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

Today’s Learning Objectives 1. Identify meaningful aspects of reading response 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 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 responses make your reading/viewing experiences memorable?

Patterns of Response to Literature Hancock, Chapter 1

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)

Sticker Self-Assessment System in Response Journals

Sticker Self-Assessment System

Literature Response Journals (Hancock, 2008, p ) 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 – 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 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 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

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 Cornett (2010)

Documenting Response Diversity and Strategy Use 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?

Documenting Response Diversity and Strategy Use 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?

Documenting Response Diversity and Strategy Use PM Pers Mon CP Char Plot LE Lit Eval MonMCDIAskVisInfSum 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