This resource is not meant to be read cover to cover.
This toolkit may be used to supplement the activities that you are already incorporating into your lessons.
We have chosen to include ready-made templates to reduce preparation time.
This is by no means a finished product. Keep checking back as we will continue to supplement the toolkit with evidence-based practices.
Reader-response theory is based on the assumption that a literary work takes place in the mutual relationship between the reader and the text. According to this theory, the meaning is constructed through a transaction between the reader and the text within a particular context. Readers assume multiple roles when responding to a variety of forms of literature. The process of developing responses facilitates active and meaningful reading and increases emotional and intellectual participation in the text, which ultimately provides learners with better comprehension and awareness of the text.
https://www.researchgate.net/publication/334605167_Reader-Response_Theory_and_Literature_Discussions_a_Springboard_for_Exploring_Literary_Texts
In an attempt to meet all students’ needs, a varied repertoire of activities are suggested. Providing options is part of the Universal Design for Learning’s Framework and pedagogical flexibility, the first form of differentiation. Consider planning with the following guidelines in mind:
Multiple means of Engagement
Multiple means of Representation
Multiple Means of Action and Expression
For more information on Universal Design for Learning and Differentiated Instruction, please consult the links below:
Differentiated Instruction, Helping all Students Achieve Educational Success:
Universal Design for Learning Guidelines:
https://udlguidelines.cast.org/
"Even students who struggle with reading and writing are able to make meaning of texts by recording their thinking in journals." Literacy Today
Photo by Alexis Brown on Unsplash
