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selecting the text - should be complex texts that have deeper meaning and would allow for literary analysis.

reading to get the gist - reading the first time to get a basic understanding.

reading for a deeper understanding - reading the second time to discover overall meaning and impact.

reading to understand the author's craft - reading the third time to take note on the structure of the text. this includes word choice, organization, point-of-view, literary devices, etc.

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combining close reading and reader response 

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combining close reading and reader response 

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an attempt to bring the reader even closer to the text. since everyone has different backgrounds and experiences, each reader will have different interpretations. these interpretations are not "wrong", but is the reason why we must listen to individual interpretations of certain texts.

encouraging students to get personal with texts will allow them to reap the benefits that literature has to offer.

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the understanding that a person has at a particular moment in time. these can change with rereadings and questions posed by teachers.

initial understandings (gist) - ask questions that build a basic understanding. how is the character feeling? what problem is he/she facing?

developing interpretations (deeper understanding) - ask questions that help students think about character motivations, development, theme, or setting.

reflecting on personal experience - encourage students to connect to the text by having them relate it to what they already know or what they have experienced.

evaluating - have students take a step back and look at it as a work of art. they can compare it to other things they've read or seen. they should be encouraged to look at the author's craft. they can think about if it were written from a different point-of-view, etc.

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questions to guide reading and discussion

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questions to guide reading and discussion

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combining a close-reading and reading response will encourage students to relate to the text and care more about reading it.

ask questions like "what stood out to you?", "does this remind you of anyone you know?", or "what surprised you?"

avoid asking "why" after a reader responds.

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literary journals - the students pretends to be one of the characters and writes from their point-of-view.

double entry logs - two columns. on the left, the student writes important quotes or excerpts from the text. on the right, the students reflects on these quotes or excerpts.

dialogue journals - the student writes in a journal, and the teacher responds. good way to check in with the students.

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using discussion to develop analysis and response

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using discussion to develop analysis and response

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quality talk - both students and teachers play a vital role. teacher poses a meaningful question, students respond.

literature discussion groups as cooperative learning groups - students choose books, teacher forms groups, each student in group has a role, and they meet like a book club and dissect the book.

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folklore - includes myths, folktales, superstitions, songs, and jokes. an oral tradition. choose folklore from students' cultures.

poetry - chose poetry that rhymes and is funny.

chapter books and novels - pique their interest prior. give them background information that is needed to understand the book. content and form are discussed.

drama - first read silently before acting out in order to get the gist. teacher can then organize for the students to actually act out the play or drama.

literary non-fiction - essays, biographies, speeches, etc. the least liked type of literature. properly motivate students to keep them interested.

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personal narratives - a story I would write about myself from my own point-of-view (first person point-of-view).

memoirs - stories to interpret the events of a writer's life. the events usually have a unifying theme. written in first person.

autobiographies - sketches of the writers entire life. also written in first person.

biographies -  stories about selected events in a person's life or a person's entire life.

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students sit in a chair called the hot seat and are interviewed by their classmates. they get to pretend to be the character that they're reading about. this will prepare them for writing.

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students write poems about the person that they are studying. there is a specific format in Tompkins that can be followed or adapted. super fun and creative way to allow the students to engage with what they're reading about.

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a timeline activity in which the students create a time line of important events in that person's life. great alternative to writing long journal entries or essays.

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students assume the life of a particular person, and create a journal as if they were them. great way to get the students engaged

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teaching biographies to English learners

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teaching biographies to English learners

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it is easier for those who are learning English to write about their personal experiences, so it would be best to introduce them to personal narratives first.

they could also do collaborative biographies where they work with another student to write a biography about their teacher, principal, etc. this helps their social, emotional, and academic needs.

ELs can also do classmate biographies as an independent writing project. in this case, they interview another EL (they are both using this project as a means to better their English), and write a biography based on their interview answers.