Livingstone college5.13.11
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Livingstone college5.13.11






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  • Organize by shoes
  • 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?, I.L., & McKeown, M.G., Hamilton, R.L., & Kugan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.
  • The text comes first, then the boundaries.
  • Students in Croatia and around the world.

Livingstone college5.13.11 Livingstone college5.13.11 Presentation Transcript

  • Infusing Reading strategies into Content Area College Classes
  • Learning Opportunities
    Rosenblatt’s Transactional Theory
    Before reading strategies
    During reading strategies
    After reading strategies
  • Quick Write
    What ideas and concepts “bubbled up” to the top from yesterday’s presentation?
    View slide
  • Objectives for today:
    Define and Distinguish between before, during, and after reading strategies.
    Describe how some strategies can be in more than one category.
    Apply Rosenblatt’s theory to reading in the content areas.
    Identify two or more strategies you can implement immediately in the classroom.
    View slide
  • Start at the very beginning. . .
    Louise Rosenblatt’s
    Transactional Theory
    Reader Response
  • A very good place to start. . .
    linguistic experiential reservoir
  • 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
  • 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
    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 book
    History text
    Reading for pleasure
    Emotional focus
  • Reader Response Theory:
  • 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 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. Survey
    2. 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:
    Graphic Organizer
  • Elbow Partners
  • After Reading:Questions
    Comprehension questions
    Discussion Starters
  • After Reading:Graphic Organizers
    Google Search (Images)
  • After Reading
  • After Reading:Multi-Media Modes
    Wikis: Greetings from the World
  • 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