Texts for response can be teacher-selected or negotiated with students. They can be selected from a variety of written, spoken and visual texts such as short stories, illustrated picture books, comics and graphic novels, poetry, short films and photography.
When selecting texts for response it is important to consider texts that elicit ideas and spark discussion. Texts for response:
offer multiple layers of meaning
provide opportunities for different interpretations
have well-crafted plots and compelling characters
use interesting and rich language
present themes and issues that resonate with students
USING ILLUSTRATED TEXTS FOR RESPONSE
Illustrated picture books, wordless books, graphic and multimodal texts offer multiple points of entry and encourage readers to make inferences and use prior textual and personal knowledge as part of the meaning-making process.
Illustrated texts ask readers to make meaning across multiple systems of meaning (modes) and include:
visual images (photography, illustrations)
use of typography
use of elements of graphic design
peritextual and intraiconic texts
peritext: images and textual elements which surround, or are secondary to, the main body of a published work, such as an introduction, footnotes, front cover, etc. WordSense Dictionary https://www.wordsense.eu/peritext/
intraiconic: words contained in the illustrations as signs, labels, etc. Frank Serafini. 2014. Exploring Wordless Picture Books. The Reading Teacher, 68(1), 24–26