NETA Power Point Slides to accompany: Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd

NETA Power Point Slides to accompany:

Prepared by Luigi Iannacci

Trent University

Copyright © 2013 by Nelson Education Ltd.

Chapter Twelve

Responding to Literature

2Copyright © 2013 Nelson Education Ltd.

OVERVIEW

•Reader Response-definition, connections, strategies-literature circle roles-assessing reader response

•Book Selection -analyzing texts for sexism and racism


Copyright © 2013 Nelson Education Ltd.4

READER RESPONSE

Jan Smith’s Grade 6 classroom

•Let’s revisit pages 449-451 and see how students respond to literature in this Grade 6 class

•What do you notice about their responses to literature?

•What comprehension strategies are at work during book club meetings?

•How do you see book clubs impacting the children in Jan’s class?


Engagement with Literature

•Did your classrooms have collections of books? In what formats?

•Were you restricted in what you could choose to read? If so, how?

•Were there small reading discussion groups?

•Did your teachers read aloud and discuss the book?

•How did the above practices impact you as a reader? Copyright © 2013 Nelson Education Ltd.

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A Definition of Reader Response

•a transaction between text and reader

•creates the lived experience with the text

•meaning is negotiated and constructed

• trust, reading level, context, acceptance of responses impact how much students share


What We Know About Reader Response•Responding to text is a key part of Language

Arts•Through reading good works and responding

to them, learners understand how texts work, what constitutes a good book, how language can be used in different ways to create different meanings and effects

•Readers are more likely to take risks when responding if they trust that there are no “right” answersCopyright © 2013 Nelson Education Ltd.

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Cont’d…

•Book Clubs allow readers to orally share their responses and hear from others

•They can make the whole experience of reading more enjoyable for students

•This can be augmented with literature response journals, novel studies, drama and art activities


How to Conduct a Successful Book Club•At your table, chat briefly about your first-

hand experiences with book clubs, as a student or Teacher Candidate

•Then read pages 449-451 and pages 464-465 to generate the key steps in conducting a successful book club


How to Conduct Successful Book Clubs•1. Place children in small groups and

scaffold the clubs by providing children with topic cards and having them talk for three minutes while the rest of the group listens. At the end of three minutes the group can ask questions and

have a friendly discussion.• 2. Have multiple copies of a range of

novels and schedule hourly group meetings twice a week for three to four weeks.Copyright © 2013 Nelson Education Ltd.

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3. Form groups of 5-6 by the children’s interests in each book and class dynamics.4. Give each group a calendar and have them decide which sections of the book will be read for each meeting date.5. Have the groups create a written agreement that addresses individual responsibilities and group behavior and have each child sign it.


6. Give students a package of post-it notes to record their conversational voices and make connections as they are reading.7. Have students meet twice a week for one hour blocks to discuss their text.8. Meet with each group for 14-20 minutes each time to listen in and make notes about the students’ comments and the passages they share while the other groups work on response activities or independently read assigned sections. Copyright © 2013 Nelson Education Ltd.

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•9. At the last meeting, part of the response process is for children to comment on how well the club worked. Use this information to inform your instruction.


Think Aloud Strategy

•With a partner, each person should select a picture book, novel or poem to focus on

•Read page 460 to review this comprehension strategy

•Read the text and use the post-it notes to jot down thoughts that you would share in a read aloud

•This an opportunity to practice a range of comprehension strategies;


Think Aloud Strategy

•predict• infer•question•clarify•remind•summarize •relate•connect•wonder Copyright © 2013 Nelson Education Ltd.

