documenting and assessing responses to literature and comprehension strategy use
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Documenting and Assessing Responses to Literature and Comprehension Strategy Use. EDC423 Dr. Julie Coiro. Quick Write: Documenting Responses to Literature. - PowerPoint PPT PresentationTRANSCRIPT
Documenting and Assessing Responses to Literature and Comprehension Strategy Use
EDC423
Dr. Julie Coiro
Quick Write: Documenting Responses to Literature
Think about all the different ways that students might respond to the books they read. In the next three minutes, work with a partner to brainstorm as many ways as possible to “document” these reader responses in ways that can improve your teaching and learning.
Documenting Good Teaching and Learning in A Reading Class
Teacher responds to student journal
Mailing labels
Dated to compare over time
Documenting Good Teaching and Learning in A Reading Class
Color-coded stickers on journals
Portfolio – writing samples
Draw a picture and summarize in caption
During reading summaries/monitoring
Student checklists and reflections to help set goals
Selecting main ideas/quotes & reflection
Today’s Learning Objectives
1. Identify principles of assessment in response-based reading programs 2. Describe what and how you would document reading performance and growth over time (in a response-based program) 3. Practice documenting response type and comprehension strategy use in student journal entries and using this data to inform your feedback and instruction4. ** See the connections between these ideas and your lesson plans (response objectives, assessment ideas, rubrics, etc)
Principles of Assessment
The purpose of response-based assessment is to improve teaching and learning.
Assessment should be consistent with curricular goals (individual choice, interests, and performance over time) to create lifelong learners, not just good test-takers.
Response-based assessment should involve multiple perspectives and sources of data (e.g., reader response portfolio - p. 441-442)
Patterns of Response to Literature (beginning of semester)
Hancock, Chapter 1
What should you document in a Reader Response program?
Document program opportunities AND individual student performance (linked to specific book titles over the course of the year)
Listening behavior Contact with Books (browsing, attention, proximity)Impulse to Share (partner read, share/discuss) Actions and Drama (readers theater, role playing) Art, Music, and Constructed Products (draw,cook) Oral Response (retell, lit conversations, prompts) Written Response (response journals, adapting writing using literature models)
Hancock p. 421 and 423
How might you document reader response?
Response Checklists - p. 421 and 423 Teacher Anecdotal Records - observations (stickies, mailing labels) accumulated by date (pair with students’ personal reflections over time)Daily reading logs (track # and type of books) Literature Circle Conversations (peer and self evaluation) - see also “Grand Conversations” Literature response files (track varied types of responses) – Visual graph of strategy use – Subjective guidelines about quality of response (p. 424 and p.
430)
Literature Response Journals – contain elements of…
Personal meaning-making responses– Monitoring understanding – I see that…– Making inferences – I think..– Making, validating, or invalidating predictions – I predict …– Expressing wonder or confusion – I wonder…
Character and plot involvement– Character interaction – 1st person – If I were him…– Character assessment/judgment – That character is..– Story Involvement – pos/neg reactions as the plot unfolds…
Literary evaluation– Literary criticism – author’s craft or style
EXTRA: Hancock article (1993) – see p. 472 for guidelines
Literature Response Journals (Hancock, 2008, p. 278-279)
How do you begin to design literature journal prompts? – Experiential prompts (connect to personal
experiences) – Aesthetic prompts (emotional interactions and
character feelings) – Cognitive prompts (inferences, M&MDAVIS)– Interpretative prompts (personal judgment
about meaning/message & characters) Consider these ideas for your “response objective” and center activity in your lesson plans!
Activity: Documenting Response and Strategy Use in Literature Journals
1. Trade your Book Activity 9 (Running Out of Time journal entries) with a partner 2. Look for evidence of Hancock’s response categories (Pers Meaning, Char/Plot, Lit Eval); code all in the margin with PM, CP, and/or LE3. Look for evidence of M&MDAVIS strategy use; code all strategies in the margin with a single letter for each4. Note patterns of individual readers; Then write a short summary of observations in your own notebook and what you might teach next
5. Discuss patterns across the group as a whole
Coding Categories for Literature Response Journals
PM: Personal meaning-making responses – Monitoring understanding– Making inferences– Making, validating, or invalidating
predictions– Expressing wonder or confusion
CP: Character and plot involvement– Character interaction or
assessment/judgment– Story Involvement
LE: Literary evaluation– Literary criticism
Hancock article (1993)
Comprehension Strategy UseM: MonitoringMC: Making connectionsD: Determining Impt. IdeasA: Asking QuestionsV: VisualizingI: InferencingS: Summarizing
Kelly & Clausen Grace (2008)
Documenting Response Diversity and Strategy Use
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How would this data inform the feedback you give to a particular student? What you teach next? To whom?
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How would this data inform the feedback you give to a particular student? What you teach next? To whom?
Homework
Tues, Nov. 23 – Read Ch. 8 (Multicultural/International Lit)– *** Hand In Lesson Plan
Nov. 30: MEET WITH YOUR GROUP! for projectsRead Ch. 12 (Responding with drama, art, and music) Study for Quiz #2 (Nov. 19)
Dec. 2: Quiz, Work on Book Festival Projects (if needed)
Dec. 7 and 9: – Book Activity 11: International Children’s Digital Library– Book Activity 12: Poster Presentation