1. Documenting and Assessing Responses to Literature and Comprehension Strategy Use EDC423 Dr. Julie Coiro

2. Quick Write: Documenting Responses to Literature Think about all the different ways that students might respond to the books they read. In the next three minutes, work with a partner to brainstorm as many ways as possible to “document” these reader responses in ways that can improve your teaching and learning.

3. Documenting Good Teaching and Learning in A Reading Class Teacher responds to student journal Mailing labels Dated to compare over time

4. Documenting Good Teaching and Learning in A Reading Class Color-coded stickers on journals Portfolio – writing samples Draw a picture and summarize in caption During reading summaries/monitoring Student checklists and reflections to help set goals Selecting main ideas/quotes & reflection

5. Today’s Learning Objectives 1. Identify principles of assessment in response- based reading programs 2. 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 instruction 4. ** See the connections between these ideas and your lesson plans (response objectives, assessment ideas, rubrics, etc)

6. Principles of Assessment The purpose of response-based assessment is to improve teaching and learning. Assessment should be consistent with curricular goals (individual choice, interests, and performance over time) to create lifelong learners, not just good test-takers. Response-based assessment should involve multiple perspectives and sources of data (e.g., reader response portfolio - p. 441-442)

7. Patterns of Response to Literature (beginning of semester) Hancock, Chapter 1

8. 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

9. How might you document reader response? Response Checklists - p. 421 and 423 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) - see also “Grand Conversations” Literature response files (track varied types of responses) –Visual graph of strategy use –Subjective guidelines about quality of response (p. 424 and p. 430)

10. Literature Response Journals – contain elements of… 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 – 1 st 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 EXTRA: Hancock article (1993) – see p. 472 for guidelines

11. 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!

12. Activity: Documenting Response and Strategy Use in Literature Journals 1. Trade your Book Activity 9 (Running Out of Time journal entries) with a partner 2. Look for evidence of Hancock’s response categories (Pers Meaning, Char/Plot, Lit Eval); code all in the margin with PM, CP, and/or LE 3. Look for evidence of M&MDAVIS strategy use; code all strategies in the margin with a single letter for each 4. 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

13. 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 Use M: Monitoring MC: Making connections D: Determining Impt. Ideas A: Asking Questions V: Visualizing I: Inferencing S: Summarizing Kelly & Clausen Grace (2008)

14. Documenting Response Diversity and Strategy Use 78227822 35573557 00000000 00400040 31433143 00100010 00100010 10011001 01000100 01300130 PM Pers Mon CP Char Plot LE Lit Eval MonMCDIAskVisInfSum How would this data inform the feedback you give to a particular student? What you teach next? To whom?

15. Documenting Response Diversity and Strategy Use 58345834 010010 344854485 5401401 054054 3737 1414 PM Pers Mon CP Char Plot LE Lit Eval MonMCDIAskVisInfSum How would this data inform the feedback you give to a particular student? What you teach next? To whom?

16. Documenting Response Diversity and Strategy Use 562562 335335 100100 001001 744744 101101 122122 001001 111111 011011 PM Pers Mon CP Char Plot LE Lit Eval MonMCDIAskVisInfSum How would this data inform the feedback you give to a particular student? What you teach next? To whom?

17. Homework Tues, Nov. 23 –Read Ch. 8 (Multicultural/International Lit) –*** Hand In Lesson Plan Nov. 30: MEET WITH YOUR GROUP! for projects –Read Ch. 12 (Responding with drama, art, and music) –Study for Quiz #2 (Nov. 19) Dec. 2: Quiz, Work on Book Festival Projects (if needed) Dec. 7 and 9: –Book Activity 11: International Children’s Digital Library –Book Activity 12: Poster Presentation