Guiding Young Students' Response to Literature

Author(s): Patricia R. Kelly

Reviewed work(s):
Source: The Reading Teacher, Vol. 43, No. 7 (Mar., 1990), pp. 464-470
Published by: International Reading Association
Stable URL: http://www.jstor.org/stable/20200441 .
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Patricia R. Kelly_

students'

young

Guiding

to

response

literature

Kelly, currently a faculty member in

the School of Education at United
States International University,
wrote this article based on her
as a third-grade

experiences

at San Marcos
San Marcos,

Elementary

teacher

School

have

literature while
in children's
graduate
a
third
What
perfect opportu
grade.
teaching
nity this was to expand my own perspectives
to lit
about reading,
literature, and response
erature, by combining my role as teacher with
course

that of researcher.
As an experienced
teacher, I was aware of
to a
children
of introducing
the importance
wide variety of books and fostering diverse re
sponses
always

to literature. My reading program

of a more
consisted
integrated

had
ap

proach than that provided by the basal series

It included

abundant op
silent
reading of stu
portunities
various
dent-selected
materials,
writing
to listen and
as well as opportunities
activities,
respond to a variety of literature.
in my

used

district.

for sustained

of my program
of the cornerstones
the daily reading of literature to my class,
I knew that reading aloud to children
because
as
stimulated
their interest and imagination,
and Ian
well as their emotional
development
One

was

464

The Reading

Ifeacher

March

1990

Seuss (inspired by an exhibit of his books at a

to classic folk and fairy tales,
local museum)
to the light fantasy of Winnie-the-Pooh,
to re
Mr.
Dear
alistic and historic fiction
including
and Sarah, Plain
and Tall. Some
read and enjoyed without
simply
at other times,
stu
while
further response,
in various creative and exciting
dents engaged

always
learning
for me. This was es
been inseparable
I took a
true recently, when
pecially

Teaching

but also from my favorite and my students' fa

from Dr.
vorite books. We read everything

Henshaw
books we

California.

and

I
guage use (Trelease,
1982). In my program
selected stories from not only the district's and
the state's recommended
readings in literature,

to literature. Frequently,
responses
oral responses,
which
sometimes
form of lively discussions
about
their characters.
Readers
Theatre

I solicited
took
books

the
and

(Cullinan,

1989; Johnson & Louis, 1987) and role play

re
ing were also favorite ways my students
we
were
when
reading
sponded,
particularly
loved
fairy tales and folk tales. The children
or
in
front
of
their
classmates
performing
so
to
their
could
listen
scripts
they
audiotaping
themselves.

Choral

speaking

(Monson,

1986a) of favorite poems by large and small

of children was also popular. After re
a chosen piece,
de
students would
hearsing
in
for
other
classes.
light
performing
to literature
in my class took
Response
groups

forms.
Students
enthusiastically
art
in
activities
related to books we
engaged
that included wall hangings,
read, activities

many

other

flannel
board retellings
(Cullinan,
collages,
and dioramas.
Illustrations
for stu
1989),
own
dents'
book productions
&
(Johnson
Louis,
1987) were also a rich source of re
to literature.
In addition,
sponses
to each
books
loved to recommend
and by writing
book sharing groups,

children
other
reviews

in

of books they had read thatwe kept in a card

file for reference by other students. A format
for book
reviews
described
by Monson
was
ours:
we
to
similar
included
title,
(1986a)
indica
author, short plot summary, comments
was
or
not
what
the
student
felt
ting
good
a
to
note
the
about
and
book,
good
place
or not the student recommended
whether
the
book to others. Students also had opportuni
ties to experiment
with writing
their own sto
ries and poems,
books
and poems
inspired by
or
had
heard
read.
they
I was doing as a teacher
what
Overall,
was substantiated
I was learning
in
by what
literature class.
In addition,
I
my children's
to litera
learned that the concept of response
ture included a facet previously
to
unknown
me. One requirement
for the course was that
we read certain books and write about these
books from a personal
perspective,
resulting

at the same time foster their ability

while
connect
literature with their own lives.

