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Reading Literature

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Creating a reader response environment students feel valued and free to respond ... Duologue pairs (duos) of students select a scene from the story and have a ... – PowerPoint PPT presentation

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Title: Reading Literature


1
Chapter 9
  • Reading Literature

2
5 Ways to Elicit Response
  • Creating a reader response environmentstudents
    feel valued and free to respond
  • Preparing to read the literary pieceactivating
    schema, new concepts, and vocabulary words
  • Reading the literary piece-read silently by
    students
  • Small-group discussionfour or five students in a
    group for 5-10 minutes
  • Class discussionextend small group discussion to
    whole class

3
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.

4
Other Forms of Response
  • Open Mindgroup analyzes a character using the
    visual of head way to discuss what a character
    was thinking.
  • Postcardcharacter writes a postcard to another
    character in the story.
  • Duologuepairs (duos) of students select a scene
    from the story and have a conversation between
    the characters.
  • Press ConferenceCharacters from the story hold a
    press conference related to a topic or theme in
    the story.
  • Story Rapstudents summarize all or a portion of
    the story using a rap

5
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.

6
Procedures for Book Club
  • Books are selected.
  • Students are organized into groups of four or
    five.
  • Procedures are explained.
  • Students are taught how to respond to their
    reading.
  • Book Club discussions are held.

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.
  • Rolesdiscussion director, literary luminary,
    connector, character captain, artistic
    adventurer, vocabulary enricher.
  • Students complete response activities that share
    what they learned about their book.

8
Types of Literature
  • Folklore
  • Folktales
  • Myths
  • Tall Tales
  • Poetry
  • Chapter Books and Novels
  • Nonfiction

9
Analyzing Story Elements
  • Character Analysis
  • Plot Analysis
  • Semantic Maps
  • Creative Dramas
  • Story Theaters
  • Readers Theater

10
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.

11
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
    aloud5-10 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.

12
Voluntary Reading
  • Giving students time to read and choice in what
    they are reading.
  • Improves students motivation to read.
  • Other names...
  • SSR,
  • USSR,
  • SQUIRT.

13
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!

14
Motivating Readers through Voluntary Reading
  • Give students an interest inventory at the
    beginning of the year.
  • Match books to students interests.
  • Use the indirect approachmake books available
    all around the classroom.
  • Pique students interest.
  • Use videotapes to preview books.

15
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.
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