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? 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 OR Reader 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 FLOW Challenge 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 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 book History 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 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
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: Summarizer Graphic Organizer Connector Evaluator Reporter
After Reading:Questions Comprehension questions Discussion Starters
After Reading:Graphic Organizers Google Search (Images)
After Reading:Multi-Media Modes Blogs: www.symbaloo.com http://reading-writing-thinking.blogspot.com/ Glogs: www.glogster.com Wikis: Greetings from the World Vokis:
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?