Designing Assessments for Learning (rather than of learning) EDC448 Dr. Julie Coiro.
Connections between Guided Reading, Text Discussions, and Reading Response EDC423 Dr. Julie Coiro.
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Transcript of Connections between Guided Reading, Text Discussions, and Reading Response EDC423 Dr. Julie Coiro.
Connections between Guided Reading, Text
Discussions, and Reading Response
EDC423
Dr. Julie Coiro
So what happens AFTER Guided Reading?
Pre-reading:– Activate knowledge; engage in big ideas; discuss
challenging words/concepts; make predictions
During reading: (Guided reading) – Four levels of questions -- Model/apply strategies – Discussion Webs -- Story maps -- Text talk queries
After reading: – What instructional practices can foster active
engagement, social interaction, meaning making and response?
Talking About Books (Ch. 9)
Oral Response Prompts (Grades K-2) – What did you notice? How did you feel? What does the story
remind you of?
Retelling (framed in elements of story) (K-6)
Compare/Contrast Graphic Organizers
Literature Conversations – What is your favorite part? What does it remind you of? Why is this
part/character important? (K-3) – Discussing author’s craft, impressions, connections, key points,
difficult ideas… (3-6)
But often children need more structure to get them started >> Literature circle roles
What are Literature Circles?
Optimally, students choose their own reading material. Small temporary groups are formed, based upon book choice. Kids use written or drawn notes to guide book discussions. Groups aim to be open, natural conversations about books (rather than Q&A list to finish)In newly-forming groups, students may rotate through task roles.
What are Literature Circles?
The teacher serves as a facilitator, not a group member or instructor. Evaluation is by teacher observation and student self-evaluation.
Optimally, different groups read different books. A spirit of playfulness and fun pervades the room. When books are finished, readers share with classmates and new groups from around a different book choice.
Exploring Literature Circle Roles (for Book Activity 8)
Discussion Director
Literary Luminary
Connector
Character Captain
Artful Adventurer
Vocabulary Enricher
Choose roles: 3 groups of 6 students
Literature Circle Roles
Literature Circle Roles
Your Reflections
Based on this “mini” experience, take five minutes to “quick-write” your reactions to the literature circle experience. Jot brief ideas about whatever thoughts, opinions, feelings, and/or questions are on your minds.
Next Book & Book Act 9
Hmwk, Next Class, Act #8
In class and Activity #7
Discussing and Responding to
Realistic FictionDuring Reading Instruction – Discussion Webs and Text Talk Queries
(Guided Conversations)
Post Reading Instruction Literature Circles: a structure for talking about a book with peers Literature Response Journals: a space to freely express personal responses to a book
Coming Up – with our next book…Literature Response Journals
Personal meaning-making responses– Monitoring understanding– Making inferences– Making, validating, or invalidating predictions– Expressing wonder or confusion
Character and plot involvement– Character interaction or assessment/judgement– Story Involvement
Literary evaluation– Literary criticism
EXTRA: Hancock article (1993)
Where do these responses fit into a Metacognitive Reading Framework?
Think-Aloud– Define– Notice/Apply– Clarify
Refine (small groups)
Let strategy use gel
Self-Assessment
Discussion Webs;Literature Circles;
Literature Response Journals
QAR (Four levels) Text Talk (Guided Conversations)
Homework and Lesson Plan Assignment
Due Tues. Nov. 9 – – Begin Book Activity 7 (BA8 you’ve already done) – Turn in
BA7 and 8 on Nov. 9
– Read Hancock Ch 15 (Assessment)– Plug in ideas for your reading/thinking plan (bring to
class on Tuesday) Nov. 9: Writing Objectives and Linking to Standards (this will work best if you have lesson objectives in mind!) Wed. Nov. 10 – Reading Plan outline due for feedback