At my school I included reading response journals (usually the dialectical journal version in which they used comprehension strategies), writing in response to literature (sometimes essays, sometimes their own writing in that genre, sometimes a transformation as in a poem written in response to a narrative, or a non fiction piece turned into a newspaper account), they wrote letters to me about their independent reading (ala Atwell) and kept lists of books read independently as well as periodic reflections on what those lists showed about them as readers. They taped an unknown text at the beginning of the year and analyzed their miscues as well as a known text practiced for audience reading, they repeated at the end of the year. Finally there were often visuals like story boards or other visual interpretations. The students used the Learning Record scales and their work spread out to evaluate where they were as readers, cleaned up and organized the portfolios, and then presented to their families in a three way conference. That took us about a week to prepare for. (They already knew and understood the scales.) That was in February. They kept the work they chose (with my support of course) as evidence of their progress and the rest went home. At the end of the year they looked for evidence of further growth and we discussed together. I wrote my own LR narrative for the february meeting (was just about to figure out how to get the kids to do that when I left my classroom.) I added a paragraph at the end of the year speaking to changes/further growth. They wrote a letter to their next year teacher about who they were as readers and writers and chose several pieces - reading and writing to go with the letter. My narrative was our report card. The rest went home so we did not have stacks of portfolios accumulating through the years. The narratives (quite specific in terms of strengths and needs) and a few select pieces traveled through the years.
Sally On 9/16/06 3:49 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > Hi all, > > I'm interested in assessing using self-evaluations and portfolios as I saw > used at Nancie Atwell's Center for Teaching and Learning. I feel this would be > a > great way to show kids' growth in using the strategies with literature. I'm > trying to amass ideas on what to include in a reading workshop portfolio. Do > any of you use them? Please share the particulars. Thanks! > > Kelly W > Grade 6/CT > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
