1. Connections between Guided Reading, Text Discussions, and Reading Response EDC423 Dr. Julie Coiro

2. So what happens AFTER Guided Reading? Pre-reading: –Activate knowledge; engage in big ideas; discuss challenging words/concepts; make predictions During reading: (Guided reading) –Four levels of questions -- Model/apply strategies –Discussion Webs -- Story maps -- Text talk queries After reading: –What instructional practices can foster active engagement, social interaction, meaning making and response?

3. Talking About Books (Ch. 9) Oral Response Prompts (Grades K-2) –What did you notice? How did you feel? What does the story remind you of? Retelling (framed in elements of story) (K-6) Compare/Contrast Graphic Organizers Literature Conversations –What is your favorite part? What does it remind you of? Why is this part/character important? (K-3) –Discussing author’s craft, impressions, connections, key points, difficult ideas… (3-6) But often children need more structure to get them started >> Literature circle roles

4. What are Literature Circles? Optimally, students choose their own reading material. Small temporary groups are formed, based upon book choice. Kids use written or drawn notes to guide book discussions. Groups aim to be open, natural conversations about books (rather than Q&A list to finish) In newly-forming groups, students may rotate through task roles.

5. What are Literature Circles? The teacher serves as a facilitator, not a group member or instructor. Evaluation is by teacher observation and student self- evaluation. Optimally, different groups read different books. A spirit of playfulness and fun pervades the room. When books are finished, readers share with classmates and new groups from around a different book choice.

6. Exploring Literature Circle Roles (for Book Activity 8) Discussion Director Literary Luminary Connector Character Captain Artful Adventurer Vocabulary Enricher Choose roles: 3 groups of 6 students

7. Literature Circle Roles

9. Your Reflections Based on this “mini” experience, take five minutes to “quick-write” your reactions to the literature circle experience. Jot brief ideas about whatever thoughts, opinions, feelings, and/or questions are on your minds.

10. Next Book & Book Act 9 Hmwk, Next Class, Act #8 In class and Activity #7 Discussing and Responding to Realistic Fiction During Reading Instruction –Discussion Webs and Text Talk Queries (Guided Conversations) Post Reading Instruction –Literature Circles: a structure for talking about a book with peers –Literature Response Journals: a space to freely express personal responses to a book

11. Coming Up – with our next book… Literature Response Journals Personal meaning-making responses –Monitoring understanding –Making inferences –Making, validating, or invalidating predictions –Expressing wonder or confusion Character and plot involvement –Character interaction or assessment/judgement –Story Involvement Literary evaluation –Literary criticism EXTRA: Hancock article (1993)

12. Where do these responses fit into a Metacognitive Reading Framework? Think-Aloud –Define –Notice/Apply –Clarify Refine (small groups) Let strategy use gel Self-Assessment Discussion Webs; Literature Circles; Literature Response Journals QAR (Four levels) Text Talk (Guided Conversations)

13. Homework and Lesson Plan Assignment Due Tues. Nov. 9 – –Begin Book Activity 7 (BA8 you’ve already done) – Turn in BA7 and 8 on Nov. 9 –Read Hancock Ch 15 (Assessment) –Plug in ideas for your reading/thinking plan (bring to class on Tuesday) Nov. 9: Writing Objectives and Linking to Standards (this will work best if you have lesson objectives in mind!) Wed. Nov. 10 – Reading Plan outline due for feedback