Teaching and Assessing Comprehension.Edit this text and tell your site visitors who you are. To edit, simply click directly on the text and add your own words. Use this text to go into more detail about your company. Make sure to include information about how your company came to be.
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Title: Formative Assessments
- Description: Students need to make mistakes to learn. As Rick Wormeli said, “Can kids learn without grades? Yes. Can kids learn without formative assessments and the feedback that they receive from it? Not at all” (Wormeli, 2010).
- Skill(s) Addressed: Comprehension, assessment, progress
- Supporting Research: The feedback students receive is essential to their learning.
- Methods/Guidelines for Implementation: Formative assessment is an ongoing measurement of student performance to determine how each student learns best, what each student needs to learn, and if each student is learning what is needed. Assessments are part of the greater plan to collect data, evaluate student progress, and develop effective lesson plans that will suit every type of learner.
- Links to Resources: https://www.edutopia.org/blog/5-fast-formative-assessment-tools-vicki-davis
- Reference: Wormeli, Rick. "Rick Wormeli: Formative and Summative Assessment." YouTube. YouTube, n.d. Web. 18 Nov. 2015. <
Title: Socratic Circle
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Title: Text Dependent Analysis
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Title: Small Group Work
- Description: Using engaging materials to elicit comprehension in small groups after reading.
- Skill(s) Addressed: Comprehension, assessment, progress
- Supporting Research: Until relatively recently, most teachers used homogeneous (same ability) groups for reading instruction (Barr & Dreeben, 1991; Slavin, 1987). This prevailing practice was criticized based on several factors. Ability grouping:
- -Lowers self-esteem and reduces motivation among poor readers
- -Restricts friendship choices
- -Widens the gap between poor readers and good readers (Calfee & Brown, 1979; Good & Stipek, 1983; Hiebert, 1983; Rosenholtz & Wilson, 1980)
- Methods/Guidelines for Implementation: -Feedback from students can illuminate areas of story that students struggle with.
- -Allows the teacher to assess a need for added instruction.
- Links to Resources: http://www.readingrockets.org/article/strategies-promote-comprehension
- Reference: Cooper, J. L., MacGregor, J., Smith, K. A., & Robinson, P. (2000). Implementing Small-Group Instruction: Insights from Successful Practitioners. New Directions For Teaching & Learning, 2000(81), 63.
Title: Movement Activities While Reading
- Description: Allowing students access to manipulatives or space to act things out during reading to aid in comprehension.
- Skill(s) Addressed: Comprehension, assessment, progress
- Supporting Research: “The results of our design study suggest that ERC has promise as a method for introducing students to the idea of using gesture to understand text content, and to employ this strategy in a range of reading contexts.”
- Methods/Guidelines for Implementation: This is an intervention designed to teach 3rd and 4th grade students to use gestures to understand an increasingly abstract set of texts. It can be modeled by me and prefaced with classroom management techniques.
- Links to Resources: https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/402/Lets-Get-Physical-Reading-and-Movement.aspx
- Reference: Kaschak, M. P., Connor, C. M., & Dombek, J. L. (2017). Enacted Reading Comprehension: Using Bodily Movement to Aid the Comprehension of Abstract Text Content. Plos ONE, 12(1), 1-16. doi:10.1371/journal.pone.0169711