Wide Reading: Student Resource - 12905 Level 2
|Wide Reading: Student Resource - 12905 Level 2 |
|Adapted from a resource prepared by Trish Holden and Mike Fowler Christchurch College of Education |
|What you should know about wide reading.... |
|wide reading = |
|at least 9 texts that are appropriate in a Year 12 English programme and are at Level 7 of the curriculum |
|texts you have read yourself |
|reading you have completed throughout the year |
|Key questions and answers about wide reading: |
|Is this OK for wide reading? |
|Wide reading unit standard 12905 is linked to curriculum level 7. It's essential that you are aware of the expectations |
|associated with level 7, in terms of the appropriateness of the texts selected [as well as the level of thinking and opinion|
|in the entries you write]. While there are no prescriptive lists of 'set texts', your teacher and library staff can help you|
|make appropriate selections. |
|Building an understanding about what is an appropriate curriculum level 7 text for wide reading purposes is essential so |
|that you select appropriate texts. |
|There are several components that can help you and your teacher assess a text's 'level' as a possible wide reading |
|selection. Consider: |
|WHAT DOES THE TEXT DEAL WITH? |
|Eg: Ideas, themes; issues |
|Storyline |
|Content |
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|WHO DOES THE TEXT FEATURE? |
|Eg: Key characters; their ages |
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|HOW IS THE TEXT WRITTEN? |
|Eg: Vocabulary; language; syntax |
|Style |
|Narrative perspective |
|Structure |
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|FOR WHOM IS THE TEXT INTENDED? |
|Eg: Readership: age; interest |
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|L6? |
|L7? |
|L8? |
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|One or a combination of the components in this grid may help to place a text in terms of curriculum level. Use this grid |
|when you talk with your teacher about the texts you are reading or plan to read. You should use your teacher as a 'sounding |
|board' throughout the year to make sure that you've selected texts appropriate for curriculum level 7. |
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|What types of texts can I read? |
|Reading an 'inclusive variety of texts' means that the texts selected should include a balance: |
|of text categories, including extended and shorter texts - our wide reading activity states that you should read at least |
|five extended texts. |
|of cultural perspectives linked to New Zealand, to other countries and ethnicities |
|of texts and/or authors with established critical reputations |
|of texts that are written by both male and female writers, or feature characters or viewpoints from both genders. |
|If I'm reading short stories, do I have to read all the short stories in one collection; then write about several of them? |
|For poetry or short stories, you need to read collections of short stories or poems. This could be several short texts that |
|may be drawn from various sources, rather than from a single collection. The entry you write could be based on just one [or |
|more] stories or poems. |
|Across the nine texts you select from various genre - such as fiction, non fiction, articles, poetry, web texts - is your |
|selection at level 7 of the curriculum? |
|For example: |
|Pride and Prejudice': Pre 20C fiction |
|'Daggers': fiction |
|'I am Not Esther': NZ fiction |
|'Closed, Stanger': NZ fiction |
|'The Wait': short story from student writing anthology 'This Other Place' |
|'Michael King' : Listener feature article |
|'The last seven months of Anne Frank': non fiction |
|'8 Minutes': hyperfiction text, through English On Line |
|'Feed': science fiction |
|You'll also write a response on each text you read - there is more about this in the next two pages. |
|Texts that are read aloud to the class can't be included as part of the wide reading programme. You must read all the texts |
|yourself. |
|You need to convince your teacher that you are reading texts and writing wide reading entries in an on going way. You should|
|bring your current wide reading texts to class, as this helps your teacher keep in touch with your reading. For authenticity|
|reasons, your written entries to texts should be presented as you finish each text throughout the year. Your teacher won't |
|accept several wide reading entries later in the year without any check pointing or on-going contact with you beforehand |
|about your wide reading. |
|As a formal check that you have read texts recorded in your log, you'll discuss one text in detail with your teacher at some|
|point in the year. You and your teacher might discuss incidents, characters, or ideas [or other relevant aspects] supported |
|by specific references from the text. |
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|Can I write plot summaries for my responses? Do I have to write the entries at all - could I just tell the teacher? |
|You should write your responses, giving your opinion on one or more aspects of each text. Check out these starters: |
|What point of view does the author hold on an idea or theme raised in text? What is your opinion on the author's view? |
|What links could you make between ideas in this text and either other texts you have read, or your own experience? |
|What did you learn from the text? |
|How did you react to an aspect of the text? (eg to an incident, or a scene, or setting, or narrative technique, or issue) |
|What aspects of a particular character interested you and why? |
|Your opinion must be supported by at least two relevant specific details from the text - a plot summary is not suitable. You|
