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Ellin Keene

Assessing Students' Understanding of Reading Comprehension Thinking Strategies

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Reading comprehension assessment is thinking assessment Be clear on the difference between assessing understanding of a given piece of text and . . . assessing the thinking strategies that make comprehension possible Informal Assessment There are a variety of ways to assess thinking informally ­ they include written, oral, artistic and dramatic (see below) Gradually release responsibility to the student to show his/her thinking ­ ask him/her to defend thinking in relation to the text at hand and future application of the strategy Collect evidence of thinking in very public ways The ultimate measure of success in comprehending is when a student can describe how and why use of a comprehension strategy helps him/her understand more completely Measure reading comprehension more formally using Assessing Comprehension Thinking Strategies (2006, Shell) Correlate measures of thinking during reading to more standard assessment measures

Beyond Reporting on the Book: Recording Children's Thinking about the Book

Written means to share thinking about a book · Thinking notebooks ­ children's use of a strategy recorded in a notebook · Post-it notes to show strategy use in the text · Double entry journals ­ quotes from the text and thinking about the quote · Fluency responses ­ writing everything child thinks in short text or excerpt · Venn diagrams ­ showing inference or how thinking overlaps · Column charts ­ comparing thinking for several re-readings of an excerpt · Letters to other readers and authors about one's thinking/use of strategy · Highlighting text to show where strategy was used · Story maps/webs to show thinking about important themes/topics · Transparency text to show strategy use to class on transparencies · Coding text to show use of different strategies in the same text · Timelines to show how thinking changes over time · Bar and line graphs to show changes in frequency of strategy use over time Artistic means to share thinking about a book · Sketching images and other manifestations of thinking during reading · Group depictions of text concepts and use of strategies during reading · Artistic metaphors ­ creating a visual metaphor for thinking during reading · Artistic timelines to show changes in thinking over time · Photographs of the mind ­ quick images from particular moments in a text Oral means to share thinking about a book · Four way share (clockwise share) typically at a table or desk grouping · Think-pair-share ­ begin with pairs, refine thinking in fours, eights, etc. · Book clubs and literature circles to focus on strategy use · Large and small group sharing ­ learning to take time to think in front of a group · Notice and share ­ observing demonstrations, fish bowl, etc. · Strategy study groups ­ groups Dramatic Means to share thinking about a book · Any student-created dramatic representations for students' use of a strategy, their thinking about a book or an excerpt from a book Keene, 2007

Assessing Comprehension Thinking Skills

by Ellin Keene · Grades 1­8

Assess students' reading comprehension

Receive an extensive reading comprehension assessment to use with your students, including formative and summative assessments Examine how students use thinking strategies to comprehend text Discover how to document students' thinking and use a rubric to monitor growth Learn how to assess:

Thinking Aloud Using Schema Inferring Asking Questions Determining Importance in Text Setting a Purpose for Reading Monitoring Comprehension Visualizing Synthesizing and Retelling Text Structure/Structural Patterns

Ellin Oliver Keene has been a classroom teacher, staff developer and adjunct professor of reading and writing. She now consults with schools and districts around the country on a variety of topics. Ellin is co-author of Mosaic of Thought: Teaching Comprehension in a Readers' Workshop, as well as numerous chapters for reading textbooks and education policy journals. Ellin Keene has this to say about Assessing Comprehension Thinking Strategies: "I've found that stopping students during reading to think aloud provides a much more accurate picture of student comprehension. When students learn to articulate their thinking about a text, either in oral or written form, they are able to go far beyond simply reporting on a particular text; they are reporting on their thinking about that text."

877.777.3450 ·


Assessing Comprehension Thinking Skills

by Ellin Keene · Grades 1­8

Assessing Comprehension Thinking Skills includes:

Assessing Comprehension Thinking Strategies

level item price

Four reading passages for each grade level -- two fiction and two nonfiction Assessments which can be given orally or in written form A rubric for each assessment Customizable CD with the reading passages, assessments, and rubrics 84pp.

Grades 1­8



Related products to support Assessing Comprehension Thinking Skills:

Exploring Nonfiction: Reading in the Content Areas Reading in the Content Areas: Exploring Nonfiction Reading Supplement How to Teach Reading Practice with Purpose: Standards-Based Comprehension Strategies & Skills Funding Sources

Title I Reading First At Risk Migrant Ed. Comprehensive School Reform Title III/LEP 21st Century Special Ed. State Reading Initiatives Intervention/SES

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