Learning module 14
- 1. Learning Module 14 EDLL 5341 and EDLL 5344
- 2. Overview •Final Notes on Multigenre Writing: • Please complete the self assessment document attached to this module when you have submitted your essay and email it to me. • To add to your thinking about teaching with multiple texts and having students compose multigenre texts, please consider another perspective on teaching with multiple texts (i.e., using much more than the required textbook): reading widely and Kelly Gallagher’s “Article of the Week” activity. •Formative Assessments: Consider the following techniques for monitoring students’ learning and progress in literacy: First, I want you to think about Response to Intervention (RTI) (see the chart on slide three) and the importance of progress monitoring and early intervention strategies. Second, I want you to think about gathering baseline data about student performance. What do students already know? What literacy skills do they have? The Modified Burke Reading Interview is also a good tool to begin with when you want information about student knowledge of reading strategies. Third, I want you to have a quick tool you can use for determining a student’s ability to read text independently in a classroom setting (i.e., Independent Reading Level Assessment on slide four). Fourth, I want you to have a quick writing assessment you can use in any content area class (i.e., Power Writing). Fifth, I want you to think about analyzing students’ ability to use content area literacy strategies with specific content area texts (i.e., Bean, Readence & Baldwin’s 2008 Content Reading Inventory)
- 3. Article of the Week “To help my students’ prior knowledge, I assign them an ‘Article of the Week’ every Monday morning. By the end of the school year I want them to have read 35-40 articles about what is going on in the world…. if my students are to become literate, they must broaden their reading experiences into real-world text.” --Kelly Gallagher http://kellygallagher.org/resources/articles.html
- 4. Response to Intervention: A Structure for Providing Extra Support in Classroom Learning
- 5. Quick Assessment of Student Independent Reading Level (1) Take a 100 word passage from a text you want students to read in your class. (2) Ask students to read it silently and underline words they do not know. (3) Collect the papers and calculate student’s independent reading ability with this text based on the following formula: (Five or Fewer Words Underlined) 95-100% Independent (Ten or Fewer Words Underlined) 90-95% Instructional (Ten or more Words Underlined) -90% Frustration There are many times teachers need to place students in text that is not at their independent reading level. It is critical to give students support and strategies to read this type of text (e.g., the close reading method).
- 6. Power Writing Power Writing consists of three one minute writing sessions with prompts developed by the teacher. Students are instructed to write as much as they can as well as they can over a specific prompt for one minute, read their writing and circle the errors, and continue this process two more times. At the end of the three writings, you may ask students to count the words in each writing or you can do this later. Analyze the student’s writing fluency, accuracy with writing, and their awareness of their accuracy with writing. Track their progress with this process over time.
- 7. Power Writing Power Writing consists of three one minute writing sessions with prompts developed by the teacher. Students are instructed to write as much as they can as well as they can over a specific prompt for one minute, read their writing and circle the errors, and continue this process two more times. At the end of the three writings, you may ask students to count the words in each writing or you can do this later. Analyze the student’s writing fluency, accuracy with writing, and their awareness of their accuracy with writing. Track their progress with this process over time.