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Beyond the Basal: Reader Response

Beyond the Basal: Reader Response. ….schools shouldn’t be about handing down a collection of static truths to the next generation but about responding to the needs and interests of the students themselves - Alfie Kohn. March 1, 2012. Today’s Class. Participate in mini Inquiry Process

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Beyond the Basal: Reader Response

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  1. Beyond the Basal: Reader Response ….schools shouldn’t be about handing down a collection of static truths to the next generation but about responding to the needs and interests of the students themselves -Alfie Kohn March 1, 2012

  2. Today’s Class • Participate in mini Inquiry Process • VoiceThread of Day • Define Reader Response • Engage in different types of reader response • Define Fluency and discuss current classroom practices for fluency instruction

  3. “reading is not about recognizing words to accurately reproduce the printed text, but about constructing meaning.” • -Martens (1998) Using Retrospective Miscue Analysis

  4. What is text? • http://youtu.be/x4BK_2VULCU

  5. What is Text? • Texts communicate a message, either written or spoken • Anything that can be the subject of analysis, interpretation What would you describe as texts? • Music • Dance • Artwork • Clothing • Theatrical Production

  6. What do reader’s do? Think of yourself as a reader • How do you approach reading? • Where do you like to be when you read? • What do you do when a text is difficult? • What do you enjoy? • How does it affect you?

  7. What is Reading? • Reading is thinking. Readers are aware of what they are thinking as they are reading and use strategies interchangeably as they read.

  8. Discussion • What is the focus of reading instruction in your classroom. • What is the focus of the reading instruction as defined by your curriculum and/or materials (basal) • How do you have students respond to literature?

  9. Exploring the CCSS Take a look at the Common Core State Standards for your grade level • What are you already doing? • What is missing? • What materials/resources do you currently have that you can continue using? What will you need? • What do you have questions about?

  10. Critical Literacy Critical literacy is the ability to read texts in an active, reflective manner in order to better understand power, inequality, and injustice in human relationships. Students’ cultural knowledge and multimedia practices should be used (Comber, 2001, Vasquez, 2000) When we read we bring with us our past experiences and understandings about how the world works. (Vasquez, 2010)

  11. How can we Teach it? • Compare texts- incorporate literature with “real-life” texts • Discuss characters’ perspectives • Make connections (Text to Self, Text to World, Text to Text) • Use children’s literature to focus on social issues • Encourage children to take action • Incorporate a variety of texts modes

  12. Reader Response Transactional Theory- the act of reading involves a transaction between the reader and the text. Each "transaction" is a unique experience in which the reader and text continuously act and are acted upon by each other. • A written work does not have the same meaning for every reader • Each reader brings individual background knowledge, beliefs, and context to a reading From the work of Louise Rosenblatt Ideas for Reader Response

  13. CC.K-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

  14. Connecting to Current Practice • Consider the texts you’ve been using and the Web Tools you’ve explored. • How can you fit that into a unit you will be doing.

  15. Today’s Readers’ Workshop Meeting Time Minilesson • Writing a Found Poem Work time • Select reading material and do one of the following: • Write a Found Poem • Do a character analysis • Select a Reading Response from the list (Doodle Splash, Character Chart, Diary Entry, Story Map, Connections, Chart, Compare/Contrast • Explore the websites for student book reviews Ending Meeting (share what you did)

  16. Next Time • Topic: Examining Texts

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