author: Susan Bartoletti
Illustrator: None
Copyright Date: 2005
Publisher: Scholastic Nonfiction an imprint of Scholastic
Description: This book contains information on Hitler’s rise to power and the children (Hitler Youth or
Hitlerjugend) who followed him. This book is a pretty easy read and very interesting. It is amazing the
number of young adults who followed Hitler.
8) Title: The Cats in Krasinski Square
Author: Karen Hesse
Illustrator: Wendy Watson
Copyright Date: 2004
Publisher: Scholastic Press
Description: This is a book about a young Jewish girl who escapes from a Ghetto and uses cats to
smuggle food into Ghettos. This picture book is another easy reader for students who struggle and it
would also be a good book to read aloud to the class.
NC Language Arts Standard Course of Study Chart
(Grade Six)
Unit Activity
Students will write a letter to a character given
the basic letter structure to follow. The
students will be using ideas from the novel to
include in their letters (setting, characters, etc).
In their letters they are expected to write from
the perspective of an actual character from the
novel and reflect the thoughts of that character
in their letters.
While reading through the novel, students will
be expected to read thoroughly. There are
activities (Author’s Craft, Discussion Director,
Double-Entry Diary, etc.) to go along with the
reading that will check for understanding and
group work with these activities will check to
see if the student comprehends the novel.
Students will be expected to work
appropriately in group settings when
discussing their work. The Discussion
Director, Double-Entry Diary, Character
Sketcher, activities allow students to easily
compile their ideas from the novel and share
them with their group.
Students will be completing the Author’s Craft
assignment, where they will be required to find
at least one example of each of the possible
four types of figurative language (alliteration,
metaphor, personification, and simile).
Students will examine the text to find the
Author’s purpose for writing.
NCSCOS Grade Six
1.01 Narrate an expressive account (e.g.,
fictional or autobiographical) which: uses a
coherent organizing structure appropriate to
purpose, audience, and context, tells a story or
establishes the significance of an event or events,
.,
dialogue, suspense, movement, gestures,
expressions).
1.02 Explore expressive materials that are read,
heard, and/or viewed by: monitoring
comprehension for understanding of what is read,
heard and/or viewed, analyzing the
characteristics of expressive works, determining
the effect of literary devices and/or strategies on
the reader/viewer/listener, making connections
between works, self and related topics,
comparing and/or contrasting information, and
drawing inferences and/or conclusions.
1.03 Interact appropriately in group settings by:
listening attentively, showing empathy,
contributing relevant comments connecting
personal experiences to content, and monitoring
own understanding of the discussion and seeking
clarification as needed.
4.01 Determine the purpose of the author or
creator by: monitoring comprehension for
understanding of what is read, heard and/or
viewed, exploring any bias, apparent or hidden
messages, emotional factors, and/or propaganda
techniques, identifying and exploring the
underlying assumptions of the author/creator,
and analyzing the effects of author’s craft on the
reader/viewer/listener.
5.01 Increase fluency, comprehension, and
insight through a meaningful and comprehensive
literacy program by: using effective reading
strategies to match type of text, reading selfselected literature and other materials of
individual interest, reading literature and other
materials selected by the teacher, discussing
literature in teacher-student conferences and
small group discussions, taking an active role in
whole class seminars, discussing and analyzing
the effects on texts of such literary devices as
figurative language, dialogue, flashback and
sarcasm, interpreting text by explaining elements
such as plot, theme, point of view,
characterization, mood, and style, investigating
examples of distortion and stereotypes,
recognizing underlying messages in order to
identify theme(s) within and across works,
extending understanding by creating products for
different purposes, different audiences and
within various contexts, and exploring
relationships between and among characters,
ideas, concepts and/or experiences.
