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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Stepping In


Introduction

Key Points

Learning Objectives

Background Reading

Homework Assignment

Extension:
Classroom Connection


Ongoing Activity
Additional Reading


Key Points

  Being Out and Stepping In occurs when readers are entering the literary experience, beginning to create their envisionment. This process begins from the moment the reader encounters the text.

  All readers approach a text or Step Into a text by gathering clues and predicting what the piece will be about.

  Readers may go back to Being Out and Stepping In if their envisionment has been proven wrong, based on new information or if it does not make sense. Then readers may need to rebuild that initial hunch and begin the process again.

  Readers' personal background knowledge and life experiences impact how they step into a text.

  The tentative first steps readers take as they enter a text and the hunches they have about where they are going directly mirror the first steps writers often take to process an experience or idea.

  The first impressions readers gather in this stance often stay with them throughout the reading experience. The impressions become an early road map that they constantly refine, expand, reject, or reconfirm as they continue reading and reflecting on the experience.

  Readers need to have permission to try out initial ideas, refine some, and rethink others as they move forward within a text. They need to know that they are not just looking for an "accepted" interpretation, that posing questions are part of the process, and that answers to those questions can be multiple.

  The classroom literary community plays a significant role for readers as they attempt to step into a text. For readers who have difficulties stepping into a text because of unfamiliar subject matter or because it is different from what they know, the community can help them make sense of the text. Many times, a question serves as a catalyst for the reader to enter the text.

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