Post on 22-Feb-2016
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Beyond the Basal: Reader
Response March 3, 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 ClassO Review assignments and take a
status of the classO Participate in Inquiry ProcessO Define Reader ResponseO Engage in different types of reader
responseO Define Fluency and discuss current
classroom practices for fluency instruction
Inquiry ProcessO Topics based on student curiosity, questions,
interestsO Dig deeply into complex, authentic topics that matterO Flexible groupingO Student responsibility with peer leadershipO Use of proficient reader/thinker researcher strategiesO Draws on multigenre, multimedia resourcesO Going beyond fact-finding to synthesizing and
applying knowledgeO Actively using knowledge: take action, share, go
publicO Match kids’ learning to state and district curriculum
Why Inquiry?O Focuses on children’s natural
inquisitiveness O Student control, responsibility and choice
increases self-efficacy and is motivatingO Helps develop problem-solving skillsO Students are engaged in authentic,
meaningful learning experiencesO Small group interactions are “life-like”O Allows for differentiated instructionO Develops proficient readers and thinkers
Inquiry GroupsUsing the planning sheets:O Consider the issues that caused this
to be a topic of interest for youO Formulate questionsO Plan how you will research answers
“reading is not about recognizing words to
accurately reproduce the printed text, but about constructing meaning.”
• -Martens (1998) Using Retrospective Miscue Analysis
Reader ResponseTransactional 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 readerO Each reader brings individual background knowledge,
beliefs, and context to a reading
From the work of Louise Rosenblatt
Ideas for Reader Response
DiscussionO How do you have students respond
to literature?
Today’s Readers’ Workshop
Meeting TimeMinilessonO Writing a Found PoemWork timeO Select reading material and do one of the following:
O Write a Found PoemO Do a character analysisO 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 reviewsEnding Meeting (share what you did)
O CC.K-12.SL.5 Presentation of Knowledge and Ideas: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Connecting to Current Practice
O Consider the texts you’ve been using and the Web Tools you’ve explored.
O How can you fit that into a unit you will be doing.
NRP FindingsConcluded that there are five key
components to an effective reading instruction program:
O Phonemic AwarenessO PhonicsO FluencyO VocabularyO Comprehension
What does it look like?O How do you address fluency in your
schools?O What does it mean? What
importance is placed on it?O How do you teach and assess it?
What are we talking about when we talk about
fluency?Fluency: Reading text with speed,
accuracy, and proper expression.
OWhat does it look like? What does it sound like?
OWhat can be done in the classroom to support fluent oral reading?
OHow do you teach and assess it?
O CC.2.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension.
O CC.2.R.F.4.b Read on-level text orally with accuracy, appropriate rate, and expression.
O CC.4.R.F.4.b Fluency: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression.
Next TimeO April O Topic: Vocabulary, Reading/Writing
ConnectionO Bring old magazinesO Looking ahead
O April Visual Literacy and AssessmentO May 12 Final Meeting: share inquiry
information and text sets