1. NETA Power Point Slides to accompany Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd.

2. Chapter Six The Nature and Assessment of Reading 2 Copyright © 2013 Nelson Education Ltd.

3. OVERVIEW Perspectives On Reading -bottom-up, top-down, social constructivist Reading Assessment -principles -purposes -practices 3 Copyright © 2013 Nelson Education Ltd.

4. PERSPECTIVES ON READING 4 Copyright © 2013 Nelson Education Ltd.

5. Perspectives on Reading Form four groups. Each group will focus on one of the four perspectives; bottom- up, top-down, interactive and social constructivist Re-visit the information about their assigned perspective (pp. 213-219) and think about key words that summarize the approach Copyright © 2013 Nelson Education Ltd. 5

6. Perspectives on Reading Develop and draw a visual (a symbol, illustration, etc.) that graphically captures the essence of the perspective they were assigned. Each group will present their visual to the class and explain what they have drawn in relation to the perspective they were assigned Copyright © 2013 Nelson Education Ltd. 6

7. Perspectives on Reading Then, let’s individually reflect on reading instruction you personally experienced and identify which of the perspectives this instruction is indicative of. Share your recollections and explain why you believe the type of instruction you remembered was reflective of a certain perspective Copyright © 2013 Nelson Education Ltd. 7

8. Focus: Letters and words within texts, sequential phonics Process: Part to whole, identify words from letters Texts: Leveled from low to high based upon controlled vocabulary 8 Copyright © 2013 Nelson Education Ltd. Bottom-Up Perspective

9. Perspective: Top-down Focus: Whole texts, sight word recognition, personal experiences Process: Whole to part, dependent upon an individual’s experiences and prior knowledge Texts: Trade and picture books 9 Copyright © 2013 Nelson Education Ltd. Top-Down Perspective

10. Focus: Connections to self, to other texts, and to the world Process: Whole to part, part to whole; a multi- dimensional meaning making process involving physical, cognitive, affective, and social factors Texts: Varied in genre and form and reflect the multiliteracies that learners acquire and need to acquire 10 Copyright © 2013 Nelson Education Ltd. Social Constructivist Perspective Based in Multiliteracies Theory

11. Social Constructivism Meaning is constructed on the basis of the social background of the reader Page 218 has an excerpt from Cara Garcia’s memories of reading Dick and Jane books in school Ask yourself how her social-cultural context impacts her understanding of the text Copyright © 2013 Nelson Education Ltd. 11

12. READING ASSESSMENT 12 Copyright © 2013 Nelson Education Ltd.

13. Principles According to the Language and Literacy Researchers of Canada (2008) assessment should… be part of the teaching and learning process, incorporate multiple and varied sources of data, when designed for one purpose, should not be used for another, reflect the complexity of literacy processes, be developmentally and culturally appropriate, not use one measure in making decisions regarding certification or access to programs or resources, encourage student and family participation. 13 Copyright © 2013 Nelson Education Ltd.

14. Funds of Knowledge What assets do children bring to the classroom? The previous chapters have all stressed the importance of understanding and capitalizing of students’ funds of knowledge. How do we fully understand (and act on)what children bring with them? Copyright © 2013 Nelson Education Ltd. 14

15. Erin and Taylor Let’s revisit Erin and Taylor on page 212. What did their anecdotes reveal? Complete the chart with a partner, determine the assets that the girls have as well as assessment implications. How could assessment experiences capitalize on their resources? Copyright © 2013 Nelson Education Ltd. 15

16. Purposes 16 Copyright © 2013 Nelson Education Ltd.

17. Stephen Reads… http://www.youtube.com/watch/v=Fbz2Bv9ciX Ehttp://www.youtube.com/watch/v=Fbz2Bv9ciX E What do you know about Stephen as a reader? What does he need help with? How could you support that instructionally? Complete the chart Copyright © 2013 Nelson Education Ltd. 17

18. Practices observation conferencing work samples -reading logs -responses to literature reading inventories running records miscue analysis questioning portfolio 18 Copyright © 2013 Nelson Education Ltd.

19. Reading Assessment Video http://www.learner.org/workshops/readingk2/session7/byw1.html Copyright © 2013 Nelson Education Ltd. 19

20. To ponder… Think back to the ways in which you were assessed as a child. What practices were most dominant? Were they fair? Why/why not? Did they allow you to demonstrate your knowledge/abilities? How? What is the nature of multi-literacies informed assessment? Describe practices that help further this approach to assessment. Copyright © 2013 Nelson Education Ltd. 20

21. SUMMARY Current understandings of reading assessment are informed by social constructivism and multiliteracies theory. Effective reading assessment captures the various processes, strategies and funds of knowledge students demonstrate and use while reading. This requires an approach that is varied, purposeful and utilizes a variety of forms and practices. 21 Copyright © 2013 Nelson Education Ltd.