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1、Interactive Strategies for Teaching Students Response to Literature,Carol Booth Olson cbolsonuci.edu Southern Nevada Regional Literacy & Social Studies Conference April 12, 2008,Reading Literal Comprehension Interpretation What the text says What the text means Writing Summary Commentary,California
2、Standards Test Scoring Rubric Grade 7 Writing Tasks,4 The Writing Clearly addresses all parts of the writing task Demonstrate a clear understanding of purpose and audience Maintains a consistent point of view, focus, and organizational structure, including the effective use of transition Includes a
3、variety of sentence types Contain few, if any, errors in the conventions of the English language (grammar, punctuation, capitalization, spelling). These errors do not interfere with the readers understanding of the writing. Response to Literature Develops interpretations that demonstrate a thoughtfu
4、l, comprehensive grasp of the text Organizes accurate and coherent interpretations around clear ideas, premises, or images from the literary work Provides specific textual examples and details to support the interpretations,Nevada English Language Arts Standards Reading Literary Elements Analyze cha
5、racters, plots, setting, themes, and points of view in any given piece of literature. Theme Use textual evidence to analyze the theme or meaning of a selection. Stylistic Devices Locate and interpret figurative language, including simile, metaphor, and personification in text. Interpret examples of
6、imagery and explain their sensory impact. Analyze ways authors use imagery, figurative language, and sound to elicit reader response. Writing Literary Analysis Write responses to literary selections that demonstrate an understanding of the work, using supporting evidence from the text and prior know
7、ledge or experience.,There is a bright little student inside most teachers, who wants to set the rest of the class straight, because he or she knows the right answer. Still, the point of teaching interpretation is not to usurp the interpreters role but to explain the rules of the interpretive game.
8、Robert Scholes From Textual Power: Literary Theory in the Teaching of English, 1985,Students who engage in frequent discussions about what they read are more motivated and have higher achievement scores than students who do not interact with books. Mullis, Campbell & Farstrup, 1993 Engaging students
9、 in writing about their responses to reading leads to better reading achievement. Tierney & Shanahan, 1991,Prediction,Its about a birthday. The gift will be money. Someone is sad. Something bad will happen. Its a poor girls birthday. Someone is going to cry. Red means attention so someone will get a
10、ll the attention. Theres something about layers.,Rachels Narrator: Except when math period ends Mrs. Price says loud and in front of everybody, Mrs. Price: “Now, Rachel, thats enough,” Rachels Narrator: because she sees Ive shoved the red sweater to the tippy-tip corner of my desk and its hanging al
11、l over the edge like a waterfall, but I dont care. Mrs. Price: “Rachel,” Mrs. Prices Narrator: Mrs. Price says. She says it like shes getting mad. Mrs. Price: “You put that sweater on right now and no more nonsense.” Rachel: “But its not -“ Mrs. Price: “Now!” Mrs. Prices Narrator: Mrs. Price says.,P
12、rediction Confirmation,Its about a birthday but the party will come later and it has been spoiled. This prediction did not pan out. Yes, Rachel ends up sad. Mrs. Price embarrasses her. We dont really know if Rachel is poor or not. Yes, Rachel cries like shes three. She gets attention all right but i
13、ts negative. We all have all the years we are inside of us like layers of who we are.,Its about a birthday. The gift will be money. Someone is sad. Something bad will happen. Its a poor girls birthday. Someone is going to cry. Red means attention so someone will get all the attention. Theres somethi
14、ng about layers.,“Eleven” by Sandra Cisneros What they dont understand about birthdays and what they never tell you is that when youre eleven, youre also ten, and nine, and eight, and seven, six, and five, and four, and three and two and one. And when you wake up on your eleventh birthday you expect
15、 to feel eleven, but you dont. You open eyes and everythings just like yesterday, only its today. And you dont feel eleven at all. You feel like youre still ten. And you are-underneath the year that makes you eleven.,So, you really are like a set of stacking dolls with the person you were last year
16、inside the person you are this year. I feel this when its my birthday too. It takes a while to feel like youre the next year old. This reminds me of what Cao said about layers.,Making Connections,Figurative Language Devices,Simile-A figure of speech stating a comparison using like or as.,Metaphor-A figure of speech containing a comparison of two things on the basis of a sha
