http://www.youtube.com/watch?v=HZSoHnzg3tk&feature=related
http://www.youtube.com/watch?v=D3p5MyusPJM&feature=related
Monday, 2 May 2011
What is Inferential Reading
Getting students to read and appreciate literature is one of the most tedious tasks that a teacher has to deal with on a daily basis due to the fact that every student in the class has different interests and different learning styles. A teacher however, must be made aware that there are different strategies which they may engage in before, during and after reading in order to build student interest in reading. One such strategy is inferential reading which involves the reader response theory and also allows students to engage in critical reading.
Inferential reading, as the term implies, refers to one’s ability to make inferences and reason using their experiences in relation to the ideas presented in the text. In addition to that, the strategy involves a lot of interaction in the classroom; a teacher may use a television show, a book or a favourite sport when using this strategy.
Inferential reading allows the reader to use their prior knowledge in order to understand the ideas presented in the textbook. For example, a student may use his ideas and experiences on superstition to deduce, understand and analyse ideas in a text that are centred on the supernatural world. Moreover this strategy encourages readers to engage in critical thinking and being active in their discussions as it relates directly to their experiences. The strategy also enforces the constructivist theory in that students are responsible for building their own knowledge and constructing ideas based on their experiences. Not only that, but students infer and make predictions based on the cover page illustration and the blurb or synopsis at the back of the book. Therefore the physical layout becomes of great importance in inference because it is from this that students are able to deduce and perceive what the book is about before the actual reading process commences.
Inferential Reading takes into perspective the questioning procedure where the facilitator poses questions to students and encourages them to answer, again based on their experiences and judgement of the book based on the illustrations before they actually begin reading. Unlike other strategies, inferential reading does not require a question answer session during reading or pausing to comment on various parts of the text however it benefits the student as they learn to read more purposefully and tactfully.
Getting students to engage in this practise is advantageous to both the teacher and the student. The strategy helps students compare and contrast as well as makes associations and allusions to their lives. This allows the student to connect with the text and therefore makes it easier for them to find and identify themselves in various characters. It also makes comprehension and analysing easier for the student and helps them, according to Kylene Beers transfer those skills and strategies to their interactions with the text.
In addition, students develop skills pertinent to their understanding of both the literature and language arts. Students learn to:
- understand the intonation of characters' words and relationships to one another
- provide explanations for ideas that are presented in the text
- offer details for events or their own explanations of the events
- recognize the author's view of the world including the author's biases
- offer conclusions from facts presented in the text
- relate what is happening in the text to their own knowledge of the world
Students can also use inferential reading to help them with new or difficult vocabulary by figuring out 1) antecedents for pronouns, 2) the meaning of unknown words from context clues, and/or 3) the grammatical function of an unknown word.
Using Inferential Reading in the Classroom
Using the strategy in the Classroom
Before reading activity
When one thinks of making inferences based on a book that the student has not read, the idea of engaging them in any activity surrounding the text becomes a complicated task. Most times we ask, what do I ask them? Will they be able to arrive at the conclusions that I want them to within the allotted time? And the list of questions continue. Contrary to that idea, making inferences is a rather simple, interesting way of engaging students in discussion and generating as well as sharing knowledge and critical thinking. The teacher however, in order to make it a successful exchange has to be adequately prepared for the role. First and foremost, the teacher must have some knowledge of the book, therefore it would be in their best interest to read the book and understand it before actually going into the classroom. In reading the text, the teacher has to come up with a few amin questions to ask studetns which will help elicit previous knowledge and questions that will allow them to come up with their own predictions about the central ideas in the book; for instance, a teacher may choose to ask the class, ‘have you or anybody close to you been in a situation like that? What did it feel like? What was your reaction? Why do you think that happened? What do you think the book will focus on? It has also been suggested by Kyleen Beers that upon first initiating the strategy, the best way would be to use an everyday experience that they can easily relate to.
During Reading Activity
During the reading activity, the teacher may ask the students to draw conclusions based on their reading of the particular text, however it has to be supported by evidence from the text. For instance the reader may have to provide the class with examples of what was said, why was it said and how was it said.
