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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