Reading Portfolios: Why should educators be using them in their classroom?
Presented by Mia Johnson
Workshop Presentation: Outline of activities
I.Introduction
Group will listen to a student reading a passage and responding to hearing herself on the computer.
Audio of student reading and response: This allows the group to see the impact of a reading portfolio component that cannot be found with a standardized test.
(Prior to the workshop participants will be asked to choose an Accelerated Reading book on their grade level to bring to the workshop. They will need to read the book, take an AR test in the computer lab and write a response to it. I will model for them first, just as I would in my classroom. They will then be asked to put the response and the AR test score sheet into a folder marked 1on their table.)
II.Reading Portfolios: What is it? and Why is it important?
Group will be asked to record their responses on the paper provided and put them into the folder marked 1. They will revisit their responses near the end of the workshop to see if their answer would be different at that time.
Discussion on the definition and importance of reading portfolios: Group
will be introduced to the affects on students, teachers, parents, and administrators. They will also be reminded of the types of portfolios that can be utilized for various purposes: instruction and assessment.
(Each participant will be asked to fill out a survey on how they feel about using portfolios at this time and place it into the folder marked 2.)
- Implementing Portfolios
Group will be given 4 steps (form a team, set goals, determine contents, and design rubrics) to use in developing a portfolio system that works for their classroom. Each step will be given detailed discussion.
Throughout this section the group will be asked to move into grade levels to form teams. They will be given several tasks to complete together such as setting goals specific to grade level, determining contents to be included, and designing a generic rubric. Examples will be given and groups will be asked to share.
(Each group will be asked to record their work and place it into the folder marked 3.)
- Positives and Negatives
Groups will be given the benefits and drawbacks of this type assessment in order for them to make their own decisions as to whether this would work for them or not.
Questions and Concerns will also be addressed at this time to add to our list if needed.
Break (I would have several portfolios available for the participants to view during break time.)
- Time Management
Group will be shown some tips for managing reading portfolios in their classrooms. Details and examples will be given for each tip.
(The participants will make the briefcases using their folders marked 1,2 and 3,4.They will be asked to share any time management ideas)
- Conclusion
Questions and comments will be encouraged at this time.
Group will be asked to pull out their first response to what they think a reading portfolio is. Then they will be asked to volunteer to read the response aloud and tell if and how they would expand or change the response at this time.
(While the group is reading the responses, a second survey will need to be filled out and placed into the folder marked 2.)
The group will be asked to look at their briefcase. They will be given the chance to see how they grew through the workshop and share their thoughts on how they can see this transferring into their classroom.
*The workshop will conclude with humor and a challenge.
WORKSHOP SPECIFICATIONS:
Workshop Title: Reading Portfolios: Why should educators be using them in their classrooms?
Presenter: Mia Johnson, 1st grade teacher (3 years experience)
Contact Hours: 3 hours
Meeting area: Computer Lab, Library or other larger area with workspace
Materials Provided:
Per participant-
Two pocket folders
Two surveys
Handouts of ideas and suggestions
Packing Tape
Materials to bring:
Accelerated Reading book for the specific grade taught.
*Note: Upper grades should choose a book that can be read in less than a 10 minute time limit, if one cannot be found choose a book in another grade level of
interest.
Learning Targets:
1.The participants will gain knowledge about reading portfolios as an instructional and assessment tool.
- They will develop basic skills to design and implement a reading portfolio system that works in their classroom.
- The participants will be able to explain the importance of reading portfolios to students, parents, co-workers, and administrators.