LITERACY WORKSHOPS


INTRODUCTION TO READING PROCESSES

AND ASSESSMENT


OBJECTIVES: MIT teacher candidates will be able to:

  1. describe the reading process using professional research-based literature to support their explanations,
  2. describe several ways students’ reading can be assessed,
  3. administer and analyze The Burke Reading Inventory,
  4. mark and analyze a reading transcript.

FACULTY: Sherry Walton, , x6753

SYLLABUS

Text: Weaver, Constance. (2002). Reading Process and Practice. 3rd Ed.

Handouts: The National Reading Panel Report;NCTE Guideline: On Reading, Learning to Read, and Effective Reading Instruction; NCTE Principles of Adolescent Literacy Reform ;Reading and the Teaching of L2 Reading by David Eskey; Exploring On-Line Grade Level Resources – OSPI.

A Reminder: I do not accept late work unless you have a personal or family emergency and have contacted me before missing class. If you are going to miss class for other reasons , assignments should be submitted in advance. Missing work means loss of credit.

Heads Up: Internalization Exercises (AKA Tests) – Weeks 4 & 5

Weekly Schedule and Assignments

ASSIGNMENTS for WEEK 2

Please complete the following and bring all written work with you to class on January 17th. I will collect your written definitions, the quiz, and your responses to the Activities and Further Explorations in Weaver’s text.

Before you read any of the assigned materials, write down YOUR definition of reading. You’ll be sharing this information in small groups during class on Jan. 17. Include your beliefs/understandings about these questions:

  • What IS reading?
  • What are people doing when they read?
  • How is it that children and/or youth learn to read?
  • What is it that children/youth have to learn to do in order to read?
  • How do you know the answers to the above questions?

NEXT, complete the quiz on pages 12 & 13 of Weaver’s book, Reading Process and Practice.

You may want to fill out the quiz in your text but I’d also like you to number a piece of paper from 1-28 and for each statement write down the number from 1 to 5 that indicates the level of your agreement with the statement.

NOW, read Chapters 1 – 3 of Weaver’s book. Take notes about important ideas and be sure to indicate places in the text that you agree or disagree with, or that you want to ask questions about.

Read over ALL the Activities and Further Explorations in each chapter. Complete AT LEAST the following:

  • Chapter 1 – Activity 1, 2, and 3.
  • Chapter 2 – Items 1–5 on pages 38–40.
  • Chapter 3 – Choose ONE of the exercises on pages 57-60 to complete

FINALLY, look back at your definition of reading. After taking the quiz, reading the chapters, and completing the exercises, is there anything you want to add or delete from your definition? For example, how does the definition you selected in Activity 3 from Chapter 1 correspond to the definition you wrote before reading these chapters? Please write additions to your definition in a different color and simply cross out information you want to delete.

Week 2 – Wednesday, January 17th

Why Does It Matter How a Teacher Defines Reading? - Exploring the Reading Process

ASSIGNMENTS for WEEK 3

Your visual organizer and analysis of the EALRs and GLEs will be discussed in class and then handed in.

Read:

  1. The National Reading Panel Report (handout)
  2. NCTE Guideline: On Reading, Learning to Read, and Effective Reading Instruction (handout)
  3. NCTE Principles of Adolescent Literacy Reform (handout)
  4. “Reading and the Teaching of L2 Reading” by David Eskey(handout)
  5. Chapters 11 & 13 of Reading Process and Practice
  6. Washington State Reading EALRs and GLEs (see handout Exploring On-Line Grade Level Resources for guidance in accessing the EALRs and GLEs)

Create and bring to class a visual organizer that compares and contrasts the key ideas in Chapters 11 & 13, the National Reading Panel Report, the NCTE articles, and Eskey’s article. Each of these pieces makes claims about what reading is and how it should be taught.

 AFTER you have made the visual organizer, go to (If this link doesn’t work, try

Look over the GLEs for EACH grade, K through 8. What do you notice about our state’s expectations? How do they reflect (or how do they not reflect) information in the articles you read? Make specific notes with references to particular GLEs and grade levels and bring to class.

Using information from Weaver’s text, the handouts, and notes from class Week 2, be prepared to explain the reading process and to define terms such as cueing systems, syntax, semantics, grapho-phonics, pragmatics, phonological awareness, syllable, onsets, rimes, phonemes, phonics.

Week 3 – Wednesday, January 24

Firming Up Your Definition of the Reading Process – What IS a Research-Based Approach to Reading Instruction?

Phonemic Awareness, Invented Spelling, and Learning to Read and Write

Burke Reading Inventory

ASSIGNMENTS for WEEK 4

Your video-tape, summaries of the Burke, and analysis of your video tape will be discussed in class and handed in.

Administer The Burke Reading Inventory to3 children or youth in your observation classroom and to 2 other children or youth who are a different age. Video-tape at least two of the interviews you conduct.

After each interview, summarize in writing what you think you know about the reader’s beliefs about and approaches to reading. Then imagine that you are the teacher responsible for helping that child or youth improve her/his reading. Based on the information in the Burke, prioritize andlist 3 hypotheses about what you would do to support each student’s abilities to read effectively.

Bring to class written summaries of the responses you received from administering The Burke Reading Inventory and your hypotheses about possible next steps with these readers if they were your students. You’ll be sharing and handing in these summaries.

Watch the videos. Write down your answers to the following questions and bring to class to share and to hand in.

  • What do you think was effective about the way you conducted the interview and interacted with the children/youth?
  • What would you change?
  • What opportunities did you use to find out more about what the child/youth meant?
  • What opportunities did you miss?

Study for quiz on terminology and description of reading (NRP and socio-psycholinguistic)

Week 4 – Wednesday, January 31

Internalization Quiz

Burke Reading Inventory Discussion and Analysis

What Matters About How Students Read? - Assessing Reading and Reading Readiness: Concepts About Print Test, Miscue Analysis, Running Record, DIBELs, ReQuest

ASSIGNMENTS for WEEK 5

Read Chapters 4 through 6 of Reading Process and Practice. Take notes about important ideas and be sure to indicate places in the text that you agree or disagree with, or that you want to ask questions about.

Read over ALL of the Further Explorations in each chapter and complete 1 or 2 in each chapter. In Chapter 5, be sure to complete the Activities on pages 91-97. The more carefully you work through these activities, the stronger your understanding of the author’s key points will be.

Commit to memory the miscue markings described on pages 122 – 125. You’ll be using them to mark transcripts of students’ reading Week 5.

Be prepared to complete a final quiz about reading as described by the National Reading Panel and by socio-psycholinguists. Also be prepared to state your current understanding of what reading is and how it is accomplished with support for your stance.

Week 5 – Wednesday, February 7

Assessing Reader’s Strategies and Comprehension

Final Internalization Quiz