DOCUMENT RESUME ED 462 681 cs 014 625 TITLE Effective Literature Instruction Develops Thinking Skills. INSTITUTION National Research Center on English Learning and Achievement, Albany, NY. SFONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC PUB DATE 2001-00-00 NOTE 6p.; Adapted from "Improving Literary Understanding through Classroom Conversation" (see CS 014 624) conTRAcT R305A60005; R117G10015 AVAILABLE FROM National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Tel: 518-442-5026; Fax: 518-442-5933; e-mail: celagesc.albany.edu; Web site: http://cela.albany.edu. PUB TYPE Reports = Descriptive (141) EDRS PRICE MP01/PCO1 Plus Postage. DESCRIPTORS ‘critical Reading; "Discussion (Teaching Technique) ; Elementary Secondary Education; Instructional Effectiveness; ‘Interpretive Skills; Literature Appreciation; *Teacher Role; *Thinking Skille IDENTIFIERS Purpose (Reading) ABSTRACT Whereas reading for information requires finding a sense of the topic early in the reading and then searching for new information with reference to that topic, literary reading is in a constant state of flux Four stances describe how accomplished readers interact with a given text: (2) people bring what they know fxom their reading and experiences to their reading of the new text, seeking enough essential information to “step in” to the text and form initial interpretations; (2) as people think, write about, or discuss a literary work, they "move through" the text, exploring possibilities and developing deeper understandings; (3) often emerging uderstandings prompt reflection on the world beyond the text--sometimes people "step out and rethink," using ideas they have gotten from the text to inform their interpretations of their known world; and (4) at other times, people distance thenselves from the reading experience, the text itself, and the understandings they have developed--here they “step out and inspect” the text for purposes of analysis, comparison, or other critical examination Students are supported in developing literary interpretations when teachers focus the discussion on students' ideas and questions; show them ways to discuss and ways to think; ask questions that move students to different stances; and foster student awareness and control of their "envisionments." A possible sequence for guiding literature discussions is to: invite students to read the text, responding in any way that helps them; tap readers' first impressions after all have finished reading; continue to keep readers’ ideas/questions at the center of the discussion; and end the discussion by taking stock of ideas. (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.CSO[4G6a5 ED 462 681 Effective Literature Instruction Develops Thinking Skills National Research Center on English Learning & Achievement BEST COPY AVAILABLECS 014 625 Effective literature instruction ave Lops thinlsisg, guy) SUCUULS ‘quage arts education te us that: [wren chitéren have daily, thought provoking experiences with all kinds of literature, their under- standing becomes more varied and complex: and Liwhen those experi ences include substan- tive discussions with others, students learning is further enhanced (CELA). This brief highlights some of these re- ee eee