The Reader Response Notebook , livre ebook

National Council of Teachers of English (NCTE) - Ted Kesler

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103 pages

English

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Ted Kesler, with a community of grade school teachers and students, demonstrates how students’ creative responses lead to deep comprehension of diverse texts and ultimately help them to develop their literate identities.

The Reader Response Notebook (RRN) is a tried-and-true tool in elementary and middle school classrooms. However, teachers and students often express frustration with this tool. Responses can read as though students are just going through the motions, with little evidence of deep comprehension. With this book, teacher educator and consultant Ted Kesler breathes new life into the RRN by infusing this work with three key practices:

Encouraging responses to reflect design work, using a variety of writing tools
Expanding what counts as text, including popular culture texts that are important in students’ lives outside of school
And making the RRN an integral part of a community of practice

Providing myriad examples of student work and explicit teaching in classrooms, Kesler, with a community of grade school teachers and students, demonstrates how students’ creative responses lead to deep comprehension of diverse texts and ultimately help them to develop their literate identities. This book colorfully illustrates how to teach students toward agency, autonomy, and accountability in their reader response notebooks.

Sujets

Disciplines

Language Arts

Literacy

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Publié par	National Council of Teachers of English (NCTE)
Date de parution	06 octobre 2018
Nombre de lectures	0
EAN13	9780814100486
Langue	English
Poids de l'ouvrage	5 Mo

Informations légales : prix de location à la page 0,1250€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

Extrait

The Reader Response Notebook
NCTE Editorial Board

Steven Bickimore
Catherine Compton-Lilly
Deborah Dean
Antero Garcia
Bruce McComiskey
Jennifer Ochoa
Staci M. Perryman-Clark
Anne Elrod Whitney
Vivian Yenika-Agbaw
Kurt Austin, Chair, ex officio
Emily Kirkpatrick, ex officio

Staff Editor: Bonny Graham Interior Design: Jenny Jensen Greenleaf Cover Design: Pat Mayer
NCTE Stock Number: 38403; eStock Number: 38410 ISBN 978-0-8141-3840-3; eISBN 978-0-8141-3841-0
©2018 by the National Council of Teachers of English.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America.
It is the policy of NCTE in its journals and other publications to provide a forum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified.
NCTE provides equal employment opportunity (EEO) to all staff members and applicants for employment without regard to race, color, religion, sex, national origin, age, physical, mental or perceived handicap / disability, sexual orientation including gender identity or expression, ancestry, genetic information, marital status, military status, unfavorable discharge from military service, pregnancy, citizenship status, personal appearance, matriculation or political affiliation, or any other protected status under applicable federal, state, and local laws.
Every effort has been made to provide current URLs and email addresses, but because of the rapidly changing nature of the Web, some sites and addresses may no longer be accessible.
Library of Congress Cataloging-in-Publication Data
Names: Kesler, Ted, author.
Title: The reader response notebook : teaching toward agency, autonomy, and accountability / Ted Kesler.
Description: Urbana, Illinois : National Council of Teachers of English, [2018] | Includes bibliographical references and index.
Identifiers: LCCN 2018021522 (print) | LCCN 2018034058 (ebook) | ISBN 9780814138410 (ebook) | ISBN 9780814138403 | ISBN 9780814138403 (pbk) | ISBN 9780814138410 (eISBN)
Subjects: LCSH: Reading (Elementary)—United States. | Language arts (Elementary)— United States. | English language—Composition and exercises—Study and teaching (Elementary)—United States. | Reader-response criticism.
Classification: LCC LB1576 (ebook) | LCC LB1576 .K456 2018 (print) | DDC 372.4—dc23
LC record available at https://lccn.loc.gov/2018021522
This book is dedicated to my mom, Dr. Regina Rachel Chanowicz Kesler, 1926-1973. She taught me to serve communities graciously, patiently, lovingly
Contents

