View stunning SlideShares in full-screen with the new iOS app!Introducing SlideShare for AndroidExplore all your favorite topics in the SlideShare appGet the SlideShare app to Save for Later — even offline
View stunning SlideShares in full-screen with the new Android app!View stunning SlideShares in full-screen with the new iOS app!
In order to assess both cognitive and non-cognitive aspect of the literacy learners, I used DIBELS and Reading Interest surveys.
For the cognitive assessment, I used DIBELS or the Dynamic Indicators of Basic Early Literacy skills (Afflerbach, 2007) to evaluate areas of needs in basic reading skills and reading fluency.
For the non-cognitive assessment, I took a verbal reading interest survey that evaluated the students’ feelings about reading out loud and reading in general as well as, what types of text the students’ liked.
By conducting the cognitive and non-cognitive assessments, I was able to not only see the academic strengths and weakness of my students’ reading ability but also was able to see the emotional aspects of reading for these struggling readers.
The DIBELS assessment allowed me to pinpoint academic needs in basic reading skills such as, initial sounds, phonemes, nonsense words, letter naming, and oral reading. This information allows me to choose texts at the appropriate reading level for these students and to also determine grouping and how to best utilize the texts.
The interest survey allowed me to see how the students felt when called on to read aloud and how they feel when reading silently. I was also able to see the types of literature that are of interest to these students so that I can provide texts that are interesting and engaging for them.
According to Susan Neuman, the fourth grade slump is caused by a lack of background and content knowledge gained from informational texts. She suggests that in order to avoid this slump, providing ample amounts of informational texts is essential (Laureate Education, Inc., 2010a).
Douglas Hartman provides a literacy matrix that assist one in selecting texts that address all areas of literature; narrative, informational, linguistic, semiotic, and difficulty level (Laureate Education, Inc., 2010b).
Research-Based Practices Implemented to Choose Text
I used the literacy matrix presented my Hartman (Laureate Education, Inc. 2010b) in order to select appropriate text about Magnets for the students.
I chose the following books and resource:
The Magic School Bus: Amazing Magnetism by Carmi and Stamper (2001)
This text addresses the narrative, linguistic, and difficult aspects of the matrix.
Magnets By Rosinsky (2002)
This text addresses the informational, semiotic, and easy aspects of the matrix.
Brain Pop: Magnets
This resource address the informational, semiotic, and easy aspects of the matrix.
According to Janice Almasi, the interactive perspective allows the reader to be a strategic processor and thinker in regards to texts (Laureate Education, Inc., 2010c).
Leigh-Ann Hildreath demonstrated this perspective by helping her students to understand how their brain organizes information, strategies for activating background knowledge or schema, and my providing a concrete example of activating background knowledge through the use of sticky notes and a file folder (Laureate Education, Inc. 2010d).
For the interactive perspective lesson on magnets, we began as a whole group and did a ‘brain dump’ circle map in order to activate background knowledge.
Next, the students worked individually to create their own ‘brain dump’ circle map outlining their specific background knowledge.
Then, we viewed the Brain Pop: Magnets video and revisited out circle map to see if the video had spurred any new background knowledge.
The students then shared their circle maps in small groups.
How did this help my understanding of the literacy learners?
By having the students complete the circle map ‘brain dump’, I was able to get an idea of what knowledge the students already had on the topic of magnets. Like Hildreth, I was able to see what students were “experts” on magnets (Laureate Education, Inc. 2010d).
I was also able to see how the students activated their background knowledge and what types of resources spurred different areas of their background knowledge.
What are the critical and response perspectives?
Almasi explains that the critical perspective is the act of questioning why the author including certain events, characters, names, etc. in the writing (Laureate Education, Inc. 2010e).
She also explains that this perspective allows the reader to evaluate the believability of the text.
Almasi explained the response perspective by providing the visual of a pool ball (the text) hitting a ball of clay (the reader). When the pool ball and the clay come in contact, the clay is forever changed by the impact of the pool ball. The response perspective allows the readers understanding, thoughts, and opinions to be forever changed based on the impact of the text (Laureate Education, Inc., 2010f).
Critical and Responsive Perspective Activities
In order to address the critical and responsive aspects of literature using the text mentioned before, our class conducted two different activities.
The first activity, the students worked in small groups to complete a character trait chart. The students listed traits or actions of specific characters and then, analyzed why they thought the author had included those traits or actions in the book.
The second activity, the students worked in their small groups, using the character trait chart, to create a story that followed the same story line and characters that demonstrated the same traits and actions but had to be based in the students’ everyday lives and the students had to be the characters.
How did this give me information on my readers?
These two activities provided me with a lot of insight into my students.
How well the students understood the characters, the actions, and the story line.
How the students perceived the text as a whole.
How the students perceived the characters actions, feelings, and thoughts.