Infusing Reading strategies into Content Area College Classes

Learning Opportunities

Rosenblatt’s Transactional Theory Before reading strategies During reading strategies After reading strategies 35

Quick Write

What ideas and concepts “bubbled up” to the top from yesterday’s presentation?

Objectives for today:

1. Define and Distinguish between before, during, and after reading strategies.

2. Describe how some strategies can be in more than one category.

3. Apply Rosenblatt’s theory to reading in the content areas.

4. Identify two or more strategies you can implement immediately in the classroom.

Start at the very beginning. . .

Louise Rosenblatt’s Transactional Theory

ORReader Response

A very good place to start. . .

stance efferent aesthetic linguistic experiential reservoir evocation

Stance

Readiness to respond in a certain way.

Spectrum on which all people assume a stance.

Spectrum of Stance

Efferent --------------------------------Aesthetic

Efferent stance toward reading

The purpose is a later event. (test, questions, discussion, etc.)

AKA “Reading for information”

Aesthetic stance toward reading

“In the moment” feel. . . when time escapes you and you are fully enjoying the reading event.

Finding the Flow: Csikszentmihalyi

High skill coupled with high interest = the Flow

Skill level

Challe

ng

e FLOW

Linguistic experiential reservoir

The accumulation of all our language and experiences to date.

More than just background knowledge.

Evocation

When the reader and the text come together – a synergy

Each evocation is unique.

I do not like them in a box.I do not like them with a fox.I do not like them in a house.I do not like them with a mouse.I do not like them here or there.I do not like them anywhere.I do not like green eggs and ham.I do not like them, Sam-I-am.

1950’s: The Author's Intention

there was one meaning from every text

this meaning would be finite and would be possible to discern.

Wimsatt, 1954

1970’s: Reader’s Interpretation

Slowly the reader’s interpretation began to be honored.

1980s: Whole Language

readers active agents in the reading event –

not merely passively looking for the author's intent

creating their own meanings as they read.

Rosenblatt’s Transaction Theory of Reading gained popularity

1990s & 2000s: Balanced View

Author’s meaning is important, but not at the expense of the transaction

Reader is important, but not at the expense of the author’s meaning.

Evocation is unique and influenced by the reader’s stance (efferent/aesthetic) and LER.

Efferent Reading for information

Telephone bookHistory text

Aesthetic Reading for pleasure Emotional focus

Literature

Reader Response Theory:

Person Art Painting

Reading as a process. Method which continually

questions what happens in the reader’s mind during the process.

Each individual reads literary work for himself/herself Draws on past experiences Molds new experiences from new text

When you read, you begin with A B C. . .

How does your content fit into Rosenblatt’s Reader Response Theory? (Transaction Theory)

I do We do You do

Before Reading:Anticipation Guide

Before STATEMENT After  Chemists used the properties of

elements to sort them into groups.

 

  In 1829, J. W. Dobereiner published a classification system for organizing the elements.

 

  In the modern periodic table, elements are arranged in order of increasing atomic size.

 

  Elements can be grouped into three board classes based on their general properties—metals, nonmetals, and metalloids.

 

Before Reading:Digital Storytelling

Kalista: A Cold War Story

Before Reading: Video Clip

*Open heart surgery*Trajectory of Space Shuttle* We Didn’t Start the Fire

Before Reading:Genuine Discussion

Aspects of a genuine discussion (Dillon)* Both teacher and students participating* Students and teachers can initiate new topics* Safe environment

Elbow Partners

During Reading:INSERT

I agree = (check) That's new = +I wonder = ? I disagree = X That's important = * I don't understand = ??

During Reading:Post It Notes

* INSERT* Quotes to remember* Import Information to remember

During Reading:SQ3R

1. Survey2. Question (turn titles into questions)3. Read (answering questions during reading)4. Recite (fold back second column)5. Review (practice)

During Reading:Question the Author

What is the author trying to tell you?

Why is the author telling you that? Does the author say it clearly? How could the author have said

things more clearly? What would you say instead? Pacific Northwest Tree Octopus

During Reading:Reading Circles

A content area view of Literature circles. Students assume roles of:SummarizerGraphic OrganizerConnectorEvaluatorReporter

Elbow Partners

After Reading:Questions

Comprehension questionsDiscussion Starters

After Reading:Graphic Organizers

Google Search (Images)

After ReadingTHINKING MAPS

CLASSIFYING

WHOLE TO PART

COMPARING/CONTRASTING

DESCRIBING DEFINING IN CONTEXT

SEQUENCING CAUSE/EFFECT SEEING RELATIONSHIPS

is to as

Relating Factor:

Thinking Maps—8 Maps

After Reading:Multi-Media Modes

Blogs: www.symbaloo.comhttp://reading-writing-thinking.blogspot.com/

Glogs: www.glogster.comWikis: Greetings from the WorldVokis:

After Reading:Panel Discussions

Carefully configure groups of students to debate various topics from the reading.

35

What is the most important thing to remember when focusing on reading in content areas?

BINGO Debrief