Reader

response

to

and reading

theory
In addition to my personal,
positive expe
rience with reader response,
the rationale for
this format
in my classroom
fit well
using
as an interactive
with my view of reading
one in which
interact with
readers
process,
text to construct

meaning

based

on their back

ground knowledge (Adams & Collins,

Anderson,

1985; Mason,

1985;

1984; Rumelhart,

1984). One crucial element of this model is

that it allows for different interpretations of
text depending
the reading.

on what

the reader

brings

to

in reader response
to literature. Our response
to literature was based on the work of Bleich

(1978) and Petrosky (1982). In preparing to

respond

we

addressed

three

issues:

(a) what

was noticed in the book, (b) how we felt about

the book, and (c) how the book was related to
our own experiences.
to re
This preparation
was
and
and
pro
spond
interesting
stimulating

moted

individual thinking with no "right

a
also promoted
Bleich's
answer";
prompts
sense of ownership
of each piece of literature I
had read and written about.
I was intrigued by the idea that the proc
ess I had engaged
in might be valuable
in en
own
students'
with
interactions
couraging my
for
while
literature,
providing
opportunities

students to go beyond literal levels of thinking.

some research
to conduct
in my
class
third-grade
by systematically
including
to prepare
to re
Bleich's
students
prompts
to
literature
with
the
activities
spond
already
the
employed.
My purpose was to examine
I decided

nature of third graders' responses

to the litera
ture I read aloud. I wanted
to know how stu
dents would react to Bleich's prompts and how
to literature would
their responses
develop
over the course of the year. I hoped that my
classroom
research would help me better un
derstand my

Responding
makes

students'

thinking

about

literature

to literature by sharing how a book

is one way
you feel
events
to their own

students

can

relate

lives.
story
Photo by Mary Loewenstein-Anderson

Guiding

young

students'

response

to literature

465

to me that encouraging
It appeared
to respond
to literature
provided

dents

stu
the

framework
for this interaction between
reader
and text, and an examination
of the literature
to literature in
the use of responding
regarding
the classroom
revealed that there was support

for themselves.
meaning
ies reporting
successful

of the two stud

to literature
response
One

at the junior high level used Bleich's prompts

(Farnan,

1986).

Farnan's

reading,

thinking,

and writing strategy (the TAB Activity) was

Confer
cated, as early as 1966 the Dartmouth
ence papers
addressed
of
the importance
to the literary
response
encouraging
personal

to the response probes I adopted.

She
her
reported that the TAB activity encouraged
seventh grade students to go beyond simple re
trieval of information.
It encouraged
"active,
to a work,
reader responses
thereby promot

experience. In addition, Britton (1979) argued

ing comprehension,

for this approach. As Monson

(1986b) indi

of broad, open-ended
ques
tions about stories rather than piecemeal
anal
with
that
interferes
ysis
comprehension.
on inter
studies focusing
Furthermore,
to
mediate
and secondary
students' responses
for

the infusion

literature

Five,

had been

reported

1986; Galda,

(Farnan,

1982; Simpson,

1986;

1986;

1964), and investigations

examining
Squire,
across grade
levels had been de
responses

scribed (Applebee, 1978; Farnan, 1988;

Hickman, 1981; Purves, 1975). Two studies
examined

made

responses

by fifth-grade

stu

dents. Galda (1982) studied oral responses of

three fifth-grade girls, while Five (1986) con
ducted an indepth examination of fifth-grade
in literature jour
students' written
responses
in
nals. Both
investigators
gained valuable
as
their
into
students'
development
sight
A question
from
Five's
readers.
resulting
chil
study was how can teachers encourage
to take risks when

dren

read. It seemed to me
students'
encourage
would

encourage

interpreting what they

that the prompts used to
to literature
response

risk-taking

inmy

students.

similar

development"

enjoyment,

and cognitive

(p. 20).

