Creating Literacy Instruction for All Students, Enhanced 9th Edition

Creating Literacy Instruction for All Students, Ninth Edition Chapter 10 Reading Literature Developed by: Thomas G. Gunning, Professor Emeritus Southern Connecticut State University Experiencing Literature Literature involves extra dimension Aesthetic reading Efferent reading Clear purpose needed for students Nature of piece Objective Reader response emphasizes aesthetic reading & personal response The New Critics and Close Reading Emphasize close reading of text Readers use an analysis of the way text is constructed to build meaning Making personal connections is seen as leading away from meaning of text Close reading is recommended in Common Core Beers & Probst recommend combining close reading with personal connections & involvement Close Reading Explore how the author created the text Analyze text for its use of literary devices & forms and how these contribute to the meaning of the text Often a second read for deeper understanding In a combined close reading & reader response approach, also make connections to text Reader Response Questions Which part of the selection stands out in your mind the most? Was there anything in it that surprised you? What main feeling did it stir up? Does this selection make you think of anything that has happened in your life? Does this piece remind you of anyone you know? Close Reading Questions What techniques did the author use to develop suspense in the story? How does the author use symbols in the story? How does the poet’s use of language contribute to the humor of the poem? What are some examples of foreshadowing? What do you think the writer was trying to say? What events in the story or actions by the characters lead you to believe that? What special words, expressions, or writing devices did the author use? What effect did these have on the text? Responding to Literature Journals Response journal or literary log: respond to prompts or are open-ended Literary: writer assumes role of character Double-entry: records information & in adjoining column records reflection Dialogue: teacher & student or pair of students respond to each other Other forms of response: ad, film clip of scene, collage, interview of main character Literature Discussion Groups Can be formal or informal Can be small group or whole class Can be student or teacher led Can have assigned roles Aim for higher-level learning Include debriefing Quality Talk Ground rules are established. Teacher typically selects text & topic ,& provides an authentic (open-ended) question. Teacher models higher-level talk & scaffolds students’ responses. Students are encouraged to respond freely & to ask questions. Uptake (building on others’ responses) is fostered. Questions should be both analytical & affective Discussion Groups As Cooperative Learning Groups Students choose from six books three they would most like to read. Teacher forms four or five groups. Roles assigned by teacher or group: discussion leader, summarizer, literacy reporter, illustrator, word chief, & connector. At group meetings, students fulfill their roles: lead discussion, summarize, discuss words, etc. Role are switched or can be phased out. Students engage in discussions until book is finished. Share with other groups. Strategic Literature Discussions Designed to help students use following comprehension strategies in their reading & discussions: Summarizing Analyzing author’s craft Questioning Making connections Looking back Types of Literature Folklore: folktales, myths, songs, jokes Poetry Chapter books & novels Drama:may require special reading skills Nonfiction Biographies High-quality nonfiction Subjects interesting to students Voluntary Reading Ten-minutes per day can make a difference Determine interests & attitudes Build classroom library Set up management system Teach students how to select books Teach students how to talk about books- Buddy buzz Teach students how to work together Teach students how to write recommendations Motivating Voluntary Reading Match books with interests Indirect approach: teacher lets students see an interesting book she is reading Pique students’ interest: read suspenseful part of story Have students keep records of books read Use film clips to preview Substitute voluntary reading for other assignments Checklist for Choosing Books