beyond the basal: reader response

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