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Constructivism Theory and Assessing and Teaching Literacy Across the Curriculum

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Constructivism Theory and Assessing and Teaching Literacy Across the Curriculum Dr. Elaine Roberts Fountas and Pinnell (2001) suggest that if we teach our students to ... – PowerPoint PPT presentation

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Title: Constructivism Theory and Assessing and Teaching Literacy Across the Curriculum


1
Constructivism Theory and Assessing and Teaching
Literacy Across the Curriculum
  • Dr. Elaine Roberts

2
  • Fountas and Pinnell (2001) suggest that if we
    teach our students to become strategic thinkers,
    they will become better readers.

3
Constructivismand Comprehension Strategies
  • ?actively engaging with text
  • ?thinking about the text
  • ?making meaningful
  • connections with the text

4
Comprehension
  • before, during, and after reading
  • ? text to self
  • text to text
  • text to world
  • ? build, change, and revise schema

5
Reinforce strategies for comprehension before,
during, after
  • Reading Aloud

Independent Reading
Guided Reading
6
Constructivism Scaffolding Instruction
  • ?Teacher Models, Students Watch
  • ?Guided Practice
  • ?Independent Practice
  • ?Assessment

7
  • Lesson Scaffolding
  • Introduce
  • Schema (prior knowledge)
  • text to self connections
  • During
  • Think Aloud Strategy
  • After
  • Chart Responses
  • Journal Writing

8
Assessing My Students Schema
  • ?Group Discussions
  • ?Response Journals
  • ?Weekly Reading Log
  • This week I was successful at. . .
  • Next week I plan to. . .

9
Assessments Guide Instruction
  • ?Math/Reading Pre/Post Tests
  • ?KWLA Charts
  • ?Anticipation Guide
  • ?Webs/Graphic Organizers

10
Assessing My Students Comprehension
What do I Know? What do I Want to Know? What did I Learn? How will this Affect Me?



11
  • Assessment matches the goal of instruction Use
    performance tasks related to multiple
    intelligences, rubrics, include graphic
    organizers on tests to analyze learning (include
    in portfolios)
  • Include
  • Discussions to determine prior knowledge and
    expand comprehension
  • ?Questions
  • ?Writing Graphic Organizers
  • ?Retellings

12
Response Journals
  • ?communication
  • ?relationship
  • ?assessment tool
  • ?reinforcement

?monitor reading habits ?incorporates
writing ?allows students time to reflect on
their reading
13
Effective VocabularyAssessment and Instruction
  • ?Provide a classroom library, graphic organizers,
    and take observation notes
  • ?Provide exposure to variety of genres
  • ?Include Book Talks
  • ?Encourage exploration of genres independently
    for discussion and motivation

14
  • Enthusiastic
  • Oral Reading

15
Assessing and Teaching Fluency Reading with
Expression, Speed (reading rate), Accuracy, and
Comprehension
  • Guided Oral Reading/
  • Independent Silent Reading
  • ?Repeated Readings
  • ?Choral and Echo Reading
  • ?Readers Theater and Plays
  • ?Tape Recordings/Telephones
  • Assessing accuracyWPM for independent,
    instructional, and frustration
  • Assessing reading rate-Oral Reading Fluency Test
    by Rasinski, 2004 (Timed words read correctly
    with comprehension) Handout

16
Fluency
  • Reading rate words read per minute (WPM)
  • Recognizes word automatically
  • Prosody read with expressive rhythm with pitch
    and stress
  • Repeated Reading (Samuels) students read until
    fluency is reached (practice) to motivate and
    encourage reading with comprehension. Procedure
    for repeated reading (RR)
  • 1. Set aside 15-20 minutes for RR per day
  • 2. Choose reading passages between 50 and 500
    words
  • 3. Determine difficulty level of the passages to
    fit the student
  • 4. Sit next to the student, during the first
    reading of the passage, the student should read
    85-95 accurately, then practice rereading until
    reading fluently for targeted level.
  • 5. Keep a chart/log of passages and dates and
    assess for instruction. http//www.prel.org/produc
    ts/re_/assessing-fluency.pdf

17
Use Appropriate Literature to Enhance Fluency and
Practice Comprehension Strategies
  • Model A think-aloud gives students an
    opportunity to see
  • ?our thinking when we read
  • ?our connections we make
  • ?our questions we ask
  • ?our inferences and predictions
  • (Goudvis and Harvey, 2000)
  • ?Have Students Practice Fluent Reading using a
    Think Aloud to increase their thinking,
    connecting, questioning, inferencing, and
    predicting strategies!

18
Constructivism Theory
  • What the child can do in cooperation today he
    can do alone tomorrow.
  • (Lev Vygotsky, 2004)
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