Also at the junior high school level,

Simpson (1986) employed oral reading and a
to integrate
journal
reading with
to
literature.
in
and
promote
writing
Simpson
of
dicated
that communal
responses
sharing
an appreciation
of the contribution
promoted
to the event. Fur
that each student brought
critical
and
active listening
thermore,
thinking
response

skills were developed; and by listening to the

students
teacher's oral reading,
to read on their own.

were

encour

aged

Engaging students to respond to

literature inmy classroom
All 28 students inmy multiethnic third
in activities
that en
grade class participated
to
literature.
The
students'
response
couraged
levels ranged
from first to fourth
reading
to
the
in reading abilities
Due
variance
grade.
and because
of the success Simpson
had en
to
I
introduce
decided
countered,
responding
to literature by reading a wide variety of liter
ature aloud to the class rather than having stu
read silently.
to encour
I used Bleich's
(1978) prompts
which
included
the
age response,
following:

dents

on reader

Perspectives
A foundation
spective
can be

response

for the reader

response per
activities
that guided my classroom
in the works
of Rosenblatt
found

(1978), Petrosky (1982), Bleich (1978),

Farnan (1986, 1988) and Simpson (1986).
Rosenblatt's
(1978) view of readers' transac
of the
tions with text, i.e., that comprehension
text involves both the author's text and what
the reader brings to it, coincided with my con
structivist

view

of reading.

Petrosky (1982) suggested that students

who write
understand

about what they read would better

these texts. He further indicated
for
that Bleich's
(1978)
response
three-part
a framework
mat, described
earlier, provided
students were able to represent
through which
their

466

comprehension

The Reading Teacher

in writing

March 1990

and make

(a)What did you notice in the story? (b)How

did the story make you feel? (c)What does
this story remind you of in your own life?
In the next two sections I will explain how
I introduced
the prompts first as an oral lan
guage activity and then as a written
activity.
students' oral
that-, I will discuss
Following
to literature,
and written
responses
including
samples of their responses.
Phase
ginning

oral responses.
Be
I?recording
in the fall of the year, I gradually
inte
to literature with the other
responding
of response used in my classroom.
In

grated
modes
this first phase, which
took place during Octo
ber and November,
I read stories to the class;
once
a week,
and approximately
Bleich's

activities.
prompts were used in whole-group
to each of the
I recorded
student responses
prompts on sheets of butcher paper, in much
the same way that students' words might be re
in language
corded
activities.
experience
in
These response charts were then displayed
the room so they could be reread by students.
This structure permitted
students to engage in
to
in
literature
without
responding
requiring
It also allowed stu
responses.
each others' thoughts about the
were
that all responses
story, demonstrated
valid and valuable,
and showed that there was
one
not just
it
"right" answer. In other words,

dividual
dents

written

to hear

provided a framework and guided practice for

future opportunities
Phase
ond phase,

to respond

to literature.

to the class;

however,

instead

of

students responding orally to the Bleich

prompts, they had 5 minutes to respond in
to what was read using the prompts as
writing
a guide. This initial 5-minute
limit was based

on Farnan's (1988) research, indicating that 5

minutes

allowed

enough

for students to
to each
succinctly
time

respond
individually
stu
and that timed writing
focused
prompt,
dents' attention and bolstered
fluency. The re
was
extended
sponse time
slightly as the year
based on input from the students.
progressed
the
of the year, students wrote for ap
end
By
stu
I encouraged
7 to 8 minutes.
proximately

dents to write for the full time allotment for

each prompt and told them not toworry about
spelling;

however,

because

students

are often

slowed in theirwriting due to their inability to

on the
I wrote
several words
spell words,
to the story, including
board common
items
such as characters' names. In addition,
I circu
lated among the students during
the writing
a child re
to assist with
sessions
if
spelling
it.
quested
the writing,
Following
an
to share
given
opportunity

The first mode was

modes.
that facilitated
vide practice
tion to the next mode.
Oral

responses.

to pro
transi

designed
a smooth

I re

responses

Initially,

corded during Phase I were brief and usually

related

to one

only

incident

in the story. For

example, inOctober after listening toNorton

Hatches the Egg by Dr. Seuss (1940), stu
dents'

responses,

generated

from

the question

"Whatdid you notice in the story?" resulted in

statements
such as "I no
simple descriptive
and
fun of Horton"
ticed animals making
"Horton sitting on an egg in a tree." A few stu
dents

In the sec
II?written
responses.
in January and con
which began

tinued until the end of the school year, I again

read stories

Examination
of student
responses
Below I describe two different response

gave

that were more

responses

inclusive

of the story, such as "The lazy bird didn'twant

to take care of the egg until

it was hatching."

