March 28, 2011
….schools shouldn’t be about handing down a
collection of static truths to the next generation but
about responding to the needs and interests of the
O Define Reader Response
O Engage in different types of reader response
“reading is not about recognizing
words to accurately reproduce
the printed text, but about
• -Martens (1998) Using Retrospective Miscue
Transactional Theory- the act of reading involves a
transaction between the reader and the text. Each
"transaction" is a unique experience in which the
reader and text continuously act and are acted upon
by each other.
O A written work does not have the same meaning for every
O Each reader brings individual background knowledge, beliefs,
and context to a reading
From the work of Louise Rosenblatt
Ideas for Reader Response
O How do you have students in your clinical
respond to literature?
O How were you asked to respond to
Today’s Readers’ Workshop
O Writing a Found Poem
O Select reading material and do one of the following:
O Write a Found Poem
O Do a character analysis
O Select a Reading Response from the list (Doodle Splash,
Character Chart, Diary Entry, Story Map, Connections, Chart,
O Explore the websites for student book reviews
Ending Meeting (share what you did)
Reader Response Ideas
O See our course wiki…
O Literacy Assessment
O Revised group lesson plan due
O Looking ahead
O Literature Analysis Log- April 5th
O Individual Lesson plan- April 12th
O Writer’s Notebook (all dated drafts, feedback,
etc) and published product- April 21st
O Annotated Teaching Strategies- April 28th
O Final time: May 3rd 3:10-5:10
O What are the 6 language arts?
O Name two reading strategies and how you
would use them in a classroom
O Describe writer’s workshop and its
• Read Aloud: Hooray for Diffendoofer Day, by
Jack Pretlusky and Dr. Suess.
• Think of a time you when you were “assessed.”
Either a positive experience or not-so-positive
• What happened?
• How did the experience make you feel?
• Share your story with an elbow partner
• If you would like, share your story with the whole
What is Assessment?
The process of gathering quantitative and
qualitative data about the attributes of
student learning through tests,
observations, work samples and other
means (Diagnostic Literacy Assessment,
The process to gather information to
monitor progress and make educational
decisions (Reading Assessment
Keys To Quality Assessment
Taken from: Classroom Assessment FOR Learning, Stiggins, et al (2006)
1. Why Assess? 2. Assess What?
What’s the purpose? What are the learning targets?
Who will use the results? Are they clear?
Are they good?
3. Assess How?
Avoid bias how?
Students are users, too. Be sure students understand
4. Communicate How?
Students track progress Students can participate in
How to manage information? the assessment process
and communicate. How to report?
Assessment FOR Learning Assessment OF Learning
Reasons for Promote increases in student Document individual or
Assessing achievement to help students meet group achievement or
more standards, support ongoing mastery of standards;
growth; improvement measure achievement at a
point in time for the
purposes of reporting;
Audience Students about themselves Others about students
Place in A process during learning An event after the
Time instruction has taken place
Primary Students, Teachers, Parents Students, Teachers, Parents,
Users Administrators, Program
Planners, Policy Makers
Teacher’s Inform students of learning Administer the test
Role outcomes, adjust instruction based accurately, use results to
on results, offer descriptive help students meet
feedback outcomes, interpret results
for parents, build
assessments for report card
Student’s Self-Assess, contribute to setting Study material, take the test,
Role goals, act on classroom strive for the highest
assessment results to improve possible score, avoid failure
Primary Belief that success in learning is Grades
• Building an insider view of the community
• Understanding how lang. & lit. develop
• Organizing a rich environment for learning
• Interacting with children
• Observing and documenting children’s
• Analyzing data
• Fostering children’s self-evaluation
• Engaging in self-evaluation of teaching
• Using evaluation to inform instruction
O How would you describe Kidwatching?
O What are the benefits?
O What are the pitfalls? (What must teachers
consider with this approach to assessment?)
O What tools can teachers use?
O How is the data used and communicated?
O Assessing your comprehension
Take the quiz-
O How did you do?
O What did you do?
O What does this tell us about
So what does this mean for comprehension
More Comprehension Assessments
O Translating or paraphrasing; consider having
students translate into multiple sign systems as
well as multiple languages or dialects
O Think Alouds
O Checklists for comprehension strategies
O These need not be formal assessments
O They can be used in instruction and for ongoing
For next week
O Literature Log due: submit in livetext
O See wiki for reading
O Units of Study for writing workshop
O Visual Literacy
O Diverse Learners