EDRL 443

Literacy Instruction II

Rebecca Waltz Monday, January 27, 2014

JOB POSTING
Job Title: Metacognitive Reader Mrs. Waltz Classroom Carson City, Nevada Position Summary: A metacognitive reader in Mrs. Waltz Classroom will primarily be responsible for the ability to appropriately select reading strategies during the reading process in order to develop new and personal meaning through text comprehension; immediately address any comprehension breakdowns; discuss and negotiate meaning of text with peers and academic director. Knowledge, Skills and Abilities: Familiarity with common comprehension strategies and their uses such as previewing, inferring, making connections, asking questions, visualizing, monitoring, knowing how words work, monitoring, evaluating and summarizing. Working knowledge of the different genres and text styles such as narrative and expository text. Skilled in the ability to find an unfamiliar words meaning. Excellent clarification skills to clear up any comprehension break down. Clarification skills include but are not limited to rereading, changing pace, using context clues, cross-checking cue system, utilizing classroom and house-hold resources, and asking for help. Experience with using text structure to strategically decipher text meaning and purpose.

Duties and Essential Functions: Activates prior knowledge and background experience to connect with the new content and provide new meaning to text. Provides multiple questions during various stages of the reading process. Asks frequent questions or has an inquiry-based attitude in and outside of the classroom. Distinguishes between text styles and identifies the authors purpose. Maintains active participation before, during and after the reading process. Negotiates new meanings or connections to text during discussions with peers and academic director. Actively reads a variety of text styles, genres and reading challenges. Willingness to be assessed and to self-assess comprehension. Additionally, willingness to review assessment results and adjusts reading strategies accordingly. Embraces a problem solvers positive and constructive attitude during comprehension break downs. Writes frequently due to the reciprocity between reading and writing. Metacognitive readers understand that the better you read the better you write and the better you write the better you read).

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EDRL 443

Literacy Instruction II References:

Rebecca Waltz Monday, January 27, 2014

McLaughlin, M. & Allen, M. (2009). Guided comprehension in grades 3-8. Newark, DE: International Reading Association.

Miller, D. (2013). Reading with meaning : teaching comprehension. Portland, Me: Stenhouse Publishers.

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