FOREWORD: THE VALUE OF READER RESPONSE IN A TEXT-DOMINATED WORLD
K ATHY G. S HORT
ACKNOWLEDGMENTS
INTRODUCTION: ORIGINS AS A CLASSROOM TEACHER
CHAPTER 1 A New Vision of the Reader Response Notebook
CHAPTER 2 Getting Started
CHAPTER 3 Expanding Possibilities
CHAPTER 4 Toward Agency, Autonomy, and Accountability
CHAPTER 5 Permeable Boundaries: Living Literate Lives in and out of School
CHAPTER 6 Changing Lives
APPENDIXES
APPENDIX A: RRN STRATEGY CHECKLIST
APPENDIX B: RRN GRADING CRITERIA
APPENDIX C: RRN STRATEGIES ANCHOR CHART
REFERENCES
INDEX
AUTHOR
Foreword: The Value of Reader Response in a Text-Dominated World
K ATHY G. S HORT , University of Arizona
J ohn Dewey (1938) argued that we live in an either/or society where educational movements often swing from one extreme to another. He believed that educators are better served by getting off the pendulum and pursuing possibilities that go beyond oppositional extremes. Rosenblatt (1938) took up Dewey's call and rejected the dichotomy of text or reader, arguing that reading is a transaction of text and reader coming together to create something new, an understanding that goes beyond either one—and changes both. This rejection of opposition lies at the core of the experiences with reader response notebooks shared in this book. These notebooks encourage students to immerse themselves into the fictional and informational story worlds of literature while thoughtfully considering those worlds. They are also a demonstration of how to move beyond the current pendulum swing that rejects the reader in favor of the text through the guise of “close reading.”
Current state and national standards and basal reading programs emphasize close reading of texts, recommending that students find and cite evidence in the text. Textual analysis is viewed as bringing rigor to reading. Any text read to or by students is used for instructional purposes, to teach something. If students respond to a text by talking about connections to their lives, teachers are advised to steer them back to the task of talking about the text. Text-dependent questions and evidence, not connection, are valued.
This focus on close textual reading is based in misunderstandings about reader response, specifically that reader response stays at a simple level of personal connections that do not lead to critical thinking or textual analysis. Although reader response does begin with personal connections and interpretations, readers are encouraged to move into an analysis of their responses through dialogue based on evidence from their lives and the text to develop their interpretations. Rosenblatt (1938) argued that students need to first respond as human beings and share their experiences of a story before a text is used to teach. Literature is not written to teach a strategy but to illuminate life. The first questions to consider are, “What are you thinking? What connections did you make?” rather than “What was the text about?” and “How does the text work?” Personal connections and responses are essential, but not sufficient, as readers also need to dialogue about their interpretations, critiquing those interpretations and examining whether they are supported by evidence from their lives and the text.
The examples of children's responses in this book honor Rosenblatt's belief that a reader's first response to a text should focus on the book as an experience of life. The second response moves into close reading as students consider those responses by examining both the text and their lives. The reader response notebook strategies, such as “parking lot,” provide a means for students to gather their impressions as they read, a first response to a text. Students move from these first responses and initial sharing to more in-depth dialogue, using strategies that encourage them to examine character relationships, key moments, or significant issues through a sketch-to-stretch, web, or Venn diagram.
The Reader Response Notebook also uses strategies such as “the missing voice” and “power meter” to encourage readers to bring a critical lens to their reading, which requires both personal response and textual analysis. If readers are engaged only in textual analysis, they do not learn to question the text and the assumptions about society on which the text is based. They circle around within the text, engaging in evaluation but not critique of missing voices or issues of equity and power.
When readers engage in both personal connection and textual analysis, they consider multiple perspectives as a way to critique and challenge what exists in society, to examine who benefits from these inequities, as well as to imagine new possibilities (Freire, 1970). Readers need to go outside the world of the text to challenge that world and bring the text back to their lives to challenge their views. Encouraging readers to engage only in close reading keeps the text distant from their lives—they read as spectators instead of immersing themselves in experiences that connect them to, and take them beyond, their own lives.
Close text-based reading is a return to a narrow definition of what and how we read. History indicates that this type of textual criticism has turned off generations of students because it lacks purpose, meaning, and relevancy to ideas and issues that students care about. Many of us have painful memories of sitting in high school literature classes, struggling to come up with the “right” interpretation of the assigned text and taking a text apart piece by piece, destroying interest in and enjoyment of that text. Our connections and thinking were not valued, and we saw no relevance for that reading in our lives.
Rosenblatt provided a powerful indictment of this approach in 1938 and her critique remains valid today. We do not need to choose between personal connection and textual analysis; the choice is not either/ or but both. The risk of ignoring that choice is producing another generation of readers who avoid reading because it is painful school work instead of meaningful life work. The Reader Response Notebook put this theory into action by providing concrete examples of the invitations teachers can offer students to unite their lives with the world of the text to build understanding through reflection and dialogue. By redefining close reading from a reader response stance, this book provides a generative means of moving forward as educators who reject either/ or pendulums and instead create our own pathways of understanding.
Works Cited
Dewey, J. (1938): Education and experience. New York: Collier.
Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.
Rosenblatt, L. (1938). Literature as exploration. Chicago: Modern Language Associa-tion.
Acknowledgments
I t helped to announce to my various communities that I was writing a book. Community members invariably asked, “How's it going with your book?” and I inv