Novel Experience, The: Steps for Choosing and Using Fiction in the Classroom - Softcover

Swartz, Larry

Softcover

ISBN 10: 1551382008 ISBN 13: 9781551382005

Publisher: Pembroke Publishers, 2006

Synopsis

This 32-page flipchart provides a wealth of practical tips and suggestions for using the power of novels to explore the fascinating world of language. Through simple steps, this handy guide helps students develop confidence in choosing novels that suit their tastes, interests, and abilities. It focuses on innovative ways students can share their responses to literature and make connections to their own lives.

The flipchart offers a thoughtfully structured framework for organizing classrooms that promote a variety of novel-reading experiences.Why Read Novels?Organizing a Novel ProgramChoosing NovelsReading for ComprehensionProcessing InformationResponding and Sharing

The Novel Experiencemodels comprehension strategies to use before, during, and after reading that will help readers hone their skills and clarify their understanding. Graphic organizers and reproducible masters illustrate how students can integrate thinking, reading, writing, and responding.

The straightforward and easy-to-read format is complemented by an up-to-date list of more than 100 novels that will introduce readers to a whole new world of favorites!

About this title

About the Author

Larry, a native of Toronto, holds degrees from York University and the University of Toronto, where he earned his master and doctor of education degrees. He has been a classroom teacher, literacy consultant, and drama consultant for twenty five years in the Peel District School Board, Mississauga, Ontario.

He is currently an instructor at the Ontario Institute for Studies in Education at the University of Toronto and principal of continuing education courses and dramatic arts at OISE.

"Following a degree in art history, I chose to enter the teaching profession and began my career as a visual arts and language arts teacher. I continued my studies and received specialist qualifications in reading as well as dramatic arts. My doctoral research in the world of written and oral response has framed my values about  personal responses to literature as well as the need to build active and interactive literacy communities.

"As a classroom teacher I have worked in all grades at the elementary level and in particular had a strong literature-based program where a wide range of picture books, novels and poetry anthologies filled my classroom.  Over the years I have enjoyed sharing my interest in literacy programming in courses and in professional development sessions throughout Canada; the United States; Beijing, China; New Zealand; and Austria.

"I have been fortunate to enrich my practice by being surrounded with a community of experts who have like-minded goals.  I have been mentored through courses with David Booth and Gordon Wells, through rich conversations with colleagues such as Shelley Peterson, Franki Sibberson, and Jennifer Rowsell; and by the words and stories shared by authors such as Lucy Calkins, Shelley Harwayne, Chris Tovani, and Debbie Miller.

"Professional development arises out of a need to question our practice and pay attention to events and data that can inform�and change�that practice.

"As for authoring a book, I would say that the best approach is to start with a strong table of contents; to revisit, reshape, and revise the outline many times; and then just get down and write.  I do keep the classroom teacher in mind at all times when I am writing, hoping that the strategies I suggest and stories I tell can inspire them to reflect on their own practice and to consider alternative strategies for  engaging all learners in literacy development."

Edition details

• Publisher: Pembroke Publishers
• Publication date: 2006
• Language: English
• ISBN 10: 1551382008
• ISBN 13: 9781551382005
• Binding: Paperback
• Number of pages: 32