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Beyond the Basal: Reader Response

Beyond the Basal: Reader Response . ….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. March 3, 2011. Today’s Class.

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Beyond the Basal: Reader Response

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  1. Beyond the Basal: Reader Response ….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 March 3, 2011

  2. Today’s Class • Review assignments and take a status of the class • Participate in Inquiry Process • Define Reader Response • Engage in different types of reader response • Define Fluency and discuss current classroom practices for fluency instruction

  3. Inquiry Process • Topics based on student curiosity, questions, interests • Dig deeply into complex, authentic topics that matter • Flexible grouping • Student responsibility with peer leadership • Use of proficient reader/thinker researcher strategies • Draws on multigenre, multimedia resources • Going beyond fact-finding to synthesizing and applying knowledge • Actively using knowledge: take action, share, go public • Match kids’ learning to state and district curriculum

  4. Why Inquiry? • Focuses on children’s natural inquisitiveness • Student control, responsibility and choice increases self-efficacy and is motivating • Helps develop problem-solving skills • Students are engaged in authentic, meaningful learning experiences • Small group interactions are “life-like” • Allows for differentiated instruction • Develops proficient readers and thinkers

  5. Inquiry Groups Using the planning sheets: • Consider the issues that caused this to be a topic of interest for you • Formulate questions • Plan how you will research answers

  6. “reading is not about recognizing words to accurately reproduce the printed text, but about constructing meaning.” • -Martens (1998) Using Retrospective Miscue Analysis

  7. 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. • A written work does not have the same meaning for every reader • Each reader brings individual background knowledge, beliefs, and context to a reading From the work of Louise Rosenblatt Ideas for Reader Response

  8. Discussion • How do you have students respond to literature?

  9. Today’s Readers’ Workshop Meeting Time Minilesson • Writing a Found Poem Work time • Select reading material and do one of the following: • Write a Found Poem • Do a character analysis • Select a Reading Response from the list (Doodle Splash, Character Chart, Diary Entry, Story Map, Connections, Chart, Compare/Contrast • Explore the websites for student book reviews Ending Meeting (share what you did)

  10. 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.

  11. Connecting to Current Practice • Consider the texts you’ve been using and the Web Tools you’ve explored. • How can you fit that into a unit you will be doing.

  12. NRP Findings Concluded that there are five key components to an effective reading instruction program: • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

  13. What does it look like? • How do you address fluency in your schools? • What does it mean? What importance is placed on it? • How do you teach and assess it?

  14. What are we talking about when we talk about fluency? Fluency: Reading text with speed, accuracy, and proper expression. • What does it look like? What does it sound like? • What can be done in the classroom to support fluent oral reading? • How do you teach and assess it?

  15. CC.2.R.F.4 Fluency: Read with sufficient accuracy and fluency to support comprehension. • CC.2.R.F.4.b Read on-level text orally with accuracy, appropriate rate, and expression. • CC.4.R.F.4.b Fluency: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression.

  16. Next Time • April • Topic: Vocabulary, Reading/Writing Connection • Bring old magazines • Looking ahead • April Visual Literacy and Assessment • May 12 Final Meeting: share inquiry information and text sets

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