1. Infusing Reading strategies into Content Area College Classes

2. Learning Opportunities Rosenblatt’s Transactional Theory Before reading strategies During reading strategies After reading strategies 35

3. Quick Write What ideas and concepts “bubbled up” to the top from yesterday’s presentation?

4. 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.

5. Start at the very beginning. . . Louise Rosenblatt’s Transactional Theory OR Reader Response

6. A very good place to start. . . stance efferent aesthetic linguistic experiential reservoir evocation

7. Stance Readiness to respond in a certain way. Spectrum on which all people assume a stance.

8. Spectrum of Stance Efferent --------------------------------Aesthetic

9. Efferent stance toward reading The purpose is a later event. (test, questions, discussion, etc.) AKA “Reading for information”

10. Aesthetic stance toward reading “In the moment” feel. . . when time escapes you and you are fully enjoying the reading event.

11. Finding the Flow: Csikszentmihalyi High skill coupled with high interest = the Flow FLOW Challenge Skill level

12. Linguistic experiential reservoir The accumulation of all our language and experiences to date. More than just background knowledge.

13. Evocation When the reader and the text come together – a synergy Each evocation is unique.

14. 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.

15. 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

16. 1970’s: Reader’s Interpretation Slowly the reader’s interpretation began to be honored.

17. 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

18. 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.

19. Efferent Reading for information Telephone book History text Aesthetic Reading for pleasure Emotional focus Literature

20. Reader Response Theory: Person Art Painting

21. Reading as a process. Method which continually questions what happens in the reader’s mind during the process.

22. Each individual reads literary work for himself/herself Draws on past experiences Molds new experiences from new text

23. When you read, you begin with A B C. . . How does your content fit into Rosenblatt’s Reader Response Theory? (Transaction Theory)

24. I do We do You do

25. Before Reading:Anticipation Guide

26. Before Reading:Digital Storytelling Kalista: A Cold War Story

27. Before Reading: Video Clip *Open heart surgery *Trajectory of Space Shuttle * We Didn’t Start the Fire

28. Before Reading:Genuine Discussion Aspects of a genuine discussion (Dillon) * Both teacher and students participating * Students and teachers can initiate new topics * Safe environment

29. Elbow Partners

30. During Reading:INSERT I agree = (check) That's new = + I wonder = ? I disagree = X That's important = * I don't understand = ??

31. During Reading:Post It Notes * INSERT * Quotes to remember * Import Information to remember

32. 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)

33. 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

34. During Reading:Reading Circles A content area view of Literature circles. Students assume roles of: Summarizer Graphic Organizer Connector Evaluator Reporter

35. Elbow Partners

36. After Reading:Questions Comprehension questions Discussion Starters

37. After Reading:Graphic Organizers Google Search (Images)

38. After Reading

39. 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:

40. After Reading:Panel Discussions Carefully configure groups of students to debate various topics from the reading.

41. 35 What is the most important thing to remember when focusing on reading in content areas?

42. BINGO Debrief