Talking Points, Vol. 22, No. 2, May 2011

Table of Contents

• From the Editors

  Carol Gilles and Jennifer Wilson, Editors

• Inquiry into Assessment Strategies: From Kidwatching to Responsive Teaching

  Heidi Mills with Tim O’Keefe

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  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

  Sunday Cummins

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  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

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  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

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  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

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  Abstract: Kathryn Mitchell Pierce and her colleagues share their thoughts about books that have influenced their teaching.

• WLU on the Move!

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  Abstract: Includes President-Elect’s Message and Summer Institute Information

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