The students’ Letter to a Character will reflect 6.01 Demonstrate an understanding of
conventional written and spoken expression by:
how well the students understand written
using a variety of sentence types correctly,
expression and the students will have the
opportunity to read their letters aloud and there punctuating them properly, and avoiding
will be multiple discussions about the novel in fragments and run-ons, using appropriate
class, and this will give students practice with a subject-verb agreement and verb tense that are
appropriate for the meaning of the sentence,
variety of spoken expression.
demonstrating the different roles of the parts of
speech in sentence construction, using pronouns
correctly, including clear antecedents and correct
case, using phrases and clauses correctly (e.g.,
prepositional phrases, appositives, dependent and
independent clauses), determining the meaning
of unfamiliar vocabulary words by using context
clues, a dictionary, a glossary, a thesaurus, and/or
structural analysis (roots, prefixes, suffixes) of
words, extending vocabulary knowledge by
learning and using new words, exploring the role
and use of dialects and of standard English to
appreciate appropriate usage in different
contexts, and developing an awareness of
language conventions and usage during oral
presentations.
Students will have the opportunity to complete
an Internet Workshop, in addition to working
with the activities for the novel. This variety
will give students multiple strategies for
dealing with multiple sources.
Rubric
Activity/Criteria
Pre-reading Activity (Prediction Activity)
• Predictions are complete; thought and
effort is demonstrated.
Character Sketcher
• Sketch includes thoughtfully selected
information about the character,
including 3 implied character traits,
problem and solution, and character
goal.
• Artistic Impression is creative and
demonstrates knowledge of
information given in text regarding
character’s physical appearance.
Discussion Director
• Questions display insights into novel’s
main events and themes; questions
are “higher-level.”
• Answers are provided and when
appropriate page numbers.
Vocabulary Definitions & Activities
• Definitions are “child-friendly.”
• Activities are correct and complete.
Double-Entry Diary
• Examples are well chosen, well
explained, and thoughtfully crafted.
• Provides more than one thoughtful
idea or supporting reasons.
Internet Workshop & “I Poem”
• Notes reveal thoughtful preparation
for participation.
• Information in graphic organizer.
• “I Poem” is correct and well
organized.
• Visual Representation is present.
• “I Poem” is in the required format.
• Includes appropriate words and also
includes alliteration, simile, or
metaphor.
Total Points
Possible
5
10
10
15
15
15
Self-Assessment
Points
Actual
Points
Author’s Craft
• Chart includes at least one chosen
example of a simile, metaphor,
alliteration, and personification from
the novel.
• Explanations are provided on how
figurative language adds meaning to
text.
• Artistic representation is thoughtful
and creative.
Letter to a Character
• Letter is in the given format.
• Letter includes accurate information
from text.
• Creative and interesting.
Grammar and Overall Appearance
• Work has little to no grammatical
errors.
• Work is neat and well organized.
Grand Total:
15
15
Yes or No
100
Taken from Dr. Trathen
RE 4030-432
Multi-Text Study
Context:
I created this multi-text study in RE 4030 under the advisement of Dr. Woodrow Trathen in the
fall of 2005 as a Block II requirement. The study is geared toward the sixth grade and was
created around the fiction and non-fiction books entitled Number the Stars, by Lois Lowry and
The Forgotten Victims of the Holocaust, by Linda Altman. In addition an Internet Workshop
focusing on personal accounts of three survivors was created to promote self-confidence and
endurance. This unit is a language arts unit which integrates social studies by reading a novel
that deals with World War 2 and the Holocaust.
The references for my unit are as follows:
Number the Stars, by Lois Lowry. Published in 1989, by Yearling Books. ISBN: 0440403278
The Forgotten Victims of the Holocaust, by Linda Altman. Published in 2003, by Enslow
Publishers, Inc. ISBN: 0766019934
Dr. Woodrow Trathen
http://www.pbs.org/daringtoresist/
Impact:
This multi-text study is a great way to integrate both fiction and non-fiction texts through very
creative and engaging formats. Through reading Number the Stars and The Forgotten Victims of
the Holocaust text, students are given the opportunity to think critically about what they read
while completing a variety of engaging language arts activities that connect to the multi-texts. I
chose to develop this unit because a major aspect of the sixth grade social studies curriculum
deals with Europe, and students need to know about the Holocaust to prevent mass genocide
from ever occurring again. I was able to implement sections of the following parts of this unit in
Mrs. Farthing’s sixth grade Language Arts classes and Mr. Hiatt’s sixth grade social studies
classes at Valle Crucis School.
