LIST 4373 EXTRA CREDIT WEBINAR 3TH 10/8/15 (7:00-7:45 PM)AND FRI 10/9/15 (7:00-7:45 PM)OR RECORDED SESSION*WITH DR. PEGGY SEMINGSON

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Unscramble each of the clue words.Take the letters that appear in  boxes and unscramble them for the final message.Created by Puzzlemaker at DiscoveryEducation.com

Pre-Webinar Puzzle! Come early for the puzzles….Or do on your own if you are watching the recording!

Word search

Use the pen tool to find thewords.

Before the webinar begins…Please type in the chat window… (1-3+ sentences)

• Something I have tried out from this class is….

• [post what you have tried out….] • Examples:

• Read-aloud• Guided reading• Writing instruction ideas• Book club• Asking questions

Webinar Goals and ObjectivesStudents in LIST 4373 will….

Discuss the major topics of the last few sessions in the chat window.

Define and review the concept of balanced literacy

Review and extend conceptual understanding of what writing workshop entails instructionally

Evaluate different interactive ways to teach writing workshop

Participate in writing workshop

Be able to explain key elements about balanced literacy

Enjoy learning about literacy

Can resize your chat window and put on bottom of screen!

Welcome to Webinar 3• INTERACTIVE POLL: • I HAVE HAD A CHANCE TO teach writing TO A

STUDENT/ STUDENTS.

Put a green check mark if yes• Put an X if no• If you have taught writing, please type what you know in

the chat window!!

GREEN CHECK (YES)RED X (NO)

Review of Balanced Literacy

Critical Thinking—chat window• Why is this balanced literacy model effective?• What is important about it?• How do you see yourself using it?

Review Think-Aloud Statements-- Model these often!  

“The first thing I notice is…” “I’m noticing….” “I wonder….” “I’m feeling….” “A connection I’m making to (another book, idea, or

event) is….”

Application: modeling [explicit instruction/teacher-centered/demonstration focus] “I do”• Practice writing some

modeling statements using think-aloud statements.

• --restate objective to students

• --what, why, when, how• --set purpose for

learning

• Use opening moves and think-aloud statements.

Dr. Semingson’s example

Application: guided practice “we do” [student-centered]chunk the text/students apply strategy/give corective feedback/debrief• Practice writing some

guided practice for guided reading statements using strategic stopping points and having students apply the strategy.

• --locate stopping points• --students apply strategy• --share/debrief/move-on• *Keep lesson moving

forward while staying focused on teaching objective!

Dr. Semingson’s example

Vocabulary and Comprehension Strategies: Demonstration by Dr. S.

•Popplet•Other•Venn Diagrams (connects to inferencing)•Character traits mapping

Mapping/

Webbing Procedu

res

Modeling and practice: Frayer’s model

DefinitionCharacteristicsExamplesIllustration

Modeling and Practice: Using words in real-life

• Teacher defines word.• Teacher locates word and reads sentence in context. • Structure of word to provide meaning clues (if applicable)• Teacher provides an example of the word from real-life.• Teacher asks students to give examples of the word from

real life (authentic dialogue).

According to the readings and your experience/observations, what are ways to make vocabulary instruction active and engaging?

• E.g., “concept word walls”

GRLP• Continue to use resources on Blackboard

• Design your own anchor chart

• Don’ write every single word down• Assessment component: graphic organizer or short writing

assignment. No “cutesy” activities! Make it rigorous and make it count.

• Big questions?

Learning about Genre: Structure of Expository Text

1. Description2. Sequence3. Explanation-

Process4. Comparison-

Contrast5. Problem-Solution6. Cause-Effect

Identify the type of graphic organizer:1. Description2. Sequence3. Explanation-Process4. Comparison-Contrast5. Problem-Solution6. Cause-Effect

Learning about Genre: Story Grammar in Narrative Text

• Plot • Characters• Setting• Sequence of Events• Problem/solution [conflict]• Theme• Other….

Questions with Non-fiction1. What do you know about ___?2. Is this information useful?3. Why does this topic matter?4. How does the author present this information?5. What are you still wondering about after reading this

text?6. What surprised you?7. What did you find to be interesting?8. Was the information accurate?Source: Adapted from: Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers: Grades 3-6. Portsmouth, NH: Heinemann.

Application: Write questions related to non-fiction text

• Write below in the chat window. Identify the title of the text and an approximate grade level.

Questions with Fiction: use before, during, or after, as appropriate

1. Does the book remind you of another book [text-text connection]2. What surprised you?3. Could the setting be a real place that happens now? Why?4. Who is the most important character in the story? Why?5. What are some words to describe [character’s name]?6. How is character X the same or different from character Y?7. Did one of the characters change in the story? How so?8. Was there a problem? What was the solution?9. What is the most important part of this story?10. Did this story teach us a lesson about life? How?11. What do you think of the way the author wrote?12. Was there a message the author had for us?13. Whose point of view is this story told from?14. What were some interesting words or phrases from the story?15. Would you want to read another story by this author? 16. Is this book like another book the author wrote? (text to text connection)• Source: Adapted from: Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers:

Grades 3-6. Portsmouth, NH: Heinemann.

Application: Write questions related to fiction text.

• Write below in the chat window. Identify the title of the text and an approximate grade level.

Follow-up prompts for higher-level questions:

• Why do you think so?• How do you know?

What in the text told you that?• What clues or evidence in the text let you know that?

(Let’s revisit the text to find out how we knew that….)

• Adapted from: Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers: Grades 3-6. Portsmouth, NH: Heinemann.

Helping struggling readers with comprehension:

Collaborative strategic reading; fix-up strategies. Re read Self-monitor Chunk the text Sentence or paragraph level comprehension Read, cover, retell (Linda Hoyt) Adjusting to the type of text (skimming versus reading

closely) Previewing the text before reading Setting a purpose: “Let’s read to find out.”

Q/A

Questions?

Closure: what have we talked about?• 1. Review of balanced literacy concepts.• 2. Elaborated on engaging students with vocabulary

instruction.• 3. Discussed ways to enhance comprehension of both

fiction and non-fiction text.• 4. Discussed instructional methods to learn about writing

instruction.

• What else?

Dr. S. is also on BBIM (Blackboard Instant Messenger)

Goals/Looking ahead/Reflecting: Respond to one of these prompts in the chat window

What is a goal you have for the class and managing your own learning in an online course?

What were your thoughts on the webinar?

Friendly Reminders….stay on top of things!!

Submit your post-webinar reflection to Blackboard by the due date! you are learning with others!

Please email me if you need anything. I will reply quickly. You can also set up BBIM to IM me most days.

I can also do 1-on-1 videoconferences at your convenience (by appointment) if you have individual questions. I am more than happy to set up an appointment to meet by videoconference!

Encouragement• Keep going!• Reward yourself• Finish assignments early.

• Resources on Blackboard!

• Contact Dr. S if needed!