|could give two opinions focusing on different aspects of one text, and then support each opinion with one relevant specific |
|detail. The details used to support your opinions might include quotations, but that isn't a requirement. |
|Can I fail wide reading responses if they have too many spelling, punctuation and grammatical mistakes? |
|While developing accuracy in using writing conventions is important in your English programme, wide reading doesn't assess |
|the accurate use of conventions. Your teacher will assess each entry based on whether you've included a convincing opinion |
|and two relevant specific supporting details which are based on an appropriate text [see 1]. PLEASE NOTE: Your teacher may |
|not be able to understand a badly written response that is difficult to understand because of mistakes. |
|What's all this about 'critical reputation?' Most books have this anyway. |
|You need to provide some evidence [for two texts] that either the text has "literary merit" or that its author has been |
|recognised. The most common method is a print out or photocopy from a reputable source where you have highlighted particular|
|sections that indicate the text or the author has been appropriately acknowledged. |
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|Reading responses: check out these exemplars: |
|Exemplars |
|No credit |
|Title: Pride and Prejudice |
|Author: Jane Austen |
|Type: Pre-20th Century |
|Date finished: 22 March |
|[pic] |
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|Personal response I found this book hard to read, not because of the words, but because of the story. The whole book was |
|about finding a husband and a few scandals that went with it. The book was 400 pages of five females gossip, especially the |
|mother the only thing she cared about was money, and being better than the neighbours. I thought it was a pathetic book and |
|I didn't enjoy it all. |
|Credit |
|Title Daggers |
|Author Roger Green |
|Type Fiction |
|Date finished: 20 Feb |
|[pic] |
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|This novel is about a girl called Caroline and her discovery of the 'family secret' when she goes to visit her Great Aunt |
|who is on her death bed. I thought that the title for this book is quite misleading when looking at the text as a whole. |
|When you first glance at the book you think it is going to be quite gruesome because of the title 'Daggers' and the picture |
|of the bright red blood when really the 'daggers' refers to Caroline's 'deathly stares' that she inherited from her Great |
|Aunt Clara and there is no actual deliberate murder in the book. |
|I felt sorry for Caroline as her relationship with her father was not very close or strong. Throughout the book she refers |
|to him as the 'fossil' and doesn't agree with her father's outlook on life as being money, money, money especially when he |
|doesn't care if Aunt Clara dies because he knows that it will all go to him. When they are in the solicitor's office she |
|describes him as 'an old faulty money bag himself. Soiled and soggy, ready to be chucked away.' |
|How should I Record What I have Read? |
|You need to keep a log of your reading. Head the page with the date you finished reading the text, the title, the author, |
|the text type and source if it has part of a bigger publication like a magazine article. |
|You should have your current wide reading text with you in class. |
|You need to keep a log of your reading. Make a list of the NINE texts using this log template. |
|[pic] |
|Assessment Schedule Wide Reading Unit 12905 [Level 2] |
|Tasks |
|Element |
|Evidence |
|(The answers or performance expected from the students) |
|Judgement |
|(A statement that defines the standard to be achieved) |
|Std Met |
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|2 |
|1.1 |
|Eg: 9 texts: |
|‘Pride and Prejudice' Pre 20C fiction |
|‘Daggers' fiction |
|‘I am Not Esther' NZ fiction |
|‘Closed, Stanger' NZ fiction |
|‘The Wait' short story from student writing anthology ‘This Other Place' |
|‘Michael King' Listener feature |
|‘The last seven months of Anne Frank' non fiction |
|'8 Minutes' hyperfiction text, through EOL. |
|‘Feed' science fiction |
|The reading log contains a minimum of NINE written texts from at least three different categories. |
|It demonstrates |
|regard to gender balance |
|more than ONE cultural perspective. |
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|2 |
|1.2 |
|Eg: (1 of 2 examples of critical reputation:) |
|highlighted sections of print out from established Beale's (and ‘I Am |
|Not Esther's)' critical reputation. NB: C.R. could be established for either text or author. |
|Critical reputation established for TWO texts or authors from NINE texts in log. |
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|3 |
|1.3 |
|Personal response: |
|See ‘credit' exemplars in activity. |
|A personal response is recorded for EACH text. Each response includes at least TWO specific details about the text. |
|The log is dated and records title and author of each text. |
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|3 |
|1.4 |
|Evidence could include detailed comments about incidents, characters, or ideas [or other relevant aspects] supported by |
|specific references. |
|Response to at least ONE text of teacher's choice shows text has been read, by convincing discussion of the text. |
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|[pic] |
|© Ministry of Education, Wellington, New Zealand (First published 1998). |
|Last modified Wednesday Nov 21 2007 16:39:30 |
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