1. Chapter 10 Reading Literature

2. Experiencing Literature A text can be read efferently or aesthetically: Efferent Stance--the focus is on information in the text We can read an essay to learn about the ideas, which would be the efferent stance. Aesthetic--the reader is carried away by the feelings evoked by the text. If we appreciate the biting satire or humor in the essay, then we are reading with an aesthetic stance. Reading is not an either/or proposition. Instead, it is a continuum with the reader moving toward one stance or the other based on his/her expectations or focus.

3. Experiencing Literature Continued What is important to remember is that teachers need to have a clear sense of purpose when asking children to read a particular piece. The purpose should fit in with the nature of the piece and the objective for presenting it. When reading a story: The reading is efferent if the focus is on the literal comprehension (ex. who are the characters, what is the setting, etc.). The reading is aesthetic is the reader begins to imagine sounds, sights, and emotions, or if the reader begins to wonder what happens to the characters after the story is over, or if the reader imagines alternate scenarios or endings, or if the reader identifies with the character by wondering how he/she would act in a similar situation.

4. 5 Ways to Elicit Response Creating a reader response environment— students feel valued and free to respond Preparing to read the literary piece— activating schema, new concepts, and vocabulary words Reading the literary piece-read silently by students Small-group discussion—four or five students in a group for 5-10 minutes Class discussion—extend small group discussion to whole class

5. Using Response Journal to Encourage Response to Literature After reading, students write their thoughts and reactions in a reading log. Responses can be open-ended, or they can be prompted.

6. Literature Discussion Groups A book discussion shared in a small group setting. Groups meet anywhere from one to two times a week. The teacher models ways to respond in the discussion. The teacher facilitates the discussion between students. Students respond using role sheets, notes on bookmarks, sticky notes to record observations, and respond in logs or journals.

7. Literature Discussion Groups 4-6 students per group. Students decide which book they want to read. Each group is reading a different book. Use fiction and nonfiction. Could be anywhere from 4-6 literature discussion groups at one time. Roles—discussion director, literary luminary, connector, character captain, artistic adventurer, vocabulary enricher. Students complete response activities that share what they learned about their book.

8. Envisionments: Four Levels of Questions Initial Understandings-enables students to share their reactions about a text. Which part of the work stands out in your mind? Developing Interpretations-questions that encourage students to think more deeply about the story. Do you think the main character acted responsibly? Reflecting on personal experience-questions that help students relate to personal knowledge or experience. Have you ever been in a similar type of situation? Evaluating-help students step back and take a critical look at the piece as a work of art. Does this piece remind you of anything else that you read?

9. Discussion Moves Stating Explaining Agreeing Disagreeing Building Extending/Following/ Expanding Clarifying Initiating/Opening Inviting Connecting Monitoring Summarizing Including Modeling Prompting Strategy Use Debriefing/Reflecting For chapter activities, copy chart on p. 449 and briefly describe what is found on the chart. Paste the chart to the back of your chapter activities sheet.

10. Types of Literature Folklore Folktales Myths Tall Tales Poetry Chapter Books and Novels Nonfiction

11. Analyzing Story Elements Character Analysis Plot Analysis Semantic Maps Creative Dramas Story Theaters Reader’s Theater

12. Reading Aloud Teaching method where the teacher reads aloud to the student. Designed to promote enjoyment of reading with children. Can improve students’ attitudes toward reading. Improves listening, vocabulary, and comprehension skills.

13. Suggestions for Structuring the Read-Aloud Program Select books that you enjoy. This will shine through when you read to your students. Read aloud at the beginning of the period. Decide ahead of time how much you will read aloud—5-10 minutes. Follow the read-aloud with a discussion about what was read. Read slightly above students’ grade level. Prepare your reading in advance. Note difficult vocabulary that might need to be addressed before you read or as you read.

14. Voluntary Reading Giving students time to read and choice in what they are reading. Improves students motivation to read. Other names... SSR, USSR, SQUIRT.

15. Adapted Rules for SSR Each student is involved in reading. The teacher reads during this time, too. The teacher can also hold conferences with individual students. Books should be chosen before SSR begins. At the beginning of the year, start with five minutes then build up to longer chunks of reading time. Use a timer. NO BOOK REPORTS!

16. Steps for SSR 1. Determine interests and attitudes. 2. Building the classroom library. 3. Setting up a management system. 4. Teaching students how to select books. 5. Teaching students how to talk about books. 6. Teaching students how to work together. 7. Teaching students to recommend books.

17. Motivating Readers through Voluntary Reading Give students an interest inventory at the beginning of the year. Match books to student’s interests. Use the indirect approach—make books available all around the classroom. Pique student’s interest. Use videotapes to preview books.

18. Motivating Readers Continued Visit author web sites. Encourage partner reading. Make book recommendations. Give students opportunities to talk about and share books. Use Internet resources to make books available.