Week 5 "Before Class" notes--Reader Response/Book Buddy
Week 5 "Before Class" notes--Reader Response/Book Buddy 17966
Popular in RED 2430: Foundations of Literacy and Learning
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This 2 page Class Notes was uploaded by Gabrielle Cervantes on Sunday September 20, 2015. The Class Notes belongs to 17966 at University of Texas at El Paso taught by Dr. So Jung Kim in Summer 2015. Since its upload, it has received 26 views. For similar materials see RED 2430: Foundations of Literacy and Learning in Education and Teacher Studies at University of Texas at El Paso.
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Date Created: 09/20/15
Week 5Reader Response Book Buddies Reader 1 esponse ThCOI yI to understand literary experiencemeaning of text must look to processes readers use to create that meaningexperience Metacognition thinking about your own thinking gt interpretation is subjective and unique gt psychological principlesviewpoints O efferent read text to extract info from it Q aesthetic lived through experience what happens during reading event depends on state of mind nature past experience of reader Challenges 0 not every one of their responses is equally validappropriate Q crucial that responses be grounded in text itself O supported w examples quotes background knowledge 0 responses should show deeper understanding go beyond lst response Reader Response Journals RRJ 0 students create own meaning through transaction w text 0 read more enjoy it Q stresses activity of reader 0 form own arguments more tolerant of multiple interpretations 0 help become critical readers Sustained Silent Reading SSR Q builds kind of self motivated reading habits necessary for RRJ Q at home regular reading time participate in dialogues explain higher level concepts help choose approp text Benefits 0 read more enjoy it 0 attempts to build habits of lifelong learner by modeling reading behavior BOOK Buddies one to one tutoring for struggling readers featuring individualized structured lesson plans tutors are volunteers trainedsupervised by reading specialists gt program s effectiveness depends on the amount and quality of guidance from the supervisor gt critical importance of a structured balanced lesson plan that includes rereading familiar material to build uency word analysis in both isolation and context writing and reading a new instructional level text Program description 0 training for tutors Q site coordinator provides trainingsupportfeedback Q settings vary Coordinators Tutors and Children Coordinator responsibilities assess students individually administer assessments train support volunteers coordinating instructional program write individualized lesson plans document time testing data anecdotal info report child s progress to parents and teacher Tutor responsibilities attend whole group training sessions 2Xyr arrive early to discuss lesson plans ask s follow instructional plan developed for child by coordinator provide written evaluation following each tutorial meet w coordinator after tutorial to givereceive feedback on lesson regular communication maintained 0000000 000000 0 Dquot E Q Q primarily 1st grade O in need of additional assistance The Tutoring Lesson balanced plan includes easy reading for uency phonics writing new reading to develop reading and comprehension skills tutors model and provide scaffolding children receive multiple opportunities to reread text tutors provide appropriate level instruction at right time Benefits volunteer tutors acquire deeper sense of the compleXity of learning how to read site coordinators learn how to translate pedagogy into common sense univ faculty learn what it takes to become trusted by a school division teachers learn to reach out to community for help children gain mentors who give them security and inspire confidence and pride learned to read
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