Chapter 10 Reading Literature This multimedia product and its contents are protected under copyright law. The following are prohibited by law: –any public performance or display including transmission of any image over a network; –preparation of any derivative work, including the extraction, in whole or in part, of any images; –any rental, lease, or lending of the program. © 2013 Pearson Education, Inc. All rights reserved.

Chapter 10 Anticipation Guide

© 2013 Pearson Education, Inc. All rights reserved. Experiencing Literature Experiencing Literature Literature Involves Extra Dimension –Aesthetic reading –Efferent reading Clear Purpose Needed for Students –Nature of piece –Objective

© 2013 Pearson Education, Inc. All rights reserved. Reader Response Create reader response environment –Preparation –Reading –Small group discussion –Class discussion –Other response types (journals, visualization, postcards, duologue, press conference, rap)

© 2013 Pearson Education, Inc. All rights reserved. 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

© 2013 Pearson Education, Inc. All rights reserved. Figure 10.1: Discussion Leader Job Sheet Adapted from Daniels, H. (1994). Literature Circles, Voice and Choice in the Student-Centered Classroom. York: ME: Stenhouse.

© 2013 Pearson Education, Inc. All rights reserved. Quality Talk Ground rules are established. Teacher typically selects text and topic, and provides an authentic (open-ended) question. Teacher models higher-level talk and scaffolds students’ responses. Students are encouraged to respond freely and to ask questions. Uptake (building on others’ responses) is fostered. Questions should be both analytical and affective.

© 2013 Pearson Education, Inc. All rights reserved. Developing Envisionments Initial understanding Develop interpretations Reflect on personal experience Evaluating

© 2013 Pearson Education, Inc. All rights reserved. Strategic Literature Discussions Summarizing Analyzing author’s craft Questioning Making connections Looking back

© 2013 Pearson Education, Inc. All rights reserved. Discussion Approaches Variety of Approaches –Impact on comprehension varies Two Highly effective Approaches –Junior Great Books Requires training, systematic –Questioning the Author Requires training, systematic

© 2013 Pearson Education, Inc. All rights reserved. Responding in Writing Encourages Deeper Thinking Student Can Take Time

© 2013 Pearson Education, Inc. All rights reserved. Types of Literature Folklore –Folktales, myths, songs, jokes –Oral tradition Poetry Chapter Books & Novels –Students need preparation –Include ongoing analysis, discussion –Review story elements

© 2013 Pearson Education, Inc. All rights reserved. Types of Literature (Continued) Drama –May require special reading skills Nonfiction –Biographies –Select subjects interesting to students

© 2013 Pearson Education, Inc. All rights reserved. Reading Aloud to Students Valuable at All Levels –School –Home Purpose or Theme-Related Establish Routine

© 2013 Pearson Education, Inc. All rights reserved. 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

© 2013 Pearson Education, Inc. All rights reserved. Motivating Voluntary Reading –Match books with interests –Indirect approach effective –Pique students’ interest –Use film clips to preview –Substitute voluntary reading for other assignments –Visit author websites –Have students keep records of books read –Encourage partner reading

© 2013 Pearson Education, Inc. All rights reserved. Motivating Voluntary Reading –Recommend books –Use book clubs –Use community resources –Encourage personal libraries –Arrange for book trades –Have available books on current studies –Use the Web –Set up book clubs based on students’ interests –Use incentives sparingly

© 2013 Pearson Education, Inc. All rights reserved. Figure 10.5: Checklist for Choosing Books