The way Patricia R. Kelly guided students responses in her classroom was by asking:
(a) what was noticed in the book,
(b) how we felt about the book, and
(c) how the book was related to our own experiences
Started off at 5 minutes and ended up at 7 to 8 minutes after student ideas. Students were encouraged to use this entire time to write and not to worry about spelling. Common words were put on the board.
Progression and Results:
When students first started this activity they gave short one sentence responses. By the end, however, they gave more elaborate and meaningful responses. Students even gave less literal interpretation of they text and more in depth analysis. They discusses how real the story sounded, and even relations to how thing in he story couldn't have occurred in real life. There was significantly more fluency in the classroom and surprisingly fewer grammar and spelling errors
This method of obtaining responses encourages the students to do more than just look for information in the text, which is usually of pointless in some literature anyway. The point of teaching literature is not just to have students understand what happened, but to understand why it happened and the devises being used in the literature. When students read in a reflective way they become more active readers, understand more, and enjoy reading more. I feel this is similar to what is done for the reading reflections in our class. Being able to freely interpret the literature encourages putting out my best work and using my own standard of writing. It is up to the individual. It also makes the reading and writing process much more enjoyable. It takes the pressure off and makes it impossible to simply search the text for that one specific answer while absorbing nothing else.
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