Documenting Responses to Literature and Comprehension Strategy Use EDC423 Dr. Julie Coiro
Dec 18, 2015
Today’s Learning Objectives
1. Identify meaningful aspects of reading response2. Describe what and how you would document reading performance and growth over time (in a response-based program) 3. Practice documenting response type and comprehension strategy use in student journal entries and using this data to inform your feedback and instruction4. ** See connections between these ideas and your lesson plans (response objectives, assessment ideas, scoring systems, rubrics, etc)
Reading Response
Goal = Build comprehension (thinking) and to make it visible! – During (Process) > Think-aloud & charts to scaffold
and organize thinking– After (Product) > Responding through writing and
the arts
Meaningful Responses = – So what? What makes a text memorable?– Personal response and long-term knowledge goals
Quick Write: What’s memorable to you?
Think about all the different ways you have responded to books, movies, and field trips in and out of school. Think silently for one minute and then work with a partner for three minutes to brainstorm the “response” activities that have been most memorable to you. What makes these memorable?
What should you document in a Reader Response program?
Document program opportunities AND individual student performance (linked to specific book titles over the course of the year)
Listening behavior Contact with Books (browsing, attention, proximity)Impulse to Share (partner read, share/discuss) Actions and Drama (readers theater, role playing) Art, Music, and Constructed Products (draw,cook) Oral Response (retell, lit conversations, prompts) Written Response (response journals, adapting writing using literature models)
Hancock p. 421 and 423
After-Reading Response Activities
(attempts to reflect natural conversations)
Discussion Webs: To view ideas from more than one perspective and make sound decisions informed by evidence
Literature Circles: To reflect open, natural conversations about books (use roles to scaffold the experience for beginners)
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
Hancock article (1993)
A challenge: How can we document learning from response activities?
How can we measure growth and link student responses to our instruction?
How can the quality of responses inform our teaching? (formative assessment)
How can we involve students in the process?
How might you document reader response?
Teacher Anecdotal Records - observations (stickies, mailing labels) accumulated by date (pair with students’ personal reflections over time)Daily reading logs (track # and type of books) Literature Circle Conversations (peer and self evaluation)Sticker Guided Reflections that involve students and move beyond letter grades Literature response files (track varied types of prompts and responses and graph results)
Literature Response Journals (Hancock, 2008, p. 278-279)
How do you begin to design literature journal prompts? – Experiential prompts (connect to personal
experiences) – Aesthetic prompts (emotional interactions and
character feelings) – Cognitive prompts (inferences, M&MDAVIS)– Interpretative prompts (personal judgment
about meaning/message & characters) Consider these ideas for your “response objective” and center activity in your lesson plans!
Tracking Diversity in Reponses
Personal meaning-making responses– Monitoring understanding – I see that…– Making inferences – I think..– Making, validating, or invalidating predictions – I predict …– Expressing wonder or confusion – I wonder…
Character and plot involvement– Character interaction – 1st person – If I were him…– Character assessment/judgment – That character is..– Story Involvement – pos/neg reactions as the plot unfolds…
Literary evaluation– Literary criticism – author’s craft or style
Keep a checklist of the opportunities you create AND the ways students respond
Activity: Documenting Response and Strategy Use in Literature Journals
1. Trade your Book Activity 7 (Running Out of Time journal entries) with a partner 2. Look for evidence of Hancock’s response categories (Personal Meaning, Char/Plot, Lit Eval); code all in the margin with PM, CP, and/or LE3. Look for evidence of M&MDAVIS strategy use; code all strategies in the margin with a single letter for each4. Note patterns of individual readers; Then write a short summary of observations in your own notebook and what you might teach next
5. Discuss patterns across the group as a whole
Coding Categories for Literature Response Journals
PM: Personal meaning-making responses – Monitoring understanding– Making inferences– Making, validating, or invalidating
predictions– Expressing wonder or confusion
CP: Character and plot involvement– Character interaction or
assessment/judgment– Story Involvement
LE: Literary evaluation– Literary criticism
Hancock article (1993)
Comprehension Strategy UseM: MonitoringMC: Making connectionsD: Determining Impt. IdeasA: Asking QuestionsV: VisualizingI: InferencingS: Summarizing
Cornett (2010)
Documenting Response Diversity and Strategy Use
PMPers
Mon
CPChar
Plot
LELit
Eval
Mon MC DI Ask Vis Inf Sum
How would this data inform the feedback you give to a particular student? What you teach next? To whom?
Documenting Response Diversity and Strategy Use
7
8
2
2
3
5
5
7
0
0
0
0
0
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4
0
3
1
4
3
0
0
1
0
0
0
1
0
1
0
0
1
0
1
0
0
0
1
3
0
PMPers
Mon
CPChar
Plot
LELit
Eval
Mon MC DI Ask Vis Inf Sum
How would this data inform the feedback you give to a particular student? What you teach next? To whom?
Documenting Response Diversity and Strategy Use
5
6
2
3
3
5
1
0
0
0
0
1
7
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1
1
1
0
1
1
PMPers
Mon
CPChar
Plot
LELit
Eval
Mon MC DI Ask Vis Inf Sum
How do these reflect the Common Core Standards?What do we need more of (even as college students)??
Homework
Tues, Nov. 22 – *** Hand In Lesson Plan – Prepare for class by reviewing Vocabulary Slides and
Handouts and thinking about your word and possible activities/prompts to build knowledge of that word
Nov. 29: Diverse Response Options – Chapter 9: Diverse Response Options – Webquest Readings
Dec. 1: Quiz, Book Activity 8 (Topics for Webquests), Work on webquests during class
Dec. 6 and 8: Continue work and share diverse response options