9-11-12 (initially planned for 9/4 & 9/18)

Last week, I asked this question:

What does it mean to “read” a text?

Now that you’ve had some time (and discussion) to help clarify your thoughts, answer the question with a few bullet points. Write “READ” at the top of the index card.

Next, turn the card over and write “TEACH” at the top of the card, then answer this question with a few bullet points:

What does it mean to “teach” a text?

Turn in your cards when you complete your answers.

Book Talks

•No more than 2 per person per week

•No more than 2 minutes long

•Tell us the topic, but minimal plot summary

•Goal is to generate interest

(You’ll give us details in the review.)

Last week:

Why teach lit

SC ELA standards; CCSS

Literary terms (list)

Woods Runner – teaching history

Hunger Games – teaching writer’s craft

This week:

Readicide:

What questions do you have?

Following a Readicide-based workshop, we’ll address your specific questions.

Teaching note: transition, review, preview, write questions

Only YOUCan

Prevent Readici

de

Before we discuss books, let’s talk about something (else) fun:

Consider the parallels between

and a cookie a novel:

•Created by cook/author

•Certain ingredients common to all cookies/novels, with slight variations in each cookie/novel

•Created to be consumed and enjoyed (and maybe shared)

COOKIES

List the ingredients common to cookies

Explain the purpose of each ingredient

Research your assigned ingredient – sugar, butter, chocolate, or flour – for an oral report to the class

Report; take notes

Take a quiz!

If you didn’t pass the quiz, get remediated…

Let’s study cookies! So take out some paper…

(Are you excited about the cookies yet?)

Major Causes of Readicide:•Schools value development of test-takers more than they value the development of readers

•Schools are limiting authentic reading experiences

•Teachers are overteaching books

•Teachers are underteaching books

Readicide, p. 5

Learning

Test Prep

Test Prep & Testing Time

Learning Time

Learning

Test Prep

TestPrep Learning

Learning

Test Prep

Test Prep

Learning

Schools value development of test-takers more than they value the development of readers.

Schools are limiting authentic reading experiences.

Who chooses your reading material?

To what extent do you use “study questions”?

To what extent do you study the author and/or historical background?

Why do you read? (That is, what are your purposes for reading?)

How do you respond to what you read? (Write a paper? take a test?)

Reality Check:Reality Check:

Who chooses your students’ reading material?

How often are students required to use “study questions”?

How often are students required to do background study?

Why do students usually read?

How are students required to respond to what they read?

Standard E4-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

IndicatorsE4-1.1 Compare/contrast ideas within and across literary texts to make inferences.E4-1.2 Evaluate the impact of point of view on literary texts.E4-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun,

and paradox).E4-1.4 Evaluate the relationship among character, plot, conflict, and theme in a given literary text.E4-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback,

foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.E4-1.6 Create responses to literary texts through a variety of methods, (for example, written works,

oral and auditory presentations, discussions, media productions, and the visual and performingarts).

E4-1.7 Evaluate an author’s use of genre to convey theme.

E4-1.8 Read independently for extended periods of time for pleasure.

Students in English 4 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: adventure stories, historical fiction, contemporary realistic fiction, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

How often do you model reading “independently for extended periods of time for pleasure”? How much class time do you devote to this standard?

Standard E4-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in English 4 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: adventure stories, historical fiction, contemporary realistic fiction, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Standard 6-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in grade six read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Standard E4-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in English 4 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: adventure stories, historical fiction, contemporary realistic fiction, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction, they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse, odes, songs/ballads, and epics.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Standard 6-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in grade six read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Teachers are overteaching books.

Readicide Factor: The Overanalysis of Books Creates Instruction That Values the Trivial at the Expense of the Meaningful

Readicide Factor: The Overteaching of Academic Texts Is Spilling Over and Damaging Our Students’ Chances of Becoming Lifelong Readers

Have you ever had someone “slog through to the end” of a book even though everyone was clearly bored?

If so, what did the students learn?

What “collateral damage” might occur in such situations?

Refer to your index card …

What does it mean to “read” a text?What does it mean to “teach” a text?

Discuss your answers in your book club groups, generate a reasonable answer to each question, write your answers on chart paper, and post them on the wall.

The Kill-a-Reader Casserole

Readicide, p. 73

Teachers are overteaching books.

Take one large novel. Dice into as many pieces as possible.

Douse with sticky notes.

Remove book from oven every five minutes and insert worksheets.

Add more sticky notes.

Baste until novel is unrecognizable, far beyond well done.

Serve in choppy, bite-size chunks

Teachers are underteaching books.

Too muchis not good . . .

. . . but too little is also

not good.

Don’t turn them loose with NO instruction...

…but leave room for them to stretch a little.

So what does “not too much, andnot too little, but just right” look like?

• Get them interested.

• Get them started.

• Make sure they can handle the text on their own.

• Let them go.

• Check in to make sure they’re doing OK.

Book talk or similar hook.

Close reading of early chapter(s).

Ask informal questions about plot or character.

Really. Maybe let them talk in groups.

Again, assessments can be informal.

Riding a bicycle:

• Watch someone ride

• Ride w/training wheels and someone holding on

• Ride w/training wheels but w/o additional help

• Ride w/o training wheels but with someone running alongside & holding on

• Ride with someone close by, but not holding on

• Ride independently

• Maybe wreck occasionally, but get back up & try again

Teaching a skill in class:

• Teacher does skill while students watch

• Teacher does skill while students assist

• Students do skill while teacher assists

• Students do skill while teacher watches

• Students do skill independently

• Maybe wreck occasionally, but get back up & try again

Gallagher’s Three Ingredients to Building a Reader

1.They must have interesting books to read.

2.They must have time to read the books inside of school.

3.They must have a place to read their books. Readicide, p. 84

Step 1: Have interesting books available (yes, IN the classroom!)

Steps 2 & 3:Provide time (in class) for pleasure reading, and, as much as possible, provide a comfortable place for pleasure reading.

Make books – reading them, discussing them, recommending them to each other – a normal part of the classroom culture.

Compare/contrast ideas within and across literary texts to make inferences.

Evaluate the impact of point of view on literary texts.Evaluate devices of figurative language.Evaluate the relationship among character, plot, conflict,

and theme in a given literary text.Analyze the effect of the author’s craft on the meaning

of literary texts.Create responses to literary texts through a variety of

methods.Evaluate an author’s use of genre to convey theme.

Possible Goals for Teaching a Text

One Option (of Many): The A-B-C Book

•26 pages (one for each letter of the alphabet)

•A key word for each letter

•A key quote from the novel,using or related to the word

•A relevant illustration

• Letter

• Word or phrase that begins with that letter

• Quote (Do the best you can; fake it if you must)

• Explanation of the significance of the quote or the passage from which it comes OR of the literary device or figurative language

Use plain white paper and whatever materials you can find; you’ll present your pages to the class, then combine the pages into a book.

More ideas to allow students to show their learning:

Write a “missing” chapter, an alternate ending, or backstory for a key character and explain choices

Write diary/blog entries for a character in a key situation

Write text message/IM exchange between key characters (or even minor characters) and explain the

exchange

Turn key chapters/passages into a graphic novel or a storyboard for a film and explain choices

Create a soundtrack for a movie version & explain song choices

Dramatize a scene (live or filmed) & explain choices

Write (and perform) a theme song for the novel or a character

For next week:

Read (and bring your copy of)Will Grayson, Will Grayson.

Also, if you haven’t done any book talks yet, you need to start. You can do only 2/week, and you need to do 8.

For 9/25:Bring your book club “problem novel.”Post your paper on your wiki page before class.