1 literacy blockothers parts of the day 90 min. reading block 30 min. writing block responding to...
TRANSCRIPT
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Literacy Block Others Parts of the Day90 Min.
Reading Block
30 Min. Writing Block
Responding to ReadingDirect Instruction on Fluency, Phonics and VocabularyEmphasis on ComprehensionWritten Responses and the structures for them
Learning the Writing ProcessLearning How to EditPenmanship6 TraitDirect Instruction and practice of writing frame(Step Up)
Writing Research PapersApplication to the Content
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Written Responses within Reading Instruction
Building Bridges to Deeper Comprehension
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“A failure to recognize that composing and comprehending are process-oriented thinking skills which are basically interrelated… impedes our efforts not only to teach children to read and write, but our efforts to teach them how to think.” (Squire, 1983, p.581)
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COMPARI SI ON OF READI NG AND WRI TI NG PROCESSESWhat Readers Do What Writers Do
Step 1 PreReadingUse knowledge about :
the topic reading literature language systems
Expectations are cued by Previous reading/ writing
experiences Format of the text Purpose for readingAudience for reading
Step 1 PrewritingUse knowledge about: the topic writing literature language systems
Expectations are cued by Previous reading/ writing
experiences Format of the text Purpose for readingAudience for reading
Step 2 ReadingUse word identificationstrategies
Use comprehension strategies
Monitor reading
Construct meaning
Step 2 Draf tingUse transcription strategies
Use meaning making strategies
Monitor reading
Construct meaning
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Step 3 RespondingRespond to the text
I nterpret meaning
Clarif y misunderstandings
Expand ideas
Step 3 RevisingRespond to the text
I nterpret meaning
Clarif y misunderstandings
Expand ideas
Step 4 ExploringExamine the impact of words and literarylanguage
Explore structural elements
Compare the text to others
Step 4 ExploringI dentif y and correct mechanicalerrors
Review paragraph and sentencestructure
Step 5 ApplyingGo beyond the text to extend theirinterpretations
Share projects with classmates
Reflect on the reading process
Make connections to lif e and literature
Value the piece of literature
Feel success
Want to read again
Step 5 PublishingProduce the finished copy of theircompositions
Share their compositions withgenuine audiences
Reflect on the writing process
Value the composition
Feel success
Want to write again
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Understanding Why Writing Improves Comprehension
Helps clarify, organize and refine thoughts (Wells,1993,Brookes, 1998)
Involves the construction of meaning
Purposeful and structural in shaping the learner’s experience (Tierney &Pearson, 1983)
Builds links between:Text TextText WorldText Self
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Understanding Why Writing Improves Comprehension
Writers respond to text as they composeReaders need to respond to what they are reading to interpret textWriting expresses your own personal insight into a text
Langer & Flihan, 2000
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Using Written Responses to Enhance the Understanding of
Text Pair writing activities with decoding, vocabulary, fluency and comprehension for higher level of understanding.Use explicit and direct instruction to introduce task, product or genre.Limit instruction of genre to narrative, expository, persuasive.
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Using Written Responses to Enhance the Understanding of
TextHave students respond or reflect on text through written assignments.
Use comparisons of:• text to text• text to self• text to world
Use writing to gain deeper understanding of the text.
Focus on informational summaries, personal responses to literature and quality responses to questions.Langer & Flihan, 2000
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Types of Written Responses
Dictation- sound, word or simple sentence dictationSimple answers- one to two words or a short sentenceShort answer- is used when the question needs a simple concise response.Extended answer- used for more detailed explanations or comparison of text
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Know Your Instructional Target!
TargetTarget
Target
Strategies
Story
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Reading & Writing Strategies
Before D uring After
Instruction
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Instructional Framework
Graphic
organizers Questioning
Fast phrasesSticky notes
Word mapsContent charts
After
SummarizingQuestioning
Oral partner reading
Reteach words
During
Predicting events in story
Model fluent readingCold timings
Word relatednessIllustrate & associate
Before
WritingCompre-hension
FluencyVocabulary
Group writing activity on predictions
Written response to G.O. and QAR
Get the Gist
Review predictions
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R & W STRATEGIES
SUMMARIZING
QUESTIONING
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Summarizing
• Story Frames
• Get The Gist
• Graphic Organizers
• Narrative and Expository
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Story FramesProvides written language structureGreat for the primary grades (1-2)Benefits ELL & Special Ed studentsTypes:
Character analysisPlot summarySettingStory problem
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Get The Gist
Effective summarizing strategy.
Improves understanding and memory of reading material.
Students monitor their comprehension by summarizing key information.
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Graphic Organizers
•Graphically represented ideas & relations.
•Illustrate concepts and interrelationships among concepts in a text using diagrams or pictures.
•Reading tools used to organize, clarify and interpret what is being read.
•A means of getting to end, not the end result.
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Responses To Graphic Organizers
Express graphically represented ideas & concepts and their relationships in writing.Utilizing the information gained from the organizer to construct a reflective thought in writing.Written response’s framework and/or structure should reflect the nature of the graphic organizer.
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Graphic Organizers For Narrative Text
Story Elements Chart (p. 31)
Story Structure/Grammar Map (p. 45)
Find & Connect The Features Chart (pp. 35-39)
Think Links (pp. 15-16)
Compare And Contrast (p. 19)
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Graphic Organizers For Expository Text
Main Idea Chart (p. 23)
Note Taking Organizer (p. 26)
Mind Map (p. 29)
Venn Diagram
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Questioning•Types-short answer or extended response.
•Higher level type of questions
•Provide students with opportunities to make connections and think broadly about a topic.
•Predict story features and events.
•Reflect on what they’ve read by integrating their prior knowledge with text-based information.
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Questioning & Text• Narrative Text:
1) Who, What, When, Where & Why?
2) Solution to the problem.
3) What will happen next?
• Expository Text:
1) Does this make sense?
2) What have I learned so far?
3) What questions do I still have?
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READING & WRITING ACTIVITY
• Choose a story from the teacher’s manual to use.
• Select 2 “TARGETS” that will be the used for instruction.
• Decide if the strategy would work best in the Before, During or After section of the lesson.
• Select a writing response that will expand the strategy’s focus.
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It is all about the Quality of the
Responsefor Extended ResponseUse a rubric that focuses on Ideas,
Organization and ConventionsAsk yourself:
• Is the content accurate? Is it substantial, specific and /or illustrate the target?
• Does the response follow the structure? (Frame, summary structure, question responses)
• Are the conventions visible and do not interrupt the flow of the writing?
Assessment of Writing to Learn
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Extended Written Responses to Reading Rubric
4 3 2 1
Sharp distinctfocus
Substantialspecific andillustratecontent
Obviousorganization
Fewmechanicalerrors
Adequate focus
Sufficient content
Appropriateorganization
Mechanical andusage errors notsevere enough tointerfere withwriter’s purpose
Inconsistentfocus
Superficialcontent
Confusedorganization
Mechanical andusage errors thatseriouslyinterfere with thewriter’s purpose
Absence of focus
Absence ofrelevant content
Absence oforganization
Mechanical andusage errors sosevere that thewriter’s ideas aredifficult tounderstand
Assessment of Writing to Learn