Hello, we are excited to be running the first Linking Literature Book club.

Hope that you are as excited as us to finally get started with the sessions. The formalities of the book club require all members of the group to have a role. Today our roles as leaders are team fascinators. As fascinators we will involve everyone. We will take turns presenting strategies. We will also ensure that no one person is dominating, instead everyone is cooperating together. The two roles you two have to choose from today include timekeeper, and team check. On the slide we have included the two duties of each. Among yourselves decide. Today we will be completing three activities. The first is a review in the first assessment our own personal literary ontogenesis. Our second activity of today will include us completing a literary theory discussion, on the chapter Responding to literature, from our core text A literature companion for teachers. We will also be discussing the online readings of Saxby and Cairney. Our final activity of the day is our book selections for the remainder of the book club sessions.

Activity One Review of Literary Ontogenesis What did you learn about your Literary ontogenesis ? What did you think about this assignment? Did you discover anything bout your reading habits as a child affecting you as an adult reader? Were there any picture books from your childhood that reminded you of a memory? Current reading: -- When was the last time you went to the library took a book from the shelf and just started to read Do you read a lot now and if so what books do you read? Why does this book interest you? Would you like to be reading more books than what you read now? Why are you not reading these additional books? Attitudes to reading? - What genre of texts do you like reading ? do you specific authors that you continually go back and read? - Do you share books with family or friends? If so has this created social relationship?

Activity Two Literary Theory Discussion Prior to todays session we asked that you read Chapter 4 of A literature companion for teachers, and the read the online readings of Saxby and Cairney. We are going to begin our discussion with a close passage. Here is the close passage just follow us as we present to you our summary of the chapter Responding to literature.

The necessity of students to respond to literature is deeply routed in the Australian Curriculum. The following extract highlights an outcome that specifically states that students need to in some shape or form respond to the literature they read. Students learn to identify personal ideas, experiences and opinions about literary texts and discuss them with others. They learn how to recognize areas of agreement and difference, and how to develop and refine their interpretation through discussion and argument. When considering readers repertoire research indicates that there are four levels of repertoire. These are personal, social, cultural, and literary repertoire. Personal repertoire recognises knowledge and experiences in the text as part of readers own personal knowledge and experiences. However the depth and breadth of ones repertoire will vary according to age and lived experiences. Connections between texts and the reader occur through words or images stimulate their knowledge and memories of experiences. Social repertoire identifies social group situations as having readers participate in different group experiences and have knowledge and experiences grow. Authors that pay attention to the social repertoire presumes readers will bring to the story moments of strangeness and relate ability. Now personal and social repertories can overlap, in students experiences. Cultural repertoire however is separate as it highlights what is taken for granted in selecting literature for young people. If all literature read in the classroom is representative of only one culture (a dominant culture), students are not given an opportunity to be enriched by stories from other cultures. Literary repertoire refers to students prior knowledge and experience of literary texts. When found in a text this is referred to as intertextuality. Literacy repertoire occurs when the reader recognises an author and, with knowledge of the authors style and anticipating possible topics or characters for the literary text, a sense of excitement is developed about the story. The metaphor of space to play created by Williams in 1991 portrays an image of a playground where various ideas and interactions can fill the space. This space to fill is referred to as gaps. Gaps are points in the story where readers are not given all the information. The orientation of stories often contains gaps because the stories progress will involve some revelations. The reader cannot be told everything at the start, either practically or creativity. By reading quality literature, the readers will begin to develop strong emotions. These emotions can be either or even both positive and negative. Emotional responses encourage the reader to continue to read and interact with the text. In the past many people thought that is young children examine texts, this will differ them from reading. Research has shown this is not true, in fact the opposite.

Now to let you personally experience the joy, horror, and excitement of receiving an emotional response to picture books we will complete a little discussion. Using the text Wilfrid Gordon McDonald Partridge select a page that shows a strong emotion in the words or the images. Find as many words as you can that suggest this an emotion. Then analyse the image note any similarities of differences in emotion felt. We are now going to complete a worksheet called strikes, about out online readings. to begin on your own note 5 things that strike you about the online readings (Saxby, and Cairney) Rank the strikes from 1 to 5. Now we are going to Go around the group sharing each members top 3 strikes but do not repeat a strike. If any of your comments are said by another group member go to your next ranked strike. When having a literary discussion it is important to remember: Any response counts All responses are valued by the group Ranking and deciding which to share are powerful strategies for clarifying thoughts To conclude we are going to agree on the most striking strike t Our final task for activity 1 is a reflective discussion this work sheet covers all three texts. Write down three significant concepts from any of readings of today. We are know going to type up every ones responses. Now thinking about our group what would you like our groups values and aspirations to be for the rest of our linking literature book clubs.

Activity Three Book selections Thank you everyone good luck to Maree and Grace next week with their session. Remember the content for Session 2 is already placed on LEO for leaders.