“Responding to Literature”
Children responding to literature show us ways the children connect to books. When children make a unique personal connection with a story they are reading, they get engrossed in the world of that story and mentally go on those adventures. A teacher’s goal is to keep a positive reading experience and to create a lifetime love of books for their students.
Response: The Reader
Our life experiences and our interest influence how we respond to a book. Knowledge obtained from school, family, travels and other experiences create a foundation that influences how we respond to everything in our world, including literature. Students who are proficient readers enjoy reading and have advance literacy skills.
I like the ideas that Tomlinson and Lynch-Brown on page 61 suggested. It’s a strategy to help create a classroom library based on student’s interest by using a questionnaire. I have started my own library collection. It is only a few books, but I want to be able to get a wide variety of books for my students and I think questioning students in what they are interested in should help me build that library.
Response: The Text
There are different responses for different types of text. When reading a novel, we usually become absorbed in such things as relationships among the characters and when reading non fiction, we tend to approach the experience as a task to gather information from.
Response: The Context
Reading is a solitary activity. Response to reading is often shaped by social contact. I didn’t realize this bit of information. After reading this section, I realize when I read a really good book, (which happens often) I always get in touch with my friends, sisters, Mom, Grandmother and we all discuss what book we are reading, what we think of the characters and so on. We take turns sharing books. Well except my grandmother who lives out of town, I go on Amazon.com and buy her books and they ship them straight to her house. She only buys used books and sometimes I can’t wait for her to find and read certain books.
Great example of reading is shaped by social contact, my whole family has read and reread the “Twilight” series by Stephanie Meyer and we all own our own books on this one, we don’t share on this one :} Our family gathering is all about the food and that book!!!
We just can’t get enough of it.
Cultural Influences and Response
Students respond to literature based on their unique background and a large part of this background is culture. The example that Mrs. Pickett told us in class about the Dick and Jane story being read in an Alaskans culture was a great one. As a teacher you need to put thought and research into the books you pick out for your class or it can be devastating experience for the students.
A Literacy Transaction
There was a New Critical Formalism Movement that came about in the 1930s. It focus was on what the author intended message and not the perspective of the reader. Louise Rosenblatt transformed our perception of how literature could be taught, by considering the perspective of the reader. Rosenblatt (1978) calls “stance” when approaching the reading of text which we learned last chapter about efferent and aesthetic reading. Readers, who respond from an efferent stance, focus on information or analysis. When children respond to a book aesthetically, they focus on parts of the story that they are interested in.
Teaching from a Literaray Transaction Perspective
Rosenblatt suggest that first, teachers must recognize and support active roles of the readers. Readers try to find a meaning and/or connection to the book through a personal connection.
Activities for Deeping Children’s Responses to Literature
Children become more thoughtful readers when thy have the opportunities to think about the books and then express those thoughts in a way they find personally satisfying. Sharing their ideas and feelings with teachers and peers through movement, talk, writing, drama and art helps them grow in their ability to respond in richer, more complex ways.
Children responding to literature show us ways the children connect to books. When children make a unique personal connection with a story they are reading, they get engrossed in the world of that story and mentally go on those adventures. A teacher’s goal is to keep a positive reading experience and to create a lifetime love of books for their students.
Response: The Reader
Our life experiences and our interest influence how we respond to a book. Knowledge obtained from school, family, travels and other experiences create a foundation that influences how we respond to everything in our world, including literature. Students who are proficient readers enjoy reading and have advance literacy skills.
I like the ideas that Tomlinson and Lynch-Brown on page 61 suggested. It’s a strategy to help create a classroom library based on student’s interest by using a questionnaire. I have started my own library collection. It is only a few books, but I want to be able to get a wide variety of books for my students and I think questioning students in what they are interested in should help me build that library.
Response: The Text
There are different responses for different types of text. When reading a novel, we usually become absorbed in such things as relationships among the characters and when reading non fiction, we tend to approach the experience as a task to gather information from.
Response: The Context
Reading is a solitary activity. Response to reading is often shaped by social contact. I didn’t realize this bit of information. After reading this section, I realize when I read a really good book, (which happens often) I always get in touch with my friends, sisters, Mom, Grandmother and we all discuss what book we are reading, what we think of the characters and so on. We take turns sharing books. Well except my grandmother who lives out of town, I go on Amazon.com and buy her books and they ship them straight to her house. She only buys used books and sometimes I can’t wait for her to find and read certain books.
Great example of reading is shaped by social contact, my whole family has read and reread the “Twilight” series by Stephanie Meyer and we all own our own books on this one, we don’t share on this one :} Our family gathering is all about the food and that book!!!
We just can’t get enough of it.
Cultural Influences and Response
Students respond to literature based on their unique background and a large part of this background is culture. The example that Mrs. Pickett told us in class about the Dick and Jane story being read in an Alaskans culture was a great one. As a teacher you need to put thought and research into the books you pick out for your class or it can be devastating experience for the students.
A Literacy Transaction
There was a New Critical Formalism Movement that came about in the 1930s. It focus was on what the author intended message and not the perspective of the reader. Louise Rosenblatt transformed our perception of how literature could be taught, by considering the perspective of the reader. Rosenblatt (1978) calls “stance” when approaching the reading of text which we learned last chapter about efferent and aesthetic reading. Readers, who respond from an efferent stance, focus on information or analysis. When children respond to a book aesthetically, they focus on parts of the story that they are interested in.
Teaching from a Literaray Transaction Perspective
Rosenblatt suggest that first, teachers must recognize and support active roles of the readers. Readers try to find a meaning and/or connection to the book through a personal connection.
Activities for Deeping Children’s Responses to Literature
Children become more thoughtful readers when thy have the opportunities to think about the books and then express those thoughts in a way they find personally satisfying. Sharing their ideas and feelings with teachers and peers through movement, talk, writing, drama and art helps them grow in their ability to respond in richer, more complex ways.
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