reading

2. EARLY & EMERGENT READERS
• Literacy is a vital skill so students should be exposed to it as much as
possible.
• Read alouds are a particularly useful way for students to be exposed to
literature.
• “Fiction” refers to a classification of literature in which the characters and
stories are not based on truthful or real events.
• Fiction is especially useful for elementary level students.

3. INTRO TO STREGA NONA
• Strega Nona is a fictional picture book.
• It was written and illustrated by award winning author Tomie De Paola.
• It was originally published in 1975 by Simon & Schuster.
• The story is about an old Italian woman named Strega Nona who has a
magical pasta pot. Her assistant, Big Anthony, tries reciting the pasta creating
spell himself. He can’t get it to stop making noodles! Strega Nona puts an end
to it, but punishes Big Anthony by making him eat all the pasta.

4. INTRO TO ACTIVITIES
• There are six components of literacy: phonemic awareness, phonics,
vocabulary, fluency, comprehension, and writing.
• Each component plays an important part in the development of literacy.
• Using Strega Nona, I’ve designed three activities addressing phonics,
vocabulary, and fluency.

5. BEFORE ACTIVITY 1
• Before reading the book, students would practice fluency.
• They would be informed that they’re reading a book about pasta today.
• To prepare for the read-aloud story, students would participate in a choral
reading of a poem about pasta (ex: Lotsa Pasta).
• First, the teacher would model proper reading.
• Then, the whole class would read the story together.

6. AFTER ACTIVITY 2
• Afterwards, I would have students practice the vocabulary they learned
through the book. (*Note: When reading the story, I would explain different
words to students).
• I would write vocabulary words (ex: Grazie!) from the story on popsicle sticks
to look like spaghetti.
• Then, I would cut out meatball shapes and write definitions on them (ex:
Italian word for “Thank you!”).
• Students would have to match the spaghetti to the correct corresponding
meatball.

7. AFTER ACTIVITY 3
• After reading the story, I would also have students practice phonics. Because
they’re at a higher level than just learning sounds, I would have them apply
phonetical concepts through spelling and reading.
• I would cut up pieces of yellow yarn to resemble pasta and place them in a
colander.
• I would also create little meatballs with words from the story written on them,
but with blanks (ex: b _ _ ling) with an accompanying picture (ex: bubbling
pot).
• Students would have to figure out the spellings and write them on a piece of
paper. They could then turn in their spellings for a grade.

8. CONCLUSION/VALUE OF FICTION
• Fiction is a powerful tool that should be used often.
• Students are able to expand their creativity.
• Fiction has been studied by quite a few scientists and has proven to be
beneficial in increasing critical thinking and empathy.