Presentation on theme: "Writing Through Reading: Bridging the Gap Lillie O. Smith, Reading Specialist, K-5 Literacy Leader Kristin Palmer, Literacy Coach Hampton City Schools."— Presentation transcript:
Writing Through Reading: Bridging the Gap Lillie O. Smith, Reading Specialist, K-5 Literacy Leader Kristin Palmer, Literacy Coach Hampton City Schools
Presenters Lillie Smith is a Reading Specialist, K-5 Literacy Leader for Hampton City Schools. In 2008, she earned National Board Certification. In 2010, she was selected as a member of the National Board DREAM Team. She served two years as Vice President of the Hampton Reading Council, and was a participant of the Eastern Virginia Writing Project at William & Mary. In March, 2014, she presented at the Virginia State Reading Association (VSRA) Conference in Roanoke, Virginia. Kristin Palmer is a Literacy Coach for Hampton City Schools. She has taught for 23 years and been a teacher and reading specialist K-12.
Objectives: To provide ideas and techniques teachers can use to help their students become more effective readers and writers. To present strategies that guide students as they develop reading and writing skills.
Reading K.9, K.10, 1.8, 1.9, 1.10, 2.8, 2.9, 2.10, 3.5, 3.6, 3.7, 4.5, 4.6, 5.4, 5.5, 5.6 Writing K.12, K.13, 1.13, 1.14, 2.12, 2.13, 2.14, 3.9, 3.10, 3.11, 3.12, 4.7, 4.8, 5.7, 5.8 Research 4.9, 5.9 *Activities can be adapted/revised to accommodate all grade levels
Bio-poem Line 1: First name only Line 2: Son/daughter of … (sibling of) Line 3: From (city, street or state) Line 4: Who knows (3 items) Line 5: Who fears (3 items) Line 6: Who loves (3 people or ideas) Line 7: 4 traits that describe you Line 8: Last name only
Best Practices in Reading & Writing
The Writing Process
The Reading Process
Reflect on the steps involved in an everyday activity, such as going to school. What are some things you must do before school? What are some things you do during school? What are some things you must do after school? Take a shower/bath Get dressed Eat breakfast Ride the school bus Pledge of Allegiance Learn in class Eat lunch Homework and/or study Eat dinner Watch TV/Play Video Games
Before Reading Preview Activate Prior Knowledge Set a Purpose During Reading Read with a Purpose Connect After Reading Pause and Reflect Reread Remember
Good Readers vs. Poor Readers Good readers Before reading build their background knowledge on the subject, know their purpose for reading, and focus their complete attention on reading. During reading give their complete attention to the reading task, keep a constant check on their own understanding, monitor their reading comprehension and do it so often it becomes automatic, and stop only to use a fix-up strategy when they do not understand. After reading decide if they have achieved their goal for reading, evaluate comprehension of what was read, summarize the major ideas in a graphic organizer, and seek additional information from outside sources.
Poor readers Before reading start reading without thinking about the subject, and do not know why they are reading. During reading do not know whether they understand or do not understand, do not monitor their own comprehension, and seldom use any of the fix-up strategies. After reading do not know what they have read, and do not follow reading wit a comprehension self-check. A dramatic improvement for poor readers results when they are taught to apply intervention strategies to content text. Orange County Public Schools, 1986
Fiction - Before Reading Determine a purpose for reading read the title and predict what the story will be about. ask yourself “Why do you think you are reading this story?” Write a sentence explaining the reasons. Fiction - During Reading Analyze characters imagine that you are a reporter and interview a character from the story. Questioning list three questions you would ask. Write down how you think the character would answer. Fiction - After Reading Identify story elements list the main characters from the story, then the setting, and finally one event.
Nonfiction - Before Reading Predict browse the text, look at the title, chapter titles, and headings Identify the main idea think about what you think the main idea of the book will be. Record your thoughts. Nonfiction - During Reading Categorize create a graphic organizer. After reading a section of the text, write the topic, then circle it. Draw lines and boxes from the circle. In each box, write an important piece of information about the topic. Then list three details that go along with it. Nonfiction - After Reading Check for understanding create a board game to test your knowledge of the book. Write questions about the text. Find a partner to play the game with you. Roll a die to move your pieces along the board.
Four Critical Issues: (1) Creating a positive environment (2) Monitoring and assessing how students are learning through the reading/writing connection (3) Choosing lessons that best enhance both the reading and writing process (4) Strengthening teacher knowledge and writing skills
P.O.V. needs goals experiences feelings values Point of View
What is the point of this new version of an old story? Share a time when you had a different point of view from someone important to you in your life. How did that feel? Can you think of an example in your own life or one that you’ve had about when an enemy became a friend? Or a friend became an enemy? How did that happen?
Two Were Left by Hugh B. Cave
Extra Reading.com Outrageous Outcomes Bits & Pieces What’s the Story? What If? Sticky Situations Small Talk Sketch & Write
Write and Publish Fact Mobile
Literacy Work Chart
Graphic Organizers 1. Pre-reading Organizer 2. Problem Solution 3. Venn Diagram 4. What’s the Buzz (main idea) 5. Fact and Opinion T-chart
Using Mentor Texts to Teach Writing
Conditions for reading/writing connections Know a book or an author well Match reading texts with writing assignments Build on reading/writing connections students have already made Help students recognize “author’s deliberate craftsmanship” Calkins, p. 274
Nonfiction reading and writing connections Text features Text structures Composing and style Mechanics
For example.... Leads Questions Anecdote Setting Definition lead Creating a scene or story Quotes Comparison Amazing Fact Action From Nonfiction Mentor Texts
Let’s try it! Craft your own lead.
Calkins, L. (1994). The Art of Teaching Writing, Portsmouth, N.H.: Heinemann. Candler, Laura, “Laura Candler’s Graphic Organizer’s for Reading” Dodge, Judith. “25 Quick Formative Assessments for a Differentiated Classroom,” Scholastic, New York Dorfman & Cappelli (2009). Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s Literature, K-8. Portland, Maine: Stenhouse. Henderson, Jake and Marshall, Robert. Reading Through History “The Fugitive Slave Act of 1950.” International Reading Association, Inc “New Directions in Reading Instruction, Revised,” Bess Hinson, Editor, Tenth Printing, July Orange County Public Schools, 1986 “Contrasting Good and Poor Readers” Reads, Jordan. “FREE Story Starter Resources for Beginning Writers” Roll-a-Story! New York, “Teaching students to Read Nonfiction.” Scholastic The Extra Reading Company, Digital Libray – Reading & Writing The McGraw-Hill Companies, Inc. Graphic Organizer Library Write & Publish Activity Center, Lakeshore Learning Zemelman, Daniels, & Hyde, “Best Practice in Teaching Reading and Writing, “ 1993.
Lillie O. Smith Kristin Palmer
Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.