Thanks to visit codestin.com
Credit goes to www.scribd.com

Scribd
Upload
116 views11 pages

Chapter 3

Uploaded by

Mónica Arce
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
116 views11 pages

Chapter 3

Uploaded by

Mónica Arce
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
You are on page 1/ 11
CON Koy W earning about Literature Archeology of a Book 24 part chisrn sn sre The ways in which you interact wth children around erature can citer encourage thom to eagerly share ‘heir coanctons and engage in dialogue with each ther or cause hemo las confidence in thi ables to-cansiat the “rah interpretation. When you provide an opportuni for hilen to share hee cow tions to shook, ou respect thee voices and experince. They can hen be encourage to equ their ‘nil iatrpectations tough logue and searching for evidence in the text. Discussions around itera ture are supported by an understanding of literary elements es they payout intext and image in picture brooks and novels, These understandings are particulary significant fer you inlring to evaluate the ‘pat of literature freien and developing language for alking about Kertre, Approaches to Studying and Interpreting Literature “Te sholary sad of erate focuses on the eosracton of meaning by authors and readers foe apa ‘ical piee of iterate. These pproiches recognize erature as a scpine and separa course of ‘stud common feu in high school and universities. What often overlooked in elementary comexts ‘sth itera stl conte area way of knowing the wold ht flrs from ther ways of x0 ing ch as science or istry Instead, Htertre i element clasrooms is usually viewed ta mail hed o teach reading, math, seiece, ce sei stubs ‘Although teacher of literature in Secondary schools and universes view Iterature a a ied of stu tee focus has often been on teaching the formal at of words and texts and intedacing stadents to the class anda teary hetage rather than on readers expeiencing erature se, When reader ub- jet work to dos analysis tough exact and cael reading, is refre to as New Crit or ease ‘eading nhs approach the analysis ofthe words and sructre of work isthe foc: the als ind the “sore” inerpretton Close reading domisied erature classrooms util de 1960, but many teachers oataue to use this method toa. Tis approach takes the view tat here is ne correct interpret of any work of ‘erature, and readings a process of taking from the text only what was ut thereby the author, Suecess- fal readers of erate are determined by how closely thr etrpctations match the “authorized” inte pretton. Sten responses ae ths ited o naming (o guessing the “igh” answers to teachers uestions. “Many of you experienced this approch as students and know the fastration and apathy tat can resi rom eying to repeats the teacher's interpretation You may have even Been ane of many readers ‘who didnot bother with reading the actual book and instead consulted study guides oF online resources. Close eading approaches do not encourage chlden to see reading relevant other veo ep hi ‘ren develop confidence in ther sities to const meaning Oe hese experiences are opin that shen sop reading books excepto complete school assignmens. [Louis Roseablatinsoduced reader response theory othe transactional view of reading in 1938 ‘She asserted that what the ear brings othe reading aet—his or ber worl of experince, personality, ‘ultra views, and ccrent frame of midis just as porn in interpeeting the text a wa the author ‘wits. Reading is thus fusion of text and reader. Consequently, the meaning ofa tx wll vary from "rade o reader and, indeed, fm eaing to reading ofthe same text bythe sme reader, You may have ‘perience dacussing ook with rend only to disover that they hae iaterpetd the same book gute ‘ferent, Roseblat (1978) argues ta although the text guides posible inteypretations, a ange of per Sonal imerpretaions is valid ad desirable as longo readers ean Support an interpretation By cing ei enc from the text and their omnes, Reader ring connections from tue wold of experience wo a hook, acudig (1) knowledge of| saris genres and teary fom guned trom previous reading that helps hem understand new, simiar books (2) sci lationship that help tem onertand and eva chats’ ations nd motions; (3) cata hnowedge that influences heir atts toward sel and other and thee responses 1 tory ‘evens and (4 knowledge ofthe world or topic that can deepen readers’ understanding of text and enrich hee esponse (Beach & Appleman, 2016). "Anoter spect of Rexenblat'stheory i er focus othe importance of he stance tha readers choose related wo thi purone for eading. An efferent stance fcises the reader on aking knowlege or informa ‘ton fom the tex. whereas anaesthetic stance engages the reader in living trough a terry experience and immersion int the werd ofthe sory. Whether people ead efferent or aestetaly depenis on hatte are reading (a wan a versus a mystery novel) and why they ae reading ite, for infor raion vers or pear). The problem is hat may teachers encourage an efferent stance by asking rote 25 Chapter? Leng ou questions on specie det in book, and eters te preoccupied with reading for those details tht ‘they fi to engage with or understand the story sl Roseblat’s view of reading has important implications for the way you encourage cilden to respond o erature. Clden frst need an opprtmity for personal response to itrtre se they make ‘connections between tees andthe text to constr the nil nerpretations. The ist diseston of book involves sharing these personal connections. If children ate ial asked wo answer Iitera-leel ‘questions oe provide book summaries or epors,they read forthe details bt miss these. When hile ‘ren are ashe to start with eral comehensin ad then move to hgher eels of thinking, tsi ander ‘Standings and iterest na book are inibited- Hf yu priate inal bok props, yu