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Professional Resources
Literature--Before, Behind, and Beyond
Discipline
Reading
Grades
6, 7, 8, 9, 10, 11, 12, Postsecondary
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Professional Commentary

In this classroom vignette, Cher Orebaugh, a former middle and high school teacher, lends her firsthand experience to teaching literature (Wuthering Heights) in new ways. Available in its entirety in the February 2006 issue of AdLIT In Perspective, "Literature--Before, Behind, and Beyond" traces Orebaugh's introduction to, use of, and ultimately success with frontloading to teach her students Emily Bronte's Wuthering Heights. The author shares teacher-to-teacher the way, means, and end to an approach that is at once practical, accessible, and applicable to content-area literacy. (author/ebm)


Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (8–10)
A.
Apply reading comprehension strategies to understand grade-appropriate text.
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
C.
Use appropriate self-monitoring strategies for comprehension.
Benchmarks (11–12)
A.
Apply reading comprehension strategies to understand grade-appropriate texts.
B.
Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).
C.
Use appropriate self-monitoring strategies for comprehension.
Writing Applications Standard
Benchmarks (8–10)
B.
Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.
D.
Use documented textual evidence to justify interpretations of literature or to support a research topic.
Benchmarks (11–12)
B.
Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author's use of stylistic devices and effects created.