The other two prompts evoked similarly

brief responses. The question "How did the
story make you feel?" resulted in such answers
was on the egg so
as "Sad because
Horton
"What does this
long." The third question,
story remind you of in your own life?" also
prompted
simple
teasing me."

such

responses

as "People

one-line

These

dominated my
responses
to
attempts
respond to litera
as students
the prompts. However,

students'

initial

ture using

became more familiar with being given the

to respond to literature,
their re
opportunity
more
became
detailed.
After
sponses
listening
stu
to a version of Cinderella
in November,
to the first two questions
in
dents' responses

cluded the following:

1
when

Response
I noticed
Cinderella

gave

the beggar
him a piece

came

to the door and

and two step

of bread

sisters ran after the beggar and he said If only you

knew

who

I was.'

In the beginning

the guy was

poor

and he made Cinderella do all thework.

Response 2
Itmade me feel lucky because Cinderella had to do
a lot of work and I feel like I have to do all the
work.

students

were

their responses

with the class. This provided a format for both

and listening.
Written
responses
speaking
were then collected
so that I could read them.
I did not "grade" responses,
but commented
as
one
comment
in response
informally
might
to journals.
a sampling of these re
I collected
Oth
sponses to include in student portfolios.
ers were returned to students after I
duplicated
them for my files.

Response 3
I felt happy she got married and lived happily ever
after. The book made me feel sad because he
couldn't find her.
During

discussions

of the questions

about

what they noticed and how they felt about the

books, students often indicated that they
agreed with other students' responses by say
ing, "That was what I was going to say." This
was not the case for the question
relating story
events with their own lives, a question
requir

Guiding

young

students'

response

to literature

467

One
student
responses.
ing more
personal
me
I
to do
"It
reminds
of
when
have
said,
the
work?housework
whereas
dishes,"
plus
even further about his own
another expanded
"It reminds me of when
I
duties,
to scrub the floor and clean the bath

Response 2
I noticed a lot of things in the whole story. But at
the end itwas nice because therewas 583 little ba
bies. Itwas sad when Charlotte died.
All

domestic
have

rooms and do the dusting and I have to take

out the trash."
In examining

of
responses
by students
was
to
it
levels,
interesting
varying
reading
note that all students,
of
reading
regardless
in a meaningful,
albeit
ability,
responded
and all were able to
sometimes
brief manner,
relate story events to events in their own lives.

The progressive increase in length and depth

of responses during the oral response
sessions
may indicate that, as students were learning to
trust themselves
and the teacher,
they were
more willing
to contribute
their own ideas.
After
Written
responses.
responding
to literature, we made a transition to re
in writing.
This
transition was an
sponding
students were ac
easy one, perhaps because
to thinking about the prompts. Fur
customed
thermore, my third graders were easily able to

their own
between

allotted

time.

During

the initial

transition

sessions,

stu

dents listened to Charlotte's Web by E.B.

White (1952, 1980). Although an analysis of
showed that the better
responses
all
also more
fluent writers,
to each of the prompts.
sponded
of student responses
ing examples
for errors in spelling and grammar

readers were
re
students
The follow
were edited
to facilitate

of these
Therefore,
analyses
understanding.
errors will not be addressed
in this discussion.
a general
statement about improve
However,
ments noticed over time will be included at the
end of this paper.

