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Chapter 8 Guiding Questions

Chapter 8 Guiding Questions. What role does motivation play in learning to read and write? What are reading and writing skills and strategies? How do teachers teach reading and writing skills and strategies?. Assessing and Evaluating Literacy Development. Agenda. Group Dialogue

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Chapter 8 Guiding Questions

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  1. Chapter 8 Guiding Questions • What role does motivation play in learning to read and write? • What are reading and writing skills and strategies? • How do teachers teach reading and writing skills and strategies?

  2. Assessing and Evaluating Literacy Development

  3. Agenda • Group Dialogue • Assessment and Tutoring • Administering the Flynt & Cooter • Goal Setting

  4. How do you plan a vacation?

  5. Group Dialogue • Why do teachers need to assess literacy development? • What areas of literacy development do teachers assess? • How do teachers assess these areas?

  6. Attitude & Interest Text Reading Writing Orthographic Knowledge CVCe Areas to Assess Your Tutee

  7. Attitude & Interest Step One • Build rapport • Get to know • Choices: • M.R.P. (Handbook) • Burke (Handbook) • Atwell (Handbook) • Literacy Interview (Handbook) • Attitude Interview (Flynt & Cooter) • Make your own! 7-10 min.

  8. Save ALL Assessment Protocols

  9. Text Reading Step Two • Strategies • Comprehension • Flynt & Cooter • Sentences for initial passage selection • Silent reading of passages for comprehension • Oral reading of passage for analysis of miscues • Listening compression 5-20 min.

  10. Save ALL Assessment Protocols

  11. Writing Step Three • Writing Sample • Scary Story • Tell about an Accident • Writing Continuum Checklist (Handbook) 5-10 min.

  12. Save ALL Assessment Protocols

  13. Orthographic Knowledge CVCe Step Four • Elementary Spelling Inventory (Words Their Way) • Elementary Spelling Inventory (p. 304) • Feature Guide (p. 306) 5-10 min.

  14. Save ALL Assessment Protocols

  15. Plan an Extending Activity • Read Aloud • Tell a Story • Illustrate Writing Sample • Visit a Favorite Web Site • Talk about an Interesting Hobby or Topic

  16. Attitude & Interest Text Reading Writing Orthographic Knowledge CVCe Areas to Assess Your Tutee

  17. Jarvis Spring Second Grade

  18. Strengths and Needs

  19. What Jarvis can do with teacher support (ZPD) Zone of Proximal Development What Jarvis can do on his own What Jarvis cannot do

  20. Attitude & Interest Jarvis • Does not read at home • PE is favorite school subject • Likes bikes and scooters • Has 2 dogs (mutts) • Claims good readers are fast and don’t make any mistakes • Would like to read a book about football

  21. Text Reading Jarvis • Easy=P • Adequate=1 • Too Hard=2 • Listening=4 • Observations: • Word-by-word reader • Omissions and insertions • No self-corrections • Unable to retell • Strong literal comprehension

  22. Writing Jarvis • Wrote one complete sentence • Included capital letter and period • No detail • Hesitates to write unknown words

  23. Orthographic Knowledge CVCe Jarvis • Letter-name speller • Uses initial and final consonants • Spells some sight words • Confuses some blends and short vowels • No long vowel markers

  24. “Hunch” Goals for Jarvis

  25. Goals for Jarvis • Increase the amount of time Jarvis spends at home reading texts of his own choice. • Increase Jarvis’ reading fluency and use of fix-up strategies to increase his reading accuracy (reading on, rereading, and substituting). • Increase Jarvis’ inferential comprehension by tapping prior knowledge and making connections between prior knowledge/ experiences and new text. • Extend Jarvis’ knowledge of CVC spelling patterns, focusing on short vowels and consonant blends. • Organize and expand ideas in Jarvis’ writing of self-selected topics.

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