Inclusive Talk: Weaving Fiction Discussions across the School Day

Autor/in	Coakley-Fields, Mary R.
Titel	Inclusive Talk: Weaving Fiction Discussions across the School Day
Quelle	In: Reading Teacher, 72 (2019) 6, S.721-729 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1787
Schlagwörter	Inclusion; Grade 4; Elementary School Teachers; Elementary School Students; Fiction; Reading Aloud to Others; Creative Activities; Narration; Teacher Student Relationship; Childrens Literature; Teaching Methods; Discussion (Teaching Technique); Longitudinal Studies + Suchen Sie Ihr Suchwort? Inklusion; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fiktion; Teacher student relationships; Lehrer-Schüler-Beziehung; 'Children''s literature'; Kinderliteratur; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The author presents findings from a yearlong study of the ways an inclusive fourth-grade teacher and her students talked about reading outside of formal reading lessons. Findings indicated that across the school day, especially during informal moments, students narrated connections and disconnections between their experiences and realistic fiction read-aloud books the class had read together. These improvised spoken narratives created opportunities for students' inclusion and affirmation in the social space of the classroom as they helped students know each other as readers and people outside of labels, levels, and assessment instruments. Using children's literature as a point of reference, this pattern of dialogue honored students' life experiences and interests while supporting ongoing reflection, community building, and interpretation strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01