Responding to Show Comprehension.. Narrative vs. Informational Are there different ways to respond to narrative (fiction) and informational (fact) text?

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Presentation transcript:

Responding to Show Comprehension.

Narrative vs. Informational Are there different ways to respond to narrative (fiction) and informational (fact) text? What is the goal of response for each of these?

Reader Response Theory Responding to Literature

Transactional View Rosenblatt, 1978 Meaning does not reside either in the text or in the reader Meaning happens during the transaction between the reader and the text Readers construct and continually adapt their understandings Although reader actively creates meaning, text provides guideposts to keep meaning from being arbitrary

Types of Responses Aesthetic response –Based on experiences, thoughts, feelings Efferent Response –Reading for information, analytic, reasoning

Efferent/Aesthetic Response Continuum EfferentAesthetic Text-focused Reader-focused Cognitive Affective Final Product Ongoing process Comprehension Transaction Factual Emotional Information Enjoyment Public understanding Personal connections Quantitative aspects Qualitative aspects

Responding to Show Comprehension Remember…Process and Product The END of the comprehension problem solving process Responses are like new text created by the reader via problem solving

“If they can do the worksheet, they don’t need it, and if they can’t do it, it won’t help them.” Marilyn Adams

Comprehension = making thinking visible via a product Response options = Choice Authentic Choice = Key to Motivation Options for response are numerous

Activity: Response Examples (p. 271) ModalityResponse Activity Words: Speaking/Writing Visual Touch/Kinesthetic (including art) Symbols/Signs Multiple Modalities

Responses in School Reflection on CCSS demands Interconnectedness of reading and writing

Response Demands and Bloom’s Taxonomy

What Type of a Question or Activity?

Knowledge: –gather knowledge and understanding Understanding: –summarize the story and relate personal thoughts/ideas Application: –illustrate and demonstrate knowledge and understanding Analysis: –examine, connect, compare and contrast themes, characters and ideas Synthesis: –create something new Evaluation: –draw conclusions and support opinions

Knowledge and Understanding

Application and Analysis

Myths to Compare to Percy Jackson Myths Related to the Novel (by chapter) Myths by Chapter Ch. 1 The Creation The Battle of the Gods and Titans (Titanomochy) Ch. 2 The Three Fates The Three Furies (the Kindly Ones) Ch. 4 Theseus and the Minotaur Satyrs Ch. 5 Dionysus Chiron the Centaur Ch. 6 Nymphs and Naiads The Olympian Council Ares The Marriage of Zeus and Hera Ch. 7 Athena Hermes

Synthesis and Evaluation

Argue Why The Lightning Thief Should Not Be Banned Young adult novels did not exist before In recent years, they have been targeted frequently by censors, either because these novels deal honestly with realistic issues facing teenagers, or because they deal with fantastical subjects such as magic or mythology that some construe as being at variance with strongly held religious beliefs. Some reasons why a censor might object to The Lightning Thief are: Paganism/polytheism Fantastical elements such as monsters and magic Violence Unconventional families/unmarried parents

Why? What is the theme of this book? Discuss the theme with reference to Percy’s character. Compare the theme of this book to either book one or book two. Discuss the themes with reference to Percy’s character.

Percy Jackson: The Titan’s Curse Graphic Organizer for Theme Discussion By RB Loyalty Mother Olympus Friends Father Annabeth Zeus, Artemis

More Examples…

Brochures

Blogs

“Tweets”

New Versions of Stories

Diorama

Bulletin Boards

Written Responses

Teacher-Constructed Prompts Experiential prompts Focus on what the reader brings to the reading Background knowledge, personal experience Text-to-life, text-to-text Aesthetic prompts Focus on feelings, emotional interactions Cognitive prompts Focus on solving problems, making predictions, making inferences Interpretive prompts Focus on personal consideration of meaning, personal judgment Requires higher-level reasoning

Types of Journals

Double-Entry Journal Students select and write about passages they find meaningful in the reading Encourages students to interact with the text and to decide for themselves what is meaningful

Dialogue journal A two-way journal between student and another person, usually a teacher Students respond to the text, either through a prompt or open response Teacher responds back to student to scaffold students’ responses

Reading log/literature log Teacher provides a prompt for writing following a period of sustained silent reading or shared reading More structured than Double-Entry Journal Appropriate prompts involve the reader’s perception of, association with, or evaluation of the text What character was your favorite? Why? Are any characters like you in the story? Explain What was your first reaction to the story?