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Making Meaning in Literature Grades 6-8
Conversations in Literature — Workshop

About Making Meaning in Literature: A Video Library, Grades 6-8

Individual Clip Descriptions

1. Introducing the Envisionment-Building Classroom
2. Building a Literary Community
3. Asking Questions
4. Facilitating Discussion
5. Seminar Discussion
6. Dramatic Tableaux
7. Readers as Individuals
8. The Teacher’s Role in a Literary Community
9. Whole Group Discussions




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References

Andrasick, K. D. (1990). Opening Texts: Using Writing to Teach Lliterature. Portsmouth, NH: Heinemann.

Applebee, A. N. (1993). Literature in the Secondary School: Studies of Curriculum and Instruction in the United States. Urbana, IL: National Council of Teachers of English.

Benton, M. (1992). Possible worlds and narrative voices. In J. Many & C. Cox (Eds.), Reader Stance and Literary Understanding (pp. 23?48). Norwood, NJ: Ablex.

Brody, P., DeMilo, C., & Purves, A. C. (1989). The Current State of Assessment in Literature (Report Series No. 3.1). Albany, NY: Center for the Learning and Teaching of Literature.

Cianciolo, P. J., & Quirk, B. (1992). Critical Analysis of a Distinctive Literature Curriculum (Report No. 55). East Lansing, MI: Center for the Learning and Teaching of Elementary Subjects, Michigan State University.

Close, E. (1990). How did we get here? Seventh graders' sharing literature. language arts, 67(8), 817-823.

Close, E. (1992). Literature Discussion: A Classroom Environment for Thinking and Sharing. English Journal, 81(5), 65-71.

Corcoran, B. (1992). Reader Stance: From Willed Aesthetic to Discursive Construction. In J. Many & C. Cox (Eds.), Reader Stance and Literary Understanding (pp. 49-71). Norwood, NJ: Ablex.

Eeds, M., & Wells, D. (1989). Grand Conversations: An Dxploration of Meaning Construction in Literature Study Groups. Research in the Teaching of English, 23, 4-29.

Enciso, P. (1992). Creating the Story World: A Case Study of a Young Reader's Engagement Strategies and Stances. In J. Many & C. Cox (Eds.), Reader Stance and Literary Understanding (pp. 75-102). Norwood, NJ: Ablex.

Goodman, Y. & Wilde, S. (1992). Literacy Events in a Community of Young Writers. New York: Teachers College Press.

Jipson, J. A., & Paley, N. (1992). Is There a Base to Today's Literature-Based Reading Programs? English Education, 24(2), 77-90.

Langer, J.A. (1990a). The Process of Understanding: Reading for Literary and Informative Purposes. Research in the Teaching of English, 24, 229-260.

Langer, J.A. (1990b). Understanding Literature. Language Arts, 67, 812-816.

Langer, J.A. (1991). Literary Understanding and Literature Instruction. (Report Series No. 2.11). Albany, NY: National Research Center on Literature Teaching and Learning.

Langer, J.A. (1992a). Literature Instruction: A Focus on Student Response. Urbana, IL: National Council of Teachers of English.

Langer, J.A. (1992b). Discussion as Exploration: Literature and the Horizon of Possibilities. In G. Newell & R. Durst (Eds.) Exploring texts: The role of discussion and writing in the teaching and learning of literature (pp. 23-44). Norwood, MA: Christopher Gordon.

Langer, J.A. (1993). Approaches Toward Meaning in Low- and High-Rated Readers. (Report Series No. 2.20). Albany, NY: National Research Center on Literature Teaching and Learning.

Many, J. E., & Wiseman, D. L. (1992). Analyzing Versus Experiencing: The Effects of Teaching Approaches on Students' Responses. In J. Many & C. Cox (Eds.), Reader Stance and Literary Understanding (pp. 250-276). Norwood, NJ: Ablex.

McMahon, S. I. (1992). Book Club Discussions: A Case Study of Five Students Constructing Themes from Literary Texts (Report No. 72). East Lansing, MI: Center for the Learning and Teaching of Elementary Subjects.

Mills, H., O'Keefe, T., & Stephens, D. (1992). Looking Closely: Exploring the Role of Phonics in One Whole Language Classroom. Urbana, IL: National Council of Teachers of English.

Morrow, L. M. (1992). The Impact of a Literature-Based Program on Literary Achievement, Use of Literature, and Attitudes of Children from Minority Backgrounds. Reading Research Quarterly, 27, 250-275.

Nystrand, M., Gamoran, A., & Heck, M. J. (1993). Using Small Groups for Response to and Thinking About Literature. English Journal, 82(1), 14-22.

Roberts, D., & Langer, J. A. (1991). Supporting the Process of Literary Understanding: Analysis of a Classroom Discussion (Report Series No. 2.15). Albany, NY: National Research Center on Literature Teaching and Learning.

Roser, N. L. (in press). From Literature to Literacy: A New Direction for Young Learners. In J. Flood & J.A. Langer (Eds.), Literature Instruction: Practice and Policy. New York: Scholastic.

Rosenblatt, L. M. (1993). The Transactional Theory: Against Dualisms. College English, 55, 377-386. Uhry, J. K., & Shepherd, M. J. (1993). Segmentation/Spelling Instruction as Part of a First-Grade Reading Program: Effects on Several Measures of Reading. Reading Research Quarterly, 28, 218-233.

Villaume, S. K., & Worden, T. (1993). Developing Literate Voices: The Challenge of Whole Language language arts, 70(6), 462-468.

Walmsley, S., & Walp, T. (1989). Teaching Literature in Elementary School (Report Series No. 1.3). Albany, NY: Center for the Learning and Teaching of Literature.

Walmsley, S. A., & Adams, E. L. (1993). Realities of 'Whole Language.' language arts, 70(4), 272-280.

Yatvin, J. (1992). Developing a Whole Language Program for a Whole School. Midlothian, VA: Virginia State Reading Association.

Zancanella, D. (1992). Literary Lives: A Biographical Perspective on the Teaching of Literature. In J. Many & C. Cox (Eds.), Reader Stance and Literary Understanding (pp. 217-234). Norwood, NJ: Ablex.

Zarillo, J., & Cox, C. (1992). Efferent and Aesthetic Teaching. In J. Many & C. Cox (Eds.), Reader Stance and Literary Understanding (pp. 235-249). Norwood, NJ: Ablex.

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