This document discusses key concepts around reading instruction and assessment. It emphasizes the importance of speaking, reading and writing for student learning. Effective reading instruction incorporates cognitive and metacognitive strategies and focuses on teaching students, not just texts. Assessments should measure both academic and non-academic factors like motivation, and involve methods like running records, interviews and surveys. When selecting texts, factors like age, difficulty and interest should be considered.

1. “…emphasizes the importance
of speaking, reading, and writing
in the learning of all students”
(The Access Center, 2012, p. 3).

3. According to Janice
Almasi
“we teach students, not “Highly motivated readers
texts” (Laureate
Education Inc, 2010) are self-determining and
generate their own reading
opportunities”
“Students use cognitive (Gambrell, Palmer, Codling,
and metacognitive and Mazzoni, 1996, para 2).
strategies for thinking”
(Tompkins, 2010, p. 12)

4. Cognitive Assessment
 Helps measure a
students success
academically Non-Cognitive Assessments
 measure a students
Examples Include motivation
Running Records
Spelling Inventory Examples Include
Word Recognition List Parent/Teacher Survey
Reading Inventory Informal Interview
Elementary Attitude Survey

5. My Assessment
Student 1:
I chose a running records assessment. I wanted to hear how the student’s oral
reading skills were, along with his ability for word identification and reading
fluency.
Student 2:
The activity I chose was a reading comprehension activity where I had the student
re-tell what had occurred in the book she was currently reading.
Student 3:
The activity I chose for the student was the running records assessment. I chose a
chapter book because it correlated more with the level of reading she should be at.
By choosing this book I could test her reading fluency, word identification, her
ability to use context clues, and her re-telling ability.

6. Analyzing and Selecting Texts
Linguistic
Narrative Informational
Semiotic

7. Text Structure
Informational
Descriptive
Cause/Effect
According to Visual
Problem/Solution
Janice Almasi Compare/Contrast Support
(Laureate Poetic
Education
Inc, 2010), seve
ral steps
need to be Text Length
implemented
when selecting
texts such as: Size of
Difficulity Considerations print
Readability
Sentence length
Number of syllables
Concept density

9. For each student I chose texts that were appropriate for
their age and grade. I focused on texts that would help me
determine whether or not findings were accurate.
Student 1: is in the first grade and Student 2: is a sixth grade Student 3: is a ninth grade
is a beginning reader. He is “aware fluent reading student. student that falls into
of the alphabetic principle” Through the assessment beginning/emergent/fluent
(Tompkins, 2010, p. 119). He is Motivation to Read Profile reading category. She
developing “phonic by struggles with punctuation
skills, recognizing high-frequency Gambrell, Palmer, Codling recognition when reading.
words, applies reading and Mazzoni (1996), we She can recall events if
strategies, can write learned that reading is prompted, but cannot seem
sentences, spells “kind of easy” for her; she to remember a significant
phonetically, identifies punctuation is an “ok reader”; but amount of detail. The unit I
and uses capital letters to begin when reading by herself chose is poetry, and the
sentences” (p. 119). she is able to understand theme would be
Other books that would aid with “almost everything I read” adolescents.
this students beginning reading (p. 521). The genre I
level are the Basal books. The chose for her is Science
books contain “authentic literature Fiction. She is interested in
selections that celebrate diverse topics such as ghosts, and
cultures, and they emphasize an she likes the books by R.L.
organized presentation of Stine.

10. Interactive Perspective
5 Pillars for Success!

11. According to Janice Almasi (Laureate Education
Inc., 2010), there are five pillars that overlap in order for
strategic processing to be implemented:
Fluency Comprehension
Phonemic Awareness Phonics
Vocabulary

12. My plan
Each of the three students I have been working with has strengths
and weaknesses. Individual lesson plan formats have been
designed with a targeted theme, and strategy.
does not like
struggles with reading to read out loud
comprehension Sight word identification
strategies

14. Rosenblatt speaks of the efferent
and aesthetic “stance” of reading.
– During an efferent stance the reader may “be
stimulated to remember a related personal
experience”.
– Whereas during an aesthetic stance a reader may
briefly focus on analyzing the techniques
interacting in a text” (Gladdys, 1997, p. 2).
– She notes that readers switch back and forth
between the two stances while reading. Probst
(1987), further explains the efferent and aesthetic
stances in the article Transaction Theory in the
Teaching of Literature.

15. “Reading from a critical “Critical literacy focuses
stance requires the reader on issues of power and
to analyze and evaluate promotes
books, meaningfully reflection, transformation
questioning the origin and , and action”
purpose” (Molden, 2007, para 1).
(Molden, 2007, p.52).
Rosenblatt states
that the
“transactional theory The aesthetic stance “is where the
which proposes that reader comes to the text in a less
the meaning of a text directive frame of mind, seeking not
derives from a
particular information or the
transaction between
the text and reader accomplishment of an assigned
within a specific task, but rather the full
context” emotional, aesthetic, and intellectual
(Glaydds, 1997, p. 3). experience offered by the
text”(Probst, 1987, para 9).

16. References
• The Access Center. (2012). The purpose of literacy rich environments. Improving outcomes for all students K-8.
American Institute for Research: Washington, DC. Retrieved from
http://www.k8accesscenter.org/training_resources/literacy-richenvironments.asp
• Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The
Reading Teacher, 49(7), 518–533.
• Laureate Education Inc., (2010). Analyzing and selecting texts. Dr. Douglas K. Hartman
[Webcast]. Baltimore, MD: Author.
• Laureate Education, Inc. (Executive Producer). (2010). Critical perspective. [DVD]. The Beginning Reader, PreK-3.
Baltimore, MD: Author
• Laureate Education Inc., (2010). Assessing Work Knowledge. Dr. Donald Bear [Webcast]. Baltimore, MD: Author.
• Laureate Education Inc., (2010). Virtual Field Experiencs. Leigh Ann Hildreth
[Webcast]. Baltimore, MD: Author.
• Glaydds, W. C. (1997). The Significance of Louise Rosenblatt on the Field of Teaching
Literature: efferent and aesthetic stance during reading. Abstract retrieved from Inquiry,
Volume 1, Number 1: Virginia Community College System.

17. • Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to
move beyond comprehension for reading improvement. Reading Improvement, 44(1),
50–56.
• Probst, R. E. (1987). Transactional theory in the teaching of literature. Resources in Education,
22(12).
• Tompkins, G. E., (2010). Literacy for the 21st century. New York: Macmillan.