Beyond the Basal: Reader

Response March 1, 2012

….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

Today’s ClassO Participate in mini Inquiry ProcessO VoiceThread of DayO Define Reader ResponseO Engage in different types of reader

responseO Define Fluency and discuss current

classroom practices for fluency instruction

“reading is not about recognizing words to

accurately reproduce the printed text, but about constructing meaning.”

• -Martens (1998) Using Retrospective Miscue Analysis

What is text?O http://youtu.be/x4BK_2VULCU

What is Text?O Texts communicate a message,

either written or spokenO Anything that can be the subject of

analysis, interpretationWhat would you describe as texts?

O MusicO DanceO Artwork O ClothingO Theatrical Production

What do reader’s do?

Think of yourself as a readerO How do you approach reading?O Where do you like to be when you

read?O What do you do when a text is

difficult?O What do you enjoy? O How does it affect you?

What is Reading?O Reading is thinking. Readers are

aware of what they are thinking as they are reading and use strategies interchangeably as they read.

DiscussionO What is the focus of reading

instruction in your classroom.O What is the focus of the reading

instruction as defined by your curriculum and/or materials (basal)

O How do you have students respond to literature?

Exploring the CCSS

Take a look at the Common Core State Standards for your grade level

O What are you already doing?O What is missing?O What materials/resources do you

currently have that you can continue using? What will you need?

O What do you have questions about?

Critical LiteracyCritical 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)

How can we Teach it?O Compare texts- incorporate literature

with “real-life” textsO Discuss characters’ perspectivesO Make connections (Text to Self, Text

to World, Text to Text)O Use children’s literature to focus on

social issuesO Encourage children to take actionO Incorporate a variety of texts modes

Reader ResponseTransactional 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.O A written work does not have the same meaning for

every readerO Each reader brings individual background

knowledge, beliefs, and context to a reading

From the work of Louise Rosenblatt

Ideas for Reader Response

O 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.

Connecting to Current Practice

O Consider the texts you’ve been using and the Web Tools you’ve explored.

O How can you fit that into a unit you will be doing.

Today’s Readers’ Workshop

Meeting TimeMinilessonO Writing a Found PoemWork timeO Select reading material and do one of the

following:O Write a Found PoemO Do a character analysisO Select a Reading Response from the list (Doodle

Splash, Character Chart, Diary Entry, Story Map, Connections, Chart, Compare/Contrast

O Explore the websites for student book reviewsEnding Meeting (share what you did)

Next TimeO Topic: Examining Texts