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Yes, you can talk!

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Engaging Middle School Readers in Discussion About Text: Presentation for North Carolina Reading Association 2012

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Yes, you can talk!

  1. 1. Yes, You CAN Talk!Engaging Middle Readers in Discussion about Text North Carolina Reading Association Conference March 2012 Raleigh, NC
  2. 2. Create a vision
  3. 3. Student:“I am really notinterested in books orreading or anything likethat. Especially poetry.”“I hate reading.” Teacher: “Please stop reading while you’re walking down the hall! You might bump into someone!”
  4. 4. How to Bartle Puzballs There are tork gooboos of puzballs, including laplies, mushos, and fushos. Even if you bartle the puzballs that tovo inny and onny of the pern, they do not grunto any lipples. In order to geemee a puzball that gruntos lipples, you should bartle the fusho who has rarckled the parshtootoos after her humply fluflu.From Deeper Reading (2004)
  5. 5. Conversation Piece* No! With you. Tell me! Yes. No! Look. You didn’t! Yes. Oh, no! I did He didn’t … Oh, yes. When? He did. You can’t! Just now. We didn’t … I can. Where? You did. Please! Bedroom. You knew? Don’t beg. Dead? I knew. Forgive me! Yes. How long? Too late. Why? Long enough. Good God! You know. What now? Good bye. I don’t! Guess. ------- You do. Police? Operator? Unfaithful? Later. Yes, sir. Yes. Why later? The police. With whom? Guess again. From Deeper Reading (2004)
  6. 6. GOALMOTIVATED & ENGAGED readers who THINK DEEPLY about text.
  7. 7. Middle School Readers: What We Know1. Decline in reading motivation and achievement at the middle school level (Casey, 2009; Guthrie & Wigfield, 2000)2. Reasons for lack of reading comprehension: poor motivation, lack of experience, and egocentricity. They have not had experiences with language in meaningful situations (Holloway, 1999).3. Goals that best support middle school students development in reading and learning from text: actively construct meaning from text, learn about themselves and others, read strategically, and enjoy reading (Fisher & Ivey, 2006).
  8. 8. IRE Teacher INITIATES, students RESPOND, and then teacher EVALUATES.
  9. 9. Why is IRE a problem?FOCUS ON … RATHER THAN … Literal recall Deep comprehension Reaching consensus Exploring possibilities What teachers say How students listen and respond Narrow definition of literacy Expanded view of what it means to be literateSource: Serafini, F. (2009).Interactive Comprehension Strategies.
  10. 10. Social Constructivist Literacy LearningActively construct meaning from text as ajoint activity rather than one that istransmitted from the teacher to the student.(Lee & Smagorinsky, 2000; McKeown, Beck, & Blake, 2009)
  11. 11. Literature DiscussionsCan be effective methods to supportengagement at all levels(Burns, 1998; Casey 2008/2009; Heller, 2006; Lloyd, 2004; Long & Gove, 2003; Swaggerty, 2009; Wiebe Berry & Englert,2005).Can also promote reading comprehension andlearning(Applebee, Langer, Nystrand, & Gamoran, 2009; McKeown, Beck, & Blake, 2009; Pardo, 2004; Wiebe Berry & Englert, 2005).
  12. 12. Meet Ms. Bunn and her Kids• 72 sixth grade students• 3 blocks of Language Arts
  13. 13. INVITE CHAOS:Getting Started with Literature Circles MODEL, MODEL, MODEL SCAFFOLD, SCAFFOLD, SCAFFOLD: “All learning is social at first, with an expert guiding the learning through scaffolding. An expert teacher gradually turns over the responsibility of the task to the learner, moving back in to the dialogue as needed.” ~Vygotsky
  14. 14. Getting Started1. TEACH THE PROCESS Choose books, plan with your group, read carefully with your role in mind, bring your completed role sheet and talk about the book with your group, share with the whole class, complete a response project.2. WHOLE CLASS PRACTICE TOGETHER Teach roles and model each one. Ex: everyone tries being the Discussion Director in small groups, filling out role sheet first, then “trying on” the role in small groups.
  15. 15. ROLESDiscussion Director: acts as group’s facilitator; creates questions to increasecomprehension; asks who, what, why, when, where, how, and what if; open-endedquestions that will stimulate discussion; focus on themes/big ideasWord Wizard: locates amazing/interesting words; looks for new words or words usedin unusual ways; clarifies word meanings and pronunciations; uses research resource;points to the words in contextLiterary Luminary: locates examples of amazing/interesting writing that could beread aloud to the group; guides oral reading for a purpose; examines figurative language,parts of speech, and vivid descriptionsReporter: prepares a summary of the book or selected reading; highlights theimportant details, events, and characters.Connector: makes text-to-self, text-to-world, and text-to-text connections; makesconnections to what you’re studying; make disconnections.Checker: checks for completion of assignments; evaluates participation; helps monitordiscussion for equal participation
  16. 16. Practice: FISHBOWLKey Ideas: Teach kids how to talk about text Teach them how to compose good questions, questions that invite discussion Teach kids how to be in a group Teach them how to listen to one another Teach kids how to read with purpose
  17. 17. PLANNING Literature Circle MeetingsHigh-interest books, span ability levelsBook talksStudents rank order booksTeacher build groups based on choice(sometimes ability)
  18. 18. First Meeting• Teacher reads aloud a few chapters to build excitement, set the tone, model pronunciation of new/difficult words• Determine roles• Determine how far to read• Reminders: How to “be” in a group and how to read with your role in mind
  19. 19. DURING: Literature Circle Meetings• Adequate talk time• Put kids in a circle• Sit on the outside• Float and dip• Strategies such as non-evaluative responses (hmmmm … ok…) tell students that they are to continue the dialogue• Encourage kids to be respectful of one another’s perspectives and experiences• Reinforce positive, respectful, constructive contributions• Set goals for next meeting
  20. 20. Reflect• What went well?• What could be improved?
  21. 21. Take it Further Moodle/Edmodo
  22. 22. Response ProjectsPowerpoint, VoiceThread, GoogleDocshttp://voicethread.com/#q.b1888015.i9947656
  23. 23. Extra Support for StrugglersMake sure they can read their booksMeet with them more often to make sure they are reading and are ready for the discussionGive them extra opportunities to ask questionsMake sure they feel success with readingKeep them excited and motivated
  24. 24. ResourceGetting Started with Literature Circles (readwritethink.org)
  25. 25. Some High-interest Middle School Books Drums Girls Dangerous Pie Freak the Mighty Chicken Boy Sammy Keyes and the Hotel Thief How I Survived Middle School Graphic novels My Life as a Book Maximum Ride Hunger Games What Happened to Goodbye
  26. 26. Elizabeth Swaggerty Kelley BunnReading Education Grade 6 Language Arts TeacherEast Carolina University Chocowinity Middle Schoolswaggertye@ecu.edu kbunn@beaufort.k12.nc.ushttp://swaggertye.wordpress.com/

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