When I asked students what they noticed

in Charlotte's Web, those reading below grade
to focus on one or
inclined
level were more
two story events,
such as "I noticed
the rat
that took the rotten egg that
named Templeton
and "Wilbur had 3 friends.
smashed"
won first place. Fern had a brother."
In contrast,
students reading at or above
more
wrote
level
summarylike
descrip
grade

Avery
Wilbur

tions of the story.

Response 1
The pig won grand prize at the fair and the best
thing about the story was when Charlotte had some
babies and when they were flying off in the bal
loons.

468

The Reading Tbacher

March 1990

in connect

successful

fewer differences
to
readers' responses

and poor

good

in

were

lives. There

the question "What does this book remind you

of in your own

life?" One

student

reading

be

low grade level responded with the following:

It reminded me of when I saw a pig in themud and
I thought that pigs were always clean. And it re
minded me of when I
in themud yesterday
played
and a girl put a little piece of mud on my hair.
A grade-level
reader was reminded of his
own day at the fair after listening to a chapter
in Charlotte's Web:
The book reminded me of when I went to the fair
and won a monkey doll and when I went on the
ferris wheel I stayed on the top and I could see the
whole

orally

respond inwriting to the questions within the

were

students

ing incidents in the story to experiences

fair.

When
students were asked to write about
their feelings
the book,
responses
regarding
were usually
in the
than
those
longer
given
and most
sessions,
response
on more
elaborated
than one feeling

oral

students
or single

event. A typical example of this is seen in the

"It made

response:

following

me

feel

sad be

causeWilbur was going to get killed. Itmade

me feel happy because Charlotte had 514
eggs."
in length as
Written
increased
responses
students had more practice with
the activity.
This may have reflected an increase in fluency
it
encouraged
by the timed aspect of the work;
over
have
due
reflected
time
also
may
growth
to practice
activities.
with
several writing
in response patterns were also
Other changes
apparent near the end of the year. Students of

all reading abilities were inclined to write

more

elaborate

to the question
in the story?" For exam

summaries

"What did you notice

ple, after listening toMilne's

(1926, 1954)

the Pooh, a student whose

reading per
formance was below grade level noted several
events:

Winnie

Eeyore has a birthday and Piglet was going to give

a balloon

Eeyore

and he was

running

along

to get

to

the lake first and then Bang. He popped the bal

loon.

P?oh

was

giving

Eeyore

a pot

and he went

to

owl to ask him towrite happy birthday on it.

in written
that occurred
change
was
some stu
to
this
that
responses
question
dents went beyond
and
the literal retelling
Another

of story events

summarizing

in their observa

tions. Despite the fact that in the following ex

were

below
reading
rather sophisticated
they wrote
about the style of the literature.
One student pointed out the use of fantasy by
differ
the author, whereas
another noticed
ences in the British author's use of language:
amples

students

both

grade level,
observations

Response 1
I noticed that donkeys can't have birthdays, they
can't

even

talk,

it is a book.

but

can

They

do

any

thing theywant. They were imagining things.

to as "the emotional
reaction," an indication
to
that students are making personal
responses
the story. Students wrote accounts of specific

events in their lives that were triggered by

story events. Some students wrote
long, de
tailed responses,
whereas
others wrote brief
replies.
Response l(responding toWinnie thePooh)
When Iwas five years old and itwas my birthday I
thought everyone forgot my birthday. I was mad
but they had planned to go to Disneyland and I did
not know. I was mad and they tricked me. It was
great.

Response 2
I noticed that they spelled some words different in
the book and I noticed that they wrote different in
the book
different

than we do and pronounced

and some words wrong.

some

Response 2 (responding toWinnie thePooh)

It reminds me about when my mom only bought
me

words

in writing
been due to a gradual improvement
skills over time, or itmay have been due to the
content of these latter selections
that often
events

contained
identify.

Students

with

could
students
a
noted
range of

which

frequently

feelings elicited by incidents in the stories.

