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					          Reader Response

                   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
                 students themselves
                       -Alfie Kohn
           Today’s Class
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
      constructing meaning.”

• -Martens (1998) Using Retrospective Miscue
                   Analysis
           Reader Response
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
    reader
  O Each reader brings individual background knowledge, beliefs,
    and context to a reading

  From the work of Louise Rosenblatt

                    Ideas for Reader Response
             Discussion
O How do you have students in your clinical
  respond to literature?
O How were you asked to respond to
  literature?
  Today’s Readers’ Workshop
Meeting Time
Minilesson
O Writing a Found Poem
Work time
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,
    Compare/Contrast
  O Explore the websites for student book reviews
Ending Meeting (share what you did)
  Reader Response Ideas
O See our course wiki…
O http://sp2011-
 ci273.wikispaces.com/Reader+Response+I
 deas
              Next Time
O Comprehension
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
Thursday
  March 31st
           Quick Write
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
  components
            Read-Aloud
• Read Aloud: Hooray for Diffendoofer Day, by
  Jack Pretlusky and Dr. Suess.
              Think/Pair/Share
• Think of a time you when you were “assessed.”
    Either a positive experience or not-so-positive
    experience.
•   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
    group.
   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,
  p.4)
The process to gather information to
  monitor progress and make educational
  decisions (Reading Assessment
  Handbook, p.4)
Assessment Cycle
         Keys To Quality Assessment
         Taken from: Classroom Assessment FOR Learning, Stiggins, et al (2006)


                              Accurate Assessment
     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?
                                     Design
                                  What method?
                                  Sampled how?
                                 Avoid bias how?


Students are users, too.                                   Be sure students understand
                                                                      targets.
                               4. Communicate How?
Students track progress                                        Students can participate in
                           How to manage information?          the assessment process
and communicate.                 How to report?
                                                                                15
                                                                   Effectively Used
              FORMATIVE                                 SUMMATIVE
              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
                                                   grading
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
 Motivator    achievable
                   “Kidwatching”
•   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
    knowledge
•   Analyzing data
•   Fostering children’s self-evaluation
•   Engaging in self-evaluation of teaching
•   Using evaluation to inform instruction
           Kidwatching

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?
       Comprehension
O Assessing your comprehension
   Comprehension Quiz
Take the quiz-
O How did you do?
O What did you do?
O What does this tell us about
  comprehension?
So what does this mean for comprehension
  instruction?
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
  informal assessment.
          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

				
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