ADDITIONAL ACCESS-POINT ACTIVITIES FOR WORLD LITERATURE
Following are additional activities to help teachers meet Florida Access-Point standards.
A note on teaching tools referenced in this document: All Glencoe Literature
resources, where applicable, should be understood to be those for World Literature:
• Student Edition refers to Glencoe Literature: World Literature (Student Edition)
• Teacher Edition refers to Glencoe Literature: World Literature (Teacher Edition)
• Read and Write refers to World Literature Interactive Read and Write (Teacher
Edition)
• Unit Teaching Resources refers to World Literature Writing-Speaking-ReadingListening Unit Teaching Resources (Fast Files). The graphic organizers are the
same in each unit book and are found at the back.
Note that the Online Student Edition is available at http://www.glencoe.com/ose.
StudentWorks Plus is available on CD-ROM and DVD-ROM.
The World Literature Teacher Edition, World Literature Read and Write Teacher Edition,
and Unit Teaching Resources are available on the TeacherWorks Plus CD-ROM.
General note regarding Participatory Access Points: Many of the Florida LanguageArts Access Points refer to read-aloud text. One feature of the Online Student Edition and
StudentWorks Plus is that almost every selection comes with full-text synced-audio reading
support. Students can hear each selection as they read along and see the portion of the text
being read highlighted on-screen. The Online Student Edition and StudentWorks Plus also
include visual animations of many Literary Elements and Reading Strategies. Students will
benefit from these added visual and kinesthetic presentations of essential program
information. Page references are the same for both the print and interactive versions of the
texts.
Vocabulary De velopment
LA.1112.1.6.In.f
The student will use phonics skills to decode unknown words;
LA.1112.1.6.Su.f
The student will use phonics skills to decode unknown words;
Opportunities for teachers to have students use phonics skills to decode unknown words
occur frequently in World Literature, especially in situations where vocabulary instruction
already involved oral reading or word pronunciation. Phonics can easily be incorporated
into the Vocabulary Routine for each lesson. See Appendix (page 5) for more information
on incorporating phonics into vocabulary routines.
LA.1112.1.6.Pa.b
LA.1112.1.6.Pa.c
The student will listen and respond to stories and informational text;
The student will identify persons, objects, and actions by name or
characteristic;
Opportunities for teachers to have students listen and respond to stories and informational
text occur throughout World Literature.
• Full-text synced-audio reading support is available in the Online Student Edition
and StudentWorks Plus.
• Many activities for Approaching Level students in the Teacher Edition involve
teachers or students reading text aloud and all activities can be conducted in this
way. Listening to text read aloud helps students at the Participatory level to identify
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persons, objects, and actions by name or characteristic, and to accomplish other
reading-comprehension tasks.
LA.1112.1.6.Pa.e
The student will seek assistance to clarify the meaning of vocabulary.
Make available to students and assist them in using resources when necessary to clarify the
meaning of vocabulary. Such resources might include picture dictionaries, illustrated
encyclopedias or reference works, or the Interactive Vocabulary CD-ROM, which includes a
Visual Glossary and an Audio Support Feature. Resources in the Student Edition include
Visual Vocabulary on many selection pages and images that provide visual support for
reading content.
Reading Comprehension
LA.1112.1.7.Pa.c
The student will recognize topic and details in read-aloud stories and
informational text used in daily activities in school and real-world situations;
Use oral or choral reading (or the Online Student Edition/StudentWorks Plus audio feature)
to help students experience stories and informational text used in daily activities in school
and real-world situations. (For the informational texts, you may want to build on the activity
for LA.1112.6.1.Su.b.) Encourage students to show their recognition of topics and details
through speaking, using visual aids, or even dramatization, as appropriate.
LA 1112.2.2
Non-Fiction
Literary Analysis: Non-Fiction
Standard: The student identifies, analyzes, and applies knowledge of the
elements of a variety of non-fiction, informational, and expository texts to
demonstrate an understanding of the information presented.
LA.1112.2.2.Su.b The student will use information from read-aloud nonfiction text to identify
the main idea and supporting details;
Use oral, paired, or choral reading (or the Online Student Edition/StudentWorks Plus audio
feature) to help students experience a variety of non-fiction literature selections. After their
reading, help students fill in a graphic organizer like the one for Supporting Details in Unit
Teaching Resources. Students should write the main idea in the top box and list supporting
details in the bottom ones.
LA 1112.3.4
Editing for
Language
Conventions
Writing Process: Editing for Language Conventions
Standard: The student will edit and correct the draft for standard language
conventions.
LA.1112.3.4.Su.d The student will edit for correct use of singular and plural nouns;
Evaluate a selected student draft for errors in the use of singular and plural nouns. Make a
note of relevant information on Student Edition page R57 ( “Forming Plurals”) and R48
( “Lack of Subject-Verb Agreement ”). Go over this information with students. Then help
students make the needed corrections in their drafts.
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LA.1112.3.4.Pa.a The student will revise a draft product that communicates about a real-world
topic when necessary by changing or rearranging pictures, symbols, or
words.
Build this activity on a writing assignment that calls for students to draft a product that
communicates about a real-world topic using pictures, symbols, or words (for example,
Teacher Edition pages 424-425). Assist students in explaining what they wanted to
communicate and in evaluating their drafts. Help students decide whether they need to
change or rearrange some of the pictures, symbols, or words they used to improve the draft
and assist them in doing so.
LA 1112.6.1
Information and Media Literac y: Informational Text
Informational Text
LA.1112.6.1.In.c
Standard: The student comprehends the wide array of informational text
that is part of our day to day experiences.
The student will create a personal job aid (e.g., checklist, pictured
directions, step-by-step procedures).
Have students create a personal job aid to help them perform an important daily activity.
1. Invite students to contribute important daily activities that can be challenging for
them or for other people they know.
2. Help students brainstorm ideas for informational texts that would be helpful in
carrying out these tasks (for example, step-by-step instructions, pictured directions,
checklists).
3. Have students choose an activity they would like help with and a type of
informational text they think would be helpful in carrying out that activity and create
a personal job aid to use.
LA.1112.6.1.Su.c
The student will create a personal job aid (e.g., pictured directions).
Assist students in creating a personal job aid to help them perform a daily activity.
1. Help students brainstorm daily activities they find challenging.
2. Model for students the creation of a personal job aid for carrying out an activity,
such as pictured directions or a pictured checklist. Be sure to show students that the
pictures need not be works of art; they can be simple icons or symbols (for example,
two parallel lines with smaller lines crossing at right angles–like a section of track–
could indicate a train station).
3. Assist students in choosing an activity they would like help with and in creating a
personal job aid of their own.
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Appendix