Responding to Show Comprehension

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Narrative vs. Informational•Are there different ways to respond to narrative (fiction) and informational (fact) text?

•What is the goal of response for each of these?

Reader Response TheoryResponding to Literature

Transactional ViewRosenblatt, 1978

• Meaning does not reside either in the text or in the reader • Meaning happens during the transaction between the reader and the

text• Readers construct and continually adapt their understandings• Although reader actively creates meaning, text provides guideposts

to keep meaning from being arbitrary

Types of Responses

• Aesthetic response– Based on experiences, thoughts, feelings

• Efferent Response– Reading for information, analytic, reasoning

Efferent/Aesthetic Response Continuum

•Efferent Aesthetic

•Text-focused Reader-focused•Cognitive Affective•Final Product Ongoing process•Comprehension Transaction•Factual Emotional•Information Enjoyment•Public understanding Personal

connections•Quantitative aspects Qualitative aspects

Responding to Show Comprehension

• Remember…Process and Product

• The END of the comprehension problem solving process

• Responses are like new text created by the reader via problem solving

• “If they can do the worksheet, they don’t need it, and if they can’t do it, it won’t help them.”

• Marilyn Adams

• Comprehension = making thinking visible via a product

• Response options = Choice

• Authentic Choice = Key to Motivation

• Options for response are numerous

Activity: Response Examples(p. 271)

Modality Response Activity

Words: Speaking/Writing

Visual

Touch/Kinesthetic (including art)

Symbols/Signs

Multiple Modalities

Responses in School

• Reflection on CCSS demands

• Interconnectedness of reading and writing

Response Demands and Bloom’s Taxonomy

What Type of a Question or Activity?

• Knowledge: – gather knowledge and understanding

• Understanding: – summarize the story and relate personal thoughts/ideas

• Application: – illustrate and demonstrate knowledge and understanding

• Analysis: – examine, connect, compare and contrast themes, characters

and ideas• Synthesis:

– create something new• Evaluation:

– draw conclusions and support opinions

Knowledge and Understanding

Application and Analysis

Application and Analysis

Myths to Compare to Percy Jackson• Myths Related to the Novel (by chapter) • Myths by Chapter• Ch. 1• The Creation• The Battle of the Gods and Titans (Titanomochy)• Ch. 2• The Three Fates• The Three Furies (the Kindly Ones)• Ch. 4• Theseus and the Minotaur• Satyrs• Ch. 5• Dionysus• Chiron the Centaur• Ch. 6• Nymphs and Naiads• The Olympian Council• Ares• The Marriage of Zeus and Hera• Ch. 7• Athena• Hermes

Synthesis and Evaluation

• Argue Why The Lightning Thief Should Not Be Banned

• Young adult novels did not exist before 1950. In recent years, they have been targeted frequently by censors, either because these novels deal honestly with realistic issues facing teenagers, or because they deal with fantastical subjects such as magic or mythology that some construe as being at variance with strongly held religious beliefs. Some reasons why a censor might object to The Lightning Thief are:

 • Paganism/polytheism• Fantastical elements such as monsters and magic• Violence• Unconventional families/unmarried parents 

Why?

• What is the theme of this book? Discuss the theme with reference to Percy’s character.

• Compare the theme of this book to either book one or book two. Discuss the themes with reference to Percy’s character.

Percy Jackson: The Titan’s Curse Graphic Organizer for

Theme Discussion

• By RB

Loyalty

Mother

Olympus

Friends

Father

Annabeth

Zeus, Artemis

More Examples…

Brochures

Blogs

“Tweets”

New Versions of Stories

Diorama

Bulletin Boards

Written Responses

Teacher-Constructed Prompts• Experiential prompts

• Focus on what the reader brings to the reading

• Background knowledge, personal experience

• Text-to-life, text-to-text• Aesthetic prompts

• Focus on feelings, emotional interactions• Cognitive prompts

• Focus on solving problems, making predictions, making inferences

• Interpretive prompts• Focus on personal consideration of

meaning, personal judgment• Requires higher-level reasoning

Types of Journals

Double-Entry Journal•Students select and write about passages they find meaningful in the reading•Encourages students to interact with the text and to decide for themselves what is meaningful

Dialogue journal•A two-way journal between student and another person, usually a teacher•Students respond to the text, either through a prompt or open response•Teacher responds back to student to scaffold students’ responses

Reading log/literature log• Teacher provides a prompt for writing following a

period of sustained silent reading or shared reading

• More structured than Double-Entry Journal

• Appropriate prompts involve the reader’s perception of, association with, or evaluation of the text

• What character was your favorite? Why?• Are any characters like you in the story? Explain• What was your first reaction to the story?