 GENRE
STUDIES
The word "genre" refers to the kind,type, or style of a particular
piece
of writing. There are four main genre categories: fiction,
non-fiction,
poetry, and drama. Each genre can be further divided into
sub-genres.
For example, historical fiction, horror, fantasy, and realistic fiction
are sub-genres within the genre of fiction.
The main objective of a genre study is to provide opportunities for
students
to have multiple experiences reading, writing, analyzing, and
synthesizing
their understanding of one specific genre or sub-genre of
literature.
In my classroom, learning experiences include the following.
whole class introduction using multiple read-alouds
whole class guided analysis of specific characteristics of the genre
being studied
small group &/or partner reading and analysis of additional
examples of the genre
independent reading and analysis
synthesis of learning to create a written example of the genre
In addition, students are generally required to create a project that
reflects
their comprehensive understanding of the genre studied and/or complete
a literary analysis that focuses on the comparison/contrast of two
different
examples of the genre studied.
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 AUTHOR
STUDIES
The
main objective of an author study in the reading classroom is for
students
to obtain a comprehensive understanding of an author's life and
selected
written works. There are several methods for conducting author
studies.
In my classroom, learning experiences include the following.
learning about the author's life through teacher-created materials
&/or
presentations or individual/partner research
immersion in the works of the target author through independent reading
and
personal and critical response activities
analysis of the author's craft with emphasis placed on literary devices
connections between the reader, the literature, and the author
culminating
independent, partner, or group project
In addition, students are required to show their understanding of the
author
and his/her works through written compositions including a biographical
sketch and/or various literary analyses. Comprehensive analyses
reflect
knowledge and synthesis of characterization, theme, and language among
the works read.
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STRATEGY
LESSONS
A
variety of reading skills and strategies that promote the students'
ability
to construct meaning from a variety of text structures are introduced,
modeled, reinforced, and practiced throughout the course of the school
year. With repeated teacher modeling and student practice,
students
eventually internalize the processes necessary to become proficient
readers.
Specific strategies addressed in my classroom include the following.
summarizing |
drawing conclusions |
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inferring |
stating opinions |
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questioning |
locating main ideas |
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predicting |
making judgements |
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visualizing |
analyzing |
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connecting |
identifying cause-and-effect
relationships |
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clarifying |
understanding an author's purpose |
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evaluating |
distinguishing fact from opinion |
(from: The
Interactive Reader - Teacher's Guide, McDougal Littell, 2002, p.
6.)
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GUIDED
READING
"Guided reading involves working with students as they
read
a text, modeling good strategies, involving them in deep critical
thinking,
doing cross-textual work, and other similar activities. Of
primary
importance is when the teacher models good strategies and scaffolds
students'
attempts to use them. The teacher's goal is to model the types of
thinking and engagement that characterize good readers.
Students in a guided reading group read similar level materials, engage
deeply with the text, and express their understanding through student
discussions,
written responses, or other creative modes of communication. In
addition,
students think about and discuss the strategies they need to approach
different
kinds of texts for different purposes." (p.51-52, Reading
Comprehension
- Strategies for Indpendent Learners, The Guilford
Press,2001.)
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ACTIVE
READING
Reading is a process that requires readers to actively construct
meaning
through the application of numerous cognitive strategies. For
proficient
readers, this process is automatic, on-going, and requires little if
any
direct instruction on the part of educators. However, many
students
do not use these strategies consistently and automatically and,
therefore,
benefit from the direct guided instruction, modeling, application, and
practice of those reading strategies that will help them make sense of
print.
Active before, during, and after reading strategies can be addressed
using
a three-part reading model summarized below.
THREE-PART
READING MODEL
(from: Teaching Reading in Middle School, Scholastic
Professional
Books, 2000, p.62.)
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READER
RESPONSE
R.I.C.E.
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RESPOND
show
a basic understanding of the story
recognize major characters and events
show awareness of confusing or unclear parts of the text
THINK:
How did I feel?
What thoughts, opinions, questions do I have?
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INTERPRET
predict
about later events
see characters' motivation
draw conclusions about characters
see both sides of conflicts in the story
show self-reflection about your reading
THINK:
Why did I feel that way?
What were my predictions?
What made the characters behave as they did?
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CONNECT
make associations between the story and other
literature, personal experiences, society, movies, music, art
make comparisons between personal life and the text
make comparison's between character's life and own life
tie personal connections back to the text
THINK:
How is the story like my own life?
How are the characters like people I know?
What books, movies, or TV programs does this remind me
of?
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EVALUATE
be
aware of the author's style
be aware of the literary features
disagree with or question the author
judge literary quality
THINK:
What compliments, criticisms, questions do I have for the
author?
What changes do I wish the author had made?
Why is this good literature?
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(from How
to be a Strategic Reader, student pamphlet created by the Stafford
High School English Department for use at SMS)
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LITERATURE
CIRCLES
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LEARNING
LOGS
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RESEARCH
PROJECTS
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WRITING
PROJECTS
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TECHNOLOGY
INTEGRATION
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ARTISTIC
EXPRESSION
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WRITER'S
WORKSHOP
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INDEPENDENT,
PAIRED, OR GROUP READING
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SILENT
SUSTAINED READING
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PEER
CONFERENCING
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Brainstorm/Categorize 
Honors
Graduate - 1977 
