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2011 May Talking Points, v22.2
Volume 22, Number 2, May 2011
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From the Editors
Carol Gilles and Jennifer Wilson
Inquiry into Assessment Strategies: From Kidwatching to Responsive Teaching
Heidi Mills with Tim O’Keefe
Abstract: Observation (“kidwatching”) is the basis for all the assessment and curriculum development that happen in this third-grade classroom. Professional inquiry into the naturally occurring data from the classroom promotes an expanded view of literacy and gives the teacher a detailed picture of what students are learning.
Using Choice Words in Nonfiction Reading Conferences
Abstract: The inquiry described in this article is meant to extend the work of Johnston (Choice Words) and others, specifically in the area of naming the effective ways teachers use language during conferences with students who are reading nonfiction. In an effort to identify what might occur during this type of conference, I audiotaped, transcribed, and analyzed eight reading conferences with third-grade students who were reading nonfiction texts during a reading workshop.
Preservice Teachers as Kidwatchers: Learning to Observe and Document How Children Read
Maria Perpetua Socorro U. Liwanag and Koomi Kim
Abstract: Liwanag and Kim used miscue analysis to explore the power of kidwatching with their preservice teachers. Doing so helped these college students develop a greater understanding of young readers.
Kidwatching with a Critical Eye: The Power of Observation and Reflexive Practice
Candace R. Kuby
Abstract: Kuby explores the difficulty of engaging in “critical whole language” with her young summer school students as they explore an injustice on the playground.
Professional Book Talks: Observing and Assessing
Abstract: Kathryn Mitchell Pierce and her colleagues share their thoughts about books that have influenced their teaching.
WLU on the Move!
Abstract: Includes President-Elect’s Message and Summer Institute information