Deepening Literature Response Through Engagement in Online Activities Denise Johnson The College of William & Mary

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Deepening Literature Response Through Engagement in Online Activities Denise Johnson The College of William & Mary Slide 2 What is your favorite book or author and why? Slide 3 The Giver changed the way I think. It changed who I am. Slide 4 Reading Response The central premise of the reading process is that the literary work exists in the transaction between the reader and the text. The active participatory role of readers encompassesin conjunction with comprehensiondiscovering meaning, responding emotionally, developing interpretation. Readers are not passive spectators of the text but are active performers with the text. (Karolides, 1997, p. 8) Slide 5 What Factors Influence Reading Response? Background knowledge and experiences including cultural factors InterestsGenre Self-selected or assigned What can teachers do to ensure meaningful transactions with text? Slide 6 Integration of Content & Pedagogy Start with a knowledge of subject matter, then Integrate your knowledge of the best methods for teaching and learning the subject An important aspect underlying pedagogy is the teachers philosophy of how children learn. Slide 7 Who has the biggest book club on Earth? Oprah!Why? Slide 8 Slide 9 Live chat with Newbery author Shannon Hale, May 22. Slide 10 Slide 11 Slide 12 Slide 13 http://inkrethink.blogspot.com / Slide 14 Slide 15 Slide 16 Slide 17 Slide 18 Slide 19 Slide 20 Teaching Dilemmas: Blogs or Journals? Journals are bedrocks in my teaching practice. On the first day of school I give each child a composition book Every week or so after this the children write to me in their journals and I write back. These letters are about personal stuff, thoughts that arise out of our literature discussions (e.g. Who is heroic in Charlottes Web?), responses to prompts related to the curriculum, suggestions on how to resolve classroom problems, and about their independent reading. * (Monica Edinger, 12/6, 2006) Slide 21 Blogs or Journals, contd Last week, instead of writing me, they wrote to the class. And now, instead of my writing back to them, they are all writing back to each other. And duh I realized that Id just had them do paper blogging. Those responses they are writing to each other a form of commenting, of course! And so I began thinking about having them move from their composition books to the computer to start them on blogs. (Monica Edinger, 12/6/2006) Slide 22 Slide 23 Slide 24 Slide 25 Slide 26 Slide 27 Slide 28 Slide 29 Slide 30 Podcasting Literary Salons A favorite weekly event in my classroom is Literary Salon. A couple of kids bring in baked treats, I provide juice, and a bunch of the kids do prepared readings from books they are reading or have recently finished. * One lovely result is that children become intrigued by the readings and eagerly go off to find the books in question to read. The cross- pollination is delightful! With the introduction of our blogs weve been able to podcast these events. (Monica Edinger, April 14, 2007) Slide 31 Podcasting Literary Salons Slide 32 Slide 33 Slide 34 I returned to the books wikipedia entry and replaced the old plot summary with ours. When I showed the children that it was on the wikipedia page for all to see, the result was applause and Awesome! I returned to the books wikipedia entry and replaced the old plot summary with ours. When I showed the children that it was on the wikipedia page for all to see, the result was applause and Awesome! ours Slide 35 One of my students came in today and said, "I Googled that book trailer that you showed us about Greetings From Nowhere and showed my mom. Now she wants to read it!" Slide 36 Slide 37 Alabama Moon by Watt Key Slide 38 Mrs. Newinghams Third Grade Slide 39 Slide 40 Slide 41 http://comsewogue.k12.ny.us/~ssilverman/butterflies Slide 42 Slide 43 Slide 44 Slide 45 Integration of Technology with Pedagogy and Content Understanding the manner in which reading response can be changed by the application of different technologies, alone and in combination; Knowing the affordances and constraints of a range of technological tools as they relate to reading response and DAP designs and strategies; Develop flexibility with available tools in order to repurpose them for specific pedagogical purposes. Slide 46 When we teach well and deeply, students engage more and are more likely to become lifelong learners. Slide 47 Thank You! cdjohn@wm.edu http://thejoyofchildrensliterature. blogspot.com cdjohn@wm.edu Slide 48 Internet Sites Monica Edingers blog: http://blogs.dalton.org/edingerhttp://blogs.dalton.org/edinger Mrs. Cassidys Class: http://staff.prairiesouth.ca/~cassidy.kathy/index.htmlhttp://staff.prairiesouth.ca/~cassidy.kathy/index.html Lois Lowrys blog: http://www.loislowry.typepad.comhttp://www.loislowry.typepad.com Shelfari: http://www.shelfari.comhttp://www.shelfari.com Good Reads: http://www.goodreads.comhttp://www.goodreads.com Greetings From Nowhere book trailer: http://www.youtube.com/watch?v=VKj4y_- U2UEhttp://www.youtube.com/watch?v=VKj4y_- U2UE The Turnursttimes: http://theturnursttimes.googlepages.com/theturnursttimeshttp://theturnursttimes.googlepages.com/theturnursttimes Sara Holmes blog: http://saralewisholmes.blogspot.comhttp://saralewisholmes.blogspot.com Google for Educators: http://www.google.com/educators/index.htmlhttp://www.google.com/educators/index.html Mrs. Newinghams website: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3http://hill.troy.k12.mi.us/staff/bnewingham/myweb3 The Yggyssey: http://www.theyggyssey.comhttp://www.theyggyssey.com John Greens Nerd Fighters Ning: http://nerdfighters.ning.com/?page_id=63http://nerdfighters.ning.com/?page_id=63 Reader Girlz: http://www.readergirlz.comhttp://www.readergirlz.com For More Information Reader Response: http://bcs.bedfordstmartins.com/Virtualit/poetry/critical_define/crit_reader.html http://bcs.bedfordstmartins.com/Virtualit/poetry/critical_define/crit_reader.html Technology tools for teachers: http://webtools4u2use.wikispaces.com/Webtools4U2Use