Why You Are a Reading Teacher And what to do about it UMUC 1 st Annual Writing Conference July 30-31, 2004

UMUC 1st Annual Writing Conference July 30-31, 2004 Why is a Writing Teacher Talking about Reading? The equivalent relationship between writing grade levels & reading grade levelsThe equivalent relationship between writing grade levels & reading grade levels ► Kellogg Hunt’s T-Unit and Syntactic Maturity Scale (1964) ► Iowa Writing Assessment ► Iowa Writing Assessment ► National Assessment of Educational Progress (2000) ► National Assessment of Educational Progress (2000)

UMUC 1st Annual Writing Conference July 30-31, 2004 Why is a Writing Teacher Talking about Reading? Chomsky—reading and writing are two uses (receptive and expressive) of the same ability, governed by same deep-structure rulesChomsky—reading and writing are two uses (receptive and expressive) of the same ability, governed by same deep-structure rules Some “writing” deficiencies are actually “reading” deficiencies and may express underlying “language” deficienciesSome “writing” deficiencies are actually “reading” deficiencies and may express underlying “language” deficiencies

UMUC 1st Annual Writing Conference July 30-31, 2004 Why is a Writing Teacher Talking about Reading? Different name, same language skill Different name, same language skill Writing / Reading Writing / Reading ► word choice / vocabulary ► sentence style / decoding syntax ► awareness of expository text patterns ► critical thinking ► the research paper—where the dividing line between reading/writing skills is nearly erased

UMUC 1st Annual Writing Conference July 30-31, 2004 Why is a Writing Teacher Talking about Reading? Which leads to the question: Is it possible to improve writing skills by improving reading skills?

UMUC 1st Annual Writing Conference July 30-31, 2004 Top 5 Reasons You’re a Reading Teacher Reason #1: Ex officio ► The “writing teacher” label ► The “writing teacher” label ► The