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DOCUMENT RESUME CS 014 625 ED 462 681 Effective Literature Instruction Develops Thinking Skills. TITLE National Research Center on English Learning and INSTITUTION Achievement, Albany, NY. Office of Educational Research and Improvement (ED), SPONS AGENCY Washington, DC. 2001-00-00 PUB DATE 6p.; Adapted from "Improving Literary Understanding through NOTE Classroom Conversation" (see CS 014 624). R305A60005; R117G10015 CONTRACT National Research Center on English Learning and AVAILABLE FROM Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Tel: 518-442-5026; Fax: 518-442-5933; e-mail: [email protected]; Web site: http://cela.albany.edu. Descriptive (141) Reports PUB TYPE MF01/PC01 Plus Postage. EDRS PRICE *Critical Reading; *Discussion (Teaching Technique); DESCRIPTORS Elementary Secondary Education; Instructional Effectiveness; *Interpretive Skills; Literature Appreciation; *Teacher Role; *Thinking Skills Purpose (Reading) IDENTIFIERS ABSTRACT Whereas reading for information requires finding a sense of the topic early in the reading and then searching for new information with reference to that topic, literary reading is in a constant state of flux. Four stances describe how accomplished readers interact with a given text: (1) people bring what they know from their reading and experiences to their reading of the new text, seeking enough essential information to "step in" to (2) as people think, write about, the text and form initial interpretations; or discuss a literary work, they "move through" the text, exploring (3) often emerging possibilities and developing deeper understandings; understandings prompt reflection on the world beyond the text--sometimes people "step out and rethink," using ideas they have gotten from the text to inform their interpretations of their known world; and (4) at other times, people distance themselves from the reading experience, the text itself, and the understandings they have developed--here they "step out and inspect" the text for purposes of analysis, comparison, or other critical examination. Students are supported in developing literary interpretations when teachers focus the discussion on students' ideas and questions; show them ways to discuss and ways to think; ask questions that move students to different stances; and foster student awareness and control of their "envisionments." A possible sequence for guiding literature discussions is to: invite students to read the text, responding in any way that helps them; tap readers' first impressions after all have finished reading; continue to keep readers' ideas/questions at the center of the discussion; and end the discussion by taking stock of ideas. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. Effective Literature Instruction Develops Thinking Skills National Research Center on English Learning & Achievement U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION yCENTER (ERIC) This document has been reproduced as received from the person or organization originating it. El Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 AVAILABLE COPY BEST Studies in English language arts education tell us that: CO'C'2'W(3@ *pi when children have daily, I 1 FEIIMKEA thought-provoking experiences with all kinds of literature, their under- DB.ca,__.°0171 standing becomes more varied and complex; and when those experiences include substan- tive discussions with 1/7 b others, students' learning c r- is further enhanced. 7/ -1 ; L-J( 173,,ut while evidence for the value of literary experience is substantial, strategies teachers can use to help students gain the needed reason- ing abilities to do well are relatively scarce. To- day practitioners and policy makers are finding such guidance in the work of Dr. Judith A. Langer and her research team at the National Research Center on English Learning & Achievement (CELA). This brief highlights some of these research findings and their implications for classroom practice. It is intended for use by those responsible for supporting effective English and language arts instruction and has been adapted from the booklet Improving Literary Under- standing through Classroom Conversation and related reports, articles and books. 3 as the text progresses, while at the he way we think about a text de- pends in large part upon our pur- same time recognizing that a development in the work or interaction poses and expectations for reading with other readers might change our it. Whereas reading for information thinking. Langer calls these unfold- requires finding a sense of the topic ing and shifting understandings early in the reading and then shap- envisionments. They are like the ing our search for new information u2.)L1 kinds of knowledge we call upon with reference to that topic, literary when making sense of any new ex- reading is in a constant state of flux. C perience. Because they illuminate We explore deeper possibilities un- important themes in the text and re- derlying the particular part we are veal areas of insight or confusion on reading, while also exploring the different ways each of these explora- the part of the reader, envisionments are at the core of what teachers and tions might affect our interpretation students should be attending to dur- of the entire work. Thus, as we read, ing literature instruction. we entertain various interpretations Langer has identified four stances to describe the ways in which accomplished readers interact with a given text: We bring what we know from our reading and other experiences to our reading of the new text, seeking enough essential information to step into the text and form initial interpretations and specu- lations. We rely on this search at the beginning of the reading and :!nvisionments are again whenever we "get lost" or encounter unexpected or confus- ing ideas. at the core of what As we think, write about, or discuss a literary work, we move teachers and through the text, exploring possibilities and developing deeper understandings. We use our momentary understandings of words students should and structures, themes and characters, events and conflicts, to- gether with prior experience with life and literature, to contribute be attending to an evolving interpretation of the entire text. to during literature Often our emerging understandings prompt us to reflect on the world beyond the text. Sometimes, we step out and rethink, using instruction. ideas we have gotten from the text to inform and question our interpretations of the world we know. We learn from the text. At other times we distance ourselves from the reading experience, the text itself, and the understandings we have developed. Here we step out and inspect the text for purposes of analysis, comparison, or other critical examination. 