Alignment:
This multi-text study unit aligns with the Department of Public Instruction standard 1, indicator
3. In this study, I have included not only a fictional text, but I have also included non-fictional
texts which addresses diversity through introducing students to actual accounts of what the Nazi
party did to many innocent people during the Holocaust. This unit also aligns with the
Department of Public Instruction standard 1, indicator 4. This indicator is met through
addressing the needs of students by providing a variety of instructional activities in which
students are able to exercise their communication skills through a multitude of reading, writing,
listening, and speaking activities that cater to a multitude of learning styles. This study aligns
with standard 1, indicator 5. Throughout the multi-text study, I ask students questions in order to
activate prior knowledge that they have about the books they are reading. Students are provided
with individual and small group activities in which they are able to interact with the text in order
to increase their reading and comprehension skills. This lesson also meets standard 1, indicator 6.
As a teacher, it is my job to encourage the development of literacy in each of my students. It is
also my job to cater to the individual needs of the students in my class by providing
developmentally appropriate activities that will help and not hinder the development of literacy.
Standard 7, indicator 2 is met through integrating language arts, social studies and technology
into this unit. Students are reading, writing, learning about the Holocaust and the stories of some
of the survivors, and participating in an internet workshop. Standard 7, indicator 3 is met by
activating the prior knowledge of students through having them make predictions about their
reading. Standard 7, indicator 5 is met by providing the students with activities that cater to a
variety of different learning styles. As a part of this study, students will be artistically
representing similes, participating in a character sketcher activity, and working in small groups
in a discussion director activity. Standard 7, indicator 7 is met by assessing students both
informally and formally through observations and a written vocabulary assessment at the end of
the vocabulary activities section of the multi-text study. Standard 8, indicator 3 is met by
encouraging students to use critical thinking skills when reading or writing through the use of
positive feedback and guidance. Standard 8, indicator 4 is met through providing students with
exciting and interesting literature such as the novel Number the Stars and the non-fiction text
The Forgotten Victims of the Holocaust. Standard 8, indicator 5 is met by providing students
with a variety of different writing activities such as writing an “I am” poem, or writing entries in
a double-entry diary. Students are encouraged to share their products in both small and large
group settings. Standard 8, indicator 6 is met by making sure that I, as the teacher, use proper
English when working with students so that I will serve as a good model for them as they
continue to develop their use of the English language.
NC- North Carolina DPI Elementary Education Specialty Area Standards
Standard : Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts
in English Language Arts and Literacy.
Indicator : Indicator 3: Teachers know and understand a diverse range of historical and contemporary
literatures, including various genres of American, British, and World, as well as literatures written by women and
authors of colors and works written for children and young adults.
Indicator : Indicator 4: Teachers understand the elementary school child’s social, cultural, linguistic, cognitive,
and affective backgrounds as they relate to the ability to develop effective communication processes (listening,
speaking, reading, and writing).
Indicator : Indicator 5: Teachers know and understand that reading is taught as a process of constructing
meaning through the interaction of the reader’s existing knowledge, the information suggested by the written
language, and the context of the reading situation.
Indicator : Indicator 6: Teachers understand the importance of literacy for personal and social growth.
Standard : Standard 7 : Elementary teachers use developmentally appropriate strategies to design and deliver
instruction in all areas of the elementary curriculum.
Indicator : Indicator 2: Teachers understand and use an interdisciplinary approach to teaching by connecting
and integrating language arts, mathematics, science, social studies, healthful living, and arts concepts and
processes, with appropriate technologies to enhance their teaching.
Indicator : Indicator 3: Teachers promote new learning by using students’ prior knowledge, misconceptions,
and interests when designing lessons.
Indicator : Indicator 5: Teachers assist students in developing multiple learning strategies to address discipline
specific content, critical thinking, and problem solving skills.
Indicator : Indicator 7: Teachers develop and use a variety of formal and alternative assessment strategies as
an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative
skills.
Standard : Standard 8: Teachers design instructional programs and strategies that build on students’
experiences and existing language skills to help students become competent, effective users of language.
Indicator : Indicator 3: Teachers guide and encourage students to think critically about what they write and
read.
Indicator : Indicator 4: Teachers encourage students’ enjoyment of reading.
Indicator : Indicator 5: Teachers provide students opportunities to explore the use of different genres of writing
and speaking to a variety of audiences.
Indicator : Indicator 6: Teachers model Standard English.