probably have ‘xperiened understanding the big issies in a book while forging spe deal of aes ov evets {hat are clr inthe proces of group discussion “Many educators have misundrstond Roseablats theories al hieve tha reer sponse only pro mots personal conection and socks igor. Instead of an eithevorapecach, Rosablat (191) pots ‘ut hat teachers and tadents ean engage in close textual analy of particular aspects of he tx afer fst creating personal meaning and significance rom thee reading. She ares that personal respons essential bt ot sufficient. Cilden need © move fom sharing personal responses nto logue where ‘hey erigue ther inva responses by retin othe txt apd tele ives or evidence to supp he Imterpetations and doepen their understandings. This approach honors the indi voices of readers hile als hain ther responsible to the group ad remaining opea wo othe ineretations. As they "xamine ther inlerretations they can ls take on the lens of particu trary tare, such seit ‘rian, cetieal ace thors, or pexcolnilisn oak fic question of themes andthe text. "The Common Core State Standards encourage a return 1 lose reading with focus on cael ext alysis an an inital emphasis on eral compreension, viens persona esponse ss interfering With ompehensin. The assumption that lose reading is in cppostion to reader responses a misconception because readers ill engage in arf textual alysis fer siring pero connections to serch for ‘evidence related to thei interpreations. The danger of ony focusing text ali i that rears will ‘gin be subject to goesing the teacher's mind to ind ome” interpretations sa move sey fon son sgnicance and dalogee ‘Clos eaing highlights “Yeading between the ou corners ofthe page” and ext pendent estions| ‘so that reader aed o wht the text ays and how taps hater than wh ext mars Wo eer Fisher and Frey 2014) believe that discussion should begin by asking, “What dos the txt a allowed ‘by asking, "How doos the txt work?” Only afer iscusing these qucation in dep isthe reader allowed 10 consider, "What does the test mean?” Rosenblat (1938) argues hat this Bal question wher readers ‘bth begin and enda reading event. By fst considering wha a ext means, purposeful contests povided ‘oe readers wo consider evidence within the text and th itera devies hat soppont meaning making. "The literary elements provide a way wo heighen your arenes of ray eri and provide 8 shared vocab for alking wih cilen about books, These Mary terms at ole for ining and Sastinng eovertions aboot Ktatre. By using these tem n your tlk, you help cilren segue teary Voeabulary and suppon them in meeting the txt analysis standards highlighted nthe Common Cove. Note that this caper focuses on how the teary elements play out in writen teat, and Chapter 4 slscosses how these elements are developed by visual images in Books. Elements of Fiction oe “Learing wo evaluat children's boks can best be accomplished by reading a+ many excellent books os ‘be. Gradually. you wll develop the ability to make judgments on the mers of individ books. Discus ing your responses to these books with others and sting to hi sponses wl ep you Become mee ral Understanding the diferent parts, elements, fa pee of ion and how they work ogetier can Insp you become more analytical about iterary works st hs, to, can smprove your evaluation of Mer: ‘ure The elements of fition are discussed separately inde following sects, bu itis the unty ofthese ements that produces the sory The element of nation Iterature are sco in Chap 1 Plot “The events ofthe sory and he Sequence in which they are to onsite he pot. The pots what hap- ens inthe soy sot ian important clement of fiio for chien, Ofen, adults bee that soy foe 26 Patt citer ens care chien only needs to presen familia, everyday aetviies—the daly routines of life. Two- and 3-year ds enjy Beariog these naraives, ut by age, children want more excitement in books. A good plot rues confit uid te excitement and suspense tht are need o keep he reader volved “The nature ofthe confit within the plot ean arise from diferent sources. The Basic confit may occur within the main characte, called person-egaasesef. The min carcter sugges gsi nner ‘ves and personal tendencies to achiev some glo overcome a tauatc event, suchas the death of a ‘motrin City Boy by Jan Michal (200) In his book, Sar ses hie seme of ieay when hes Feed {o moe fom the city tow rral village in Malawi ad lshes ou fal and frends while roping ‘vith is ow internal conf. ln Katherine Paterson's The Great Gil Hopkins (1978), Gly’ goal is 10 ‘dpe foster care by ning her moter, an indication of her ner struggle wo cope With her longings and fears as se scheme against anne who show’ he ends or caring ‘Aner confit the strugal ofa character wi the forces of nature. This confi is called person- againstnature ai often exempted in srvival novels sch a Hatchet by Gary Paulsen (1987) in ‘which Bean's pane goes down nthe wiles, a Eight Days: A Story of Hai by Edwidge Danial {@O, about & young boy struggling to survive in a huicane. In Dan Gemeinhats The Hlonest Truth (G01), Mark etn hat his cancer has eoccured ad he ns way to achieve his ream of himbiag to ‘he top of Mount Rin. scons both within himself and with ature when he seaught i a lind ing snowstoem, Tir othe tres, the source ofthe confit is betwen two characters, Conflicts wih ees problems ‘with iblings, an rebelions against nad are person-agains person colts. This ype of plot occurs jn Max's comiit with hi otherin Where dhe Wild Things Are by Maurice Seada (196). and Auggie's ineraction with bully who makes fun of his severe facil deformities in RJ. Palacio’ Worder (2012) [ess of gender expression and bullying area the bear ofthe conflict in Morris Micewhie and she Tangerine Dress by Christine Haacchino and Isabelle Malefant (2014), when Mow faethe tuts of

You might also like