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
About CONVERSATIONS IN LITERATURE

Individual Program
Descriptions

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
Classroom

Support Materials
Teacher-Talk




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The Stances in Action


Introduction

Key Points

Learning Objectives

Background Reading

Homework Assignment

Extension:
Classroom Connection


Ongoing Activity
Additional Reading


Key Points

  Readers experience the envisionment-building process in a recursive manner, experiencing all four stances nonsequentially, at any given moment in their reading.

  Envisionment-building is a natural process that all readers utilize. It suggests how teachers can help their students become more able readers. By asking questions framed in the various stances, teachers can help students gain a rich array of knowledge from different vantage points.

  Effective readers are not cognizant of the stances as they build an understanding of what they read, nor do they need to be. But less successful readers need to learn the active process of thinking about texts in order to learn how to make meaning out of what they read.

  Effective readers engage in literature, gaining an understanding of not only the text, but also insight about the world in which we live and the human experience.

  Literature provides readers with a variety of legitimate responses, allowing them to make connections to their own lives, examine others', as well as to explore the craft of the author.

  The envisionment-building process is a valuable experience for students. It permits them to rely on their own understandings and background experiences, as well as their powers of observation and analysis to form a multi-faceted experience with an interpretation of a text.

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