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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