Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Conversations in Literature
Conversations in Literature — Workshop

Individual Program

1. Responding
as Readers

2. Envisioning

3. Stepping In

4. Moving Through

5. Rethinking

6. Objectifying
the Text

7. The Stances
in Action

8. Returning to the

Support Materials

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Key Points

Learning Objectives

Background Reading

Homework Assignment

Classroom Connection

Ongoing Activity
Additional Reading

Additional Reading

An article by Judith Langer, "A Response-Based Approach to Reading Literature." Here, Dr. Langer offers guidelines for instruction and a framework for teaching strategies that support an envisionment-building classroom.

Dr. Judith Langer's article "Discussion Exploration: Literature and the Horizon of Possibilities." This article explores how the teacher can frame discussion and move along students' critical thinking and exploration of a horizon of possibilities in envisionment building.

A comprehensive summary of Dr. Judith Langer's research and the envisionment building process entitled "Thinking and Doing Literature."

An article by Betty Close, a participant in Judith Langer's study. Here Close reflects upon her experiences in the classroom, how envisionment building impacted her own teaching and students' learning experiences.

Additional reports and articles about envisionment building.

A guidelines booklet on "Teaching Middle and High School Students to Read and Write Well." This practical guide offers six effective features of successful instruction.

The article "How English is Taught and Learned in Four Exemplary Middle and High School Classrooms," by Steven Ostrowski. The researcher examined several classrooms, noting how instructional practices in the classroom assist students in higher levels of achievement.

Doralyn R. Roberts and Judith Langer's report "Supporting the Process of Literary Understanding: Analysis of a Classroom Discussion." Roberts and Langer analyze a classroom literature discussion where students are immersed in their own text interpretations.


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