1 (responding to Winnie the Pooh,
Response
Milne, 1926, 1954)
Itmade me feel sad when Eeyore felt sad because
everyone forgot about his birthday. Itmade me feel
happy when Winnie the Pooh gave Eeyore a pot
thatEeyore could use. Itmade me feel happy when
he liked the pot.
Response 2 (responding to Stone Fox, Gardiner,

1980)

Itmade me feel sad because the dog died of a heart

attack.

he won
because
happy
he had to pay taxes.
because

And

and mad

the

sled

race

Response 3 (responding to Blind Colt, Rounds,

1941, 1960)
When
the blind colt was
so
sad because
he was

in the snow,
stuck
little and because

colt.

One

student made
the feelings

an interesting observa
while
she experienced

listening toWinnie thePooh. She did not refer

to specific

events

but

to a general

feeling

about the reality of the book:

Itmade me feel like itwas really in front of my face
in real,

like

speaking

to me

and my

classroom

be

cause it sounded so real tome and I liked it.

to the question asking
Responses
to relate the story events to their own

just got

to eat a cake

and had no

over

on Halloween

I cried

night.

for two weeks

and

I felt like I was going to die but my mom and dad

got me a new dog. Then I felt happy again.
There
tween

were

noticeable

be

differences

the written

at the

obtained

responses
end of the year and those obtained earlier. Stu
dents' responses
increased fluency
displayed
and greater detail, as well as fewer errors in
sentence structure and spelling. There was ev
idence of more summarizing
by almost all stu
to the objective
dents
in response
question
about what was noticed
in the story. In addi
about
tion, some students made observations
the author's style and the use of fantasy, which
had not been noted earlier
in the year. Stu
dents' responses
also increasingly
reflected

emotional

involvement

(Monson,

1986b)

when relaying feelings or relating story events

to their own lives. These
changes may have
been fostered by the reader response
activity
to a wide vari
itself, as well as from exposure
ety of literature.

I was
I like

horses. And the part where Whitey got to keep the

horse Iwas happy because he really loved the blind

tion about

and we

Response 3 (responding to Stone Fox)

It reminded me of when the first dog I got was run

One of the interesting things about my

to the prompts about how
students' responses
the book made them feel was that they seemed
more able to put their feelings
progressively
into words as the year passed. This may have

a cake

presents.

students
lives of

ten resulted inwhat Monson (1986b) referred

Closing thoughts
to re
the opportunity
students
Giving
ele
spond to literature added a substantive
ment to my literature program. Regardless
of
were
all
students
successful
in
ability
reading

responding to literature, guided by the

prompts. Allowing students to respond inboth
oral and written
oral expression.

fostered written
to literature
Responding

moted

ability

formats

and

pro
their prior
and experiences
with the text, and
knowledge
to literature.
response
personal
encouraged
I was able to
responses,
By engaging personal
to
students
encourage
go beyond literal retell
students'

Guiding

young

to connect

students'

response

to literature

469

to more

and emotional
indepth analyses
of
In
literature.
short, allowing
interpretations
students to respond to what they read or heard
from a read-aloud provided
the framework
for
ings

what Piaget (in Gallagher & Reid, 1983) re

to as the active

ferred

in learning
involvement
of meaning.
through the construction
to literature provided
Students' responses
me with a systematic way to observe and eval
uate student interactions
with
literature.
By
I was able to
student responses,
collecting
document
both individual
and class develop
over time. More
ment
in response
patterns
on
not
another
over,
level,
only were students
in both written
and oral re
involved
actively
were
enthusiastic
about
sponse modes,
they
literature, and their enthusiasm was sustained
to
the year. Overall,
throughout
responding
literature fostered comprehension,
and writing
skills, and promoted
volvement with and appreciation

discussion,
in
emotional
of literature.

N. (1988). Reading
and responding:
Effects
of a
to literature. Unpublished
doctoral
prompted
approach
Claremont
Graduate
dissertation,
School,
Claremont,
CA.

Farnan,

Five,

C.L.

reading
395-405.

to a changed
Review,
56(4),

Fifth graders
(1986).
respond
Harvard
Educational
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the spectator
stance:
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of three young
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L. (1982). Assuming
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amination
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Gallagher,

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D.K.

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