After reading activity
After completing the entire novel, students are then expected to analyse their predictions about maybe characters or the happenings in the text. They make comparisons based on what they perceived would have happened and what actually happened
When a teacher allows a student to engage in the practice of inferential reading, it helps them develop critical thinking skills. Students are able to think of and make judgments from their own experiences and relate them to scenes and characters in the test. It is effective as it allows the student to share ideas from their own point of view thereby developing and or boosting the student’s self-esteem and confidence. Moreover, students become independent thinkers thereby broadening their knowledge and allowing them to develop appreciation for literature.
Lesson Plan
Date: April 29 2011
Grade Level: Grade eight
Age Group: 12-14
Number of Students: 36
Language Arts Area and Subtopic: Elements of a short story/ theme
Duration: 40 minutes
Other Language Areas: Characterizations, setting
Objectives: students will:
- Share their stories of superstition
- Identify and discuss the characteristics of the stories
- Examine elements of the text to make predictions
Pre-requisites: students should be able to:
- Read
- Tell stories
Approach/ Strategy: discussion
Materials: mats/ blankets
Preparation: students will arrange the class in a fish bowl arrangement.
Introduction: teacher will tell her own experience with superstition. She will also mention terms like the soucouyant, bolom, “Jean Gaje” and ask students what they know about them.
Development:
Step 1: students will take turns to tell stories of superstition. Students are free to comment on each other’s stories, make adjustments and tell their version of the same story based on how they have heard it.
Step 2: students will identify and discuss the characteristics of the stories highlighting their variations and commonalities.
Step 3: students will be given a copy of the story, “The Village Washer”. As a class we will discuss the topic of the story. Students will be asked the following questions:
- Is the title attractive? Is it one which makes you want to read the text?
- Based on the topic, what do think the story is about?
- Using the class activity as the basis along with the topic what do think the story is about?
Step 4: teacher will read a brief preview of the story to give students a little more information to make their predictions. The teacher will not give out too much information but rather just enough to get students interested in the story.
Conclusion: using a table format, students will document the similarities and differences among the stories.
Based on the preview that was read and the discussions in class, students will make predictions as to what the story will be about in their prediction logs.
Evaluation: students will be asked to draw their idea of a superstitious character of their choice in their journals.
Saturday, 30 April 2011
What Is Literature
She had barely uttered the word
And I was gone with the wind
Attired in the costly clothing of my colonial master
Enduring the ruthless pains of my mothers past
Clad in nothing but heavy, clanky chains, relentless fear and hunger
My tears quenching my thirst every now and again
A baton, my only form of reinforcement
Entertainment, the rhythmic whipping of my sisters
My brothers being torn hardheartedly by the guard dogs
If only the words could escape their lips
Just to feel the sting of the cut to the flesh, almost to the bone wounds
To feel the branding of the whip
That Sic Solomon arrogantly held.
For you see
I was born into slavery
In Black River, Louisiana
‘And life with Massa Kilpatrick
Were some of the worst days
Was ever seed in the world
You tink I lie
I got the scars on my old body to show to this day
I even seed them put the men and women in the stock
With they hands screwed down through holes in the board
And they feets tied together'
And they naked behinds to the world’
And then I heard her say
You are on the right track Mark
Literature does allow for freedom of thought and expression
It is indeed an exploration of the works of history, culture and different periods,
making provision for imagination and creative writing
allowing you to travel through ages and periods
with the magic of figurative language and literary devices
And then I sat on the sunset
My thoughts entertaining the queen
If I failed to win this bet
To me she’ll be so mean.
Very good Judea
I like the rhythm of your last piece,
a perfect demonstration of rhyming couplets in poetry
a very artistic form of literature.
So then class
Having said all this,
What then is literature?
Yes Lily
I can see you bubbling
Lets hear you
Researchers have admitted...
Researchers?
oh i see we're delving deep
Researchers you say Lily?
Tell me more my child
Oh yes Teacher
haven't you read at all?
Moore et al, Bleich etc.
Need i say more?
Seems like I need to do some research
Go on my Dear.
There is no one way to define literature
But…
I think it is a rather complex, sophisticated way of putting words into sound, rhyme and rhythm
But teacher!
What about the novels?
They don’t have any rhythm
Teacher may I continue?
As I was saying Judea
TO BE CONTINUED>>>……
Sunday, 24 April 2011
Stages of Literary Appreciation
Sometimes we as teachers and or parents wonder, why doesn’t she want to read this book or why does he prefer reading secret seven series as opposed to one of his literature text. The only explanation that can sufficiently take into consideration the preferences of the students, are the different stages of development and their level of literary appreciation`. Literary appreciation is the ability to gain pleasure and understanding for literature, Donelson and Nielsen (2001). An individual will not gain any pleasure from a text which does not make accommodations for their interests and appeal. Considering the fact that students graduate from various levels based on their age, selecting books for the readers have to be done paying close attention to not only their age but their ability to read and make sense of what they read. These, according to Donelson and Nielsen (2001) are the various stages of development
Level 1: Understanding that Pleasure and Profit Come from Literature (Ages 0-5)
At this stage, the focus relies heavily on oral manifestations. Children take pleasure in listening to and singing nursery rhymes, songs and trying to make sense out of the depictions in the children’s books. Often they prefer being read to and watching their favourite television shows in the company of an adult who sings along and reads to them. The main concept in this stage is that of interaction. It is important that adults and teachers are aware of the need for communication and collaboration as children are introduced to the pleasures of reading and formulate literary meaning through social interaction.
Level 2: Learning to Read (Decode)
(Ages 6-8)
(Ages 6-8)
As children develop and graduate to this level, they learn to make sense and attach meaning to the content that they read. They continue to find pleasure and enjoyment in reading as they are now in a state of unconscious enjoyment. (Margaret Early). In addition to that, the child is now able to make sense of the different codes, symbols and conventions that are used in the literature for the sole purpose of putting ideas together. If however the child fails to understand these elements, they will not gain any pleasure from the book. It is of great importance during this stage that the teacher does not neglect a student who is struggling to understand and attach meaning to the literature.
Level 3: Losing Oneself in a Story
(Ages 9-11)
(Ages 9-11)
At the third level of development, the child is able to loose himself or herself in reading. They are able to imagine and be creative in their reading. Most importantly is the fact that reading is not confined to the classroom or the school. Students become interested in reading material that appeals to them, almost anywhere that they can find it. Additionally, reading becomes an escape for the student and they eventually begin to model their actions based on the characters in the story.
Level 4: Finding Oneself in a Story
(Ages 12-14)
(Ages 12-14)
At this level and the preceding level, students are egocentric. This level marks the beginning of adolescence and the student interest in adolescent literature. They read to escape experiences through the literature of other people. In addition to that, they search for a sense of identity and begin to discriminate in choosing the books that they like. At this stage, the story has to be authentic, plausible, and realistic. Of importance is the fact that they are not satisfied with stereotypes and prefer believable characters with different dimensions. (Rounded characters, real characters). Moreover, they begin to question character moves and are more interested in characters that have a similar experience with them.
Level 5: Venturing Beyond Self (Ages 15-18)
Students at this level begin to look at the bigger picture and examine other emerging ideas. The focus is no longer on learning to read but on responding and talking about what they read, assessing and going beyond the text. Furthermore, they try to make sense of the social structure and ‘explore issues surrounding conformity, social pressures, justice and other human frailties and strength’
The avid reader who has developed skills and attitudes necessary to enjoy literature at all these stages and or levels can certainly embark upon reading for pleasure and efferent reading
From my experiences, I am not convinced that teachers pay attention to these stages, rather, I think focus is placed on getting students to read books that are more education rather than getting them to read for just the pleasure of doing so. Teachers in particular need to pay close attention to the selections and the stages of development that they students are in it is also important that the teacher remembers that the development of literary appreciation begins long before the child can learn to read and continues throughout adulthood therefore, the first experience creates a lasting impression on the individual.
useful links"
http://www.pucpr.edu/facultad/ssantiago/english326/326-Stages%20of%20Literary%20Appreciation%203.pdf
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