‘Merges research-based Retrospective Miscue Analysis with adapted Socratic Circle discussions, thus empowering all elementary readers to collaboratively identify and verbalize reading strategies, individually experience ownership and control as readers, and effectively build both literacy and language confidence and competence within a united classroom community.’
—Marjorie R. Hancock, Professor Emerita of Elementary Education
Kansas State University
Help your students learn from each other and become skillful, confident readers!
How can teachers ensure that each child becomes a better reader? Building Classroom Reading Communities presents a successful approach for motivating students as individual readers while encouraging peer-to-peer learning. By showing how to use Retrospective Miscue Analysis (RMA) and Socratic Circles together, the authors help teachers create a sense of community in the classroom and promote achievement for every student.
The authors show how RMA—which develops students′ comprehension and fluency by analyzing their mistakes as they read aloud—can be used to provide a window into each student′s progress. The interactive discussion techniques used in Socratic Circles then extend learning in small groups and classwide. Teachers, literacy coaches, and others will find:
- Assessment strategies and step-by-step guidance to implementing RMA and Socratic Circles
- Insights on improving student skills in vocabulary, language structure, comprehension, and other key areas
- Flexible, adaptable techniques for readers of all abilities
- Numerous vignettes showing the use of RMA with Socratic Circles in the classroom
Discover a fresh approach to teaching literacy that is well-grounded in theory and practice!
สารบัญ
List of Figures
Foreword by Dorothy Watson
Preface
Acknowledgments
About the Authors
1. Revaluing Readers: Introducing Retrospective Miscue Analysis (RMA)
2. RMA and the Theoretical Premises Involved
3. Connecting the Reading Process to Miscue Analysis
4. Marking and Coding Miscues for RMA: Simplifying the Process for Classroom Teachers
5. Organizing the Classroom for RMA
6. Assessing Reading Performance Through RMA
7. Informing Instruction Through RMA
8. RMA Conversations Focus the Classroom Literacy Curriculum
9. Socratic Circles and RMA
10. RMA and Proficient Readers
11. RMA and Developing Readers
12. RMA and Striving Readers
13. Concluding Thoughts and Follow-Up Interviews
Resources
Resource A: A Summary of the Research
Resource B: Example of a Marked Transcript
Resource C: Retelling Guide for Narrative Text
Resource D: Retelling Guide for Expository Text
Resource E: Practice Text for Miscue Marking
Resource F: Focusing on Miscues: For Student Reference
Resource G: Reporducible Simplified Miscue Organizer
Resource H: Burke Reading Interview
Resource I: Thinking About Reading: Reproducible Survey
Resource J: Socratic Circles Reproducible Tracking Sheet
References and Resources
References for Children′s Literature
Index
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Victoria N. Seeger is a former classroom teacher. A veteran public school teacher of 14 years, Seeger is now a literacy coach for a large school district in Topeka, Kansas, as well as an adjunct instructor at Washburn University in Topeka. She and her colleague Rita A. Moore have worked continuously together since 2001 on research including professional development schools, classroom research for teachers, and RMA, from which they have coauthored several articles. Additionally, Seeger contributed to the book Reading Conversations: RMA with Struggling Readers Grades 4-12 (2004) coauthored by Rita Moore and Carol Gilles. Seeger regularly conducts professional development workshops on literacy strategies and curriculum development in the Seaman 501 School District in Topeka. She has also served as consultant to preservice literacy education classrooms through the University of Montana-Western. Seeger holds a master′s degree in education from Washburn University and will finish her Ph D in literacy curriculum and instruction from Kansas State University in Manhattan, Kansas, in the fall of 2009. She is dedicated to the notion that the integral and often seamless connectivity between language and literacy defines us as human beings and empowers us as learners.
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