4 s etIsn©se l[n January 2002, the Annenberg/CPB 3r paz Channel unveils its series of professional These findings suggest that students need support in developing and development pro- articulating rich and powerful envisionments if they are to form deep and defensible interpretations. Such support is strengthened when teach- grams devoted to ers do the following things (see page 4 for example): helping middle and Focus the discussion on students' ideas and questions, first to capture the thoughts students come away with at the end of a high school teachers reading, and later, as they further develop their understandings. improve literature Teach students to strengthen their reading abilities by showing them ways to discuss and ways to think about a work. instruction. The Ask questions that move students to different stances in or- Envisioning series, der to develop their understandings. produced for Foster student awareness and control of their en- Annenberg/CPB by visionments through oral and written activities that make students' thinking visible to themselves and others. Maryland Public These kinds of supports have the advantage of requiring active men- Television, builds tal engagement, raising reading behaviors to the conscious level for examination and reflection, and inviting participation by students of vary- upon Langer's ing reading and ability levels. Described in greater detail in the booklet Improving Literary Understanding through Classroom Conversation, these research into how strategies have been shown to aid students' comprehension. people think when While the nature of any literature discussion will be guided by both the text and the students' emerging understandings, the example on the they read literature back cover illustrates one sequence a teacher might use to assure that and how effective such discussion is productive. teachers use this IN ACTION knowledge to move THEORY their students academic and non-academic experi- The findings and practices highlighted in toward deeper ences, and the development of strate- this brief illustrate some of the features of "uncommonly successful schools" gies for learning and thinking. Examples understanding. of theory in action can help to inform the identified in other CELA research. That work of educators and others seeking to is, they encourage critical and creative thought, collaboration between and improve student performance in reading, writing, and thinking. among students, connections between 5 IT COULD LOOK LIKE WHAT possjblo s?quenc Tgulp6 in U1 12,11DIS Os Biz isc ns 1) understand why it happened ties?) Where appropriate, Invite students to read the text, orchestrate the discussion by: this way?) responding in any way that helps them. (Teacher: Jot down LI Encouraging multiple per- Building on initial impres- your thoughts and questions, spectives (Teacher: If you sions (Teacher: What do you or use sticky notes to record think this story is about? were (a character in the anything that strikes you as story) how would you inter- Was there anything you interesting or puzzling.) pret...? What if the narrator didn't expect?) 2) were...instead of...?) After all have finished reading, Using uptake, or picking up tap readers' first impressions. E] Taking a critical stance on what is said (Teacher: I (Teacher: What does the piece (Teacher: Was there anything hear so and so say. . mean to you? What questions .any- about the style, organiza- body disagree with that were you left with?) tion, or wording of the piece idea? ) 3) that made an impression Continue to keep readers' on you? How? How might E3 Asking for clarification ideas and questions at the someone in another century (Teacher: Can you say more center of the discussion, react to this piece? ) about that? Why do you exploring possible interpreta- think that happened?) tions and seeking deeper ones ) End the discussion by taking by encouraging students to stock of ideas. (Teacher: So far Li Making connections respond to one another and we have discussed the follow- (Teacher: Is there anything build upon what others have ing threads or themes ....What you've read that helps you said. (Teacher: Do you agree or else do we need to discuss?) disagree? Any other possibili- National Research CELA-published materials are available from CELA or by downloading them from http://ceta.albany.edu/ Center on English Learning & Achievement The National Research Center on English Learning & Achievement is the national University at Albany, ED-B9 center funded by the U.S. Department of Education to conduct research dedicated State University of New York to improving the teaching and learning of English language and literacy, grades K- 1400 Washington Avenue 12. CELA's mission is to identify the best ways to strengthen English and language Albany, NY 12222 arts programs, practices, and policies. CELA's research focuses on the knowledge Phone: 518.442.5026 and skills students need to effectively read, write, and communicate throughout Fax: 518.442.5933 their lives. The research on which this publication is based was conducted under Email: celagalbany.edu Grant number R117G10015; preparation of this publication was supported under Grant number R305A960005. The findings expressed here do not necessarily reflect the position or policies of the sponsoring agency. 6 ERIC as. Department of Education and improvement (0ERI) Office of Educational Research (NLEJ Notional Library of Education Center (ERIC) Educational Resources Information NOTICE REPRODUCTION BASIS "Reproduction Release by a signed This document is covered encompassMg all the ERIC system), (Blanket) form (on file within therefore, organization and, documents from its source or classes of Document" Release form. does not require a "Specific to its own permission Federally-funded; or carries [2(This document is therefore, may the public domain and, reproduce, or is otherwise in Release form without a signed Reproduction be reproduced by ERIC "Blanket"). 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