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A Read Aloud•After our read aloud, let’s have a go at asking

questions of each other to illicit conversation • In a classroom context, depending on the

grade, these prompts could be posted on a wall nearby, printed up on stock card or given to a member of the group to read out loud

•As a teacher, when you conference with each group, these questions could guide the discussion


Connections

•Text to text

•Text to self

•Text to world


Strategies

•response groups •response journals•reader’s workshop•novel studies•multimodal response•dependent authorship•fan fiction


Drama Strategies

•hot seating•tableaux•thoughts-in-the-head•puppets•character profile•reader’s theatre


Literature Circles•Literature Circles are reader-led discussion

groups, page 464 describes this approach•The group reads a text, they meet regularly

to talk about it and the teacher acts as a facilitator

•Specific roles are assigned, role sheets are created and at first they are adhered to

•Over time, the roles should become obsolete•http://teachertube.com/viewVideo.php?

video_id=145&title=Literature_Circle Copyright © 2013 Nelson Education Ltd.21

After watching the clip…

•What are your thoughts on literature circles?

•What did you notice about the teacher’s contributions?

•What did you notice about the students’ contributions?


Literature Circle Roles

Questioner: Develops a list of questions the group might like to discuss—generally helps the group to talk over the big ideas.

Connector: Finds connections between the book and the world outside (the school, thecommunity, events at other times and places).

Literary luminary: Locates a few special sections of the text the group might like to hear read aloud—emphasis is on interesting, funny, powerful, or puzzling sections.


Literature Circle Roles

Illustrator: Draws some kind of picture or representation related to the text.

Summarizer: Prepares a brief summary of the day’s reading—the essence of it.

Researcher: Digs up background information on any topic related to the book or the author/illustrator.

Word wizard: Looks out for a few especially important words—new, interesting, strange, or puzzling.


Assessing Reader Response

Growth in responding to literature• responsibility and ownership• personal connections with the book• appreciation of multiple interpretations of a text• critical reading and critical literacy• increase in repertoire of responses to literature

Growth as a strategic reader• views self as a successful reader• demonstrates metacognitive awareness of the

process of reading• develops knowledge, strategies, and skills



BOOK SELECTION

1. Check the Illustrations-look for stereotypes -look for tokenism -think about who's doing what (do the illustrations depict minorities in subservient and passive roles or in leadership and action roles?)

2. Check the Storyline (bias to watch for) -standard for success: does it take assimilation of the dominant culture for

minorities to "get ahead"? -resolution of problems: how are problems presented, conceived, and resolved in the story? Are minorities considered to be "the problem?" -role of women?

3. Look at the lifestyles -Are they: favorable, negative, oversimplified, inappropriately depicted,

essentialized or rendered “quaint”?

4. Weigh the Relationships between People -who has power, takes on leadership and makes important decisions?

5. Note the Heroes -Ask: whose interest is a particular figure really serving?


Analyzing Texts for Racism and Sexism

Analyzing Texts for Racism and Sexism

6. Consider the Effects on a Child's Self Image -are norms established which limit the child’s aspirations and self-

concepts?

7. Consider the Author and Illustrators background -if a story deals with a multicultural theme, what qualifies the author

or illustrator to deal with the subject?

8. Check out the Author’s Perspective -are omissions and distortions central to the overall character or "message" of the book?

9. Watch for Loaded Words

-a word is loaded when it has insulting overtones. Examples of loaded adjectives (usually racist) are "savage," "primitive," "conniving," "lazy," "superstitious," "treacherous,” etc. -look for sexist language and adjectives that exclude or ridicule women

10. Look at the Copyright Date -in a time of time of rapid change and changing consciousness texts need to be relevant and reflective of lived experience.


Book Banning and Challenges

•As a class discuss the issue of challenging and banning books

•Are these books good examples of childrens’ literature?

•As a class discuss the issue of challenging and banning books. Refer the students to p. 478 for a list of the reasons children’s books are challenged.


SUMMARY

•Engaging with texts is an interactive and social process.

•There are a variety of connections readers make with texts.

•These connections can be furthered and facilitated using a variety of multimodal instructional strategies.

•Text selection needs to be respectful of learner’s identities and experiences, responsive to their interests and conducive to fostering connections


Documents

NETA Power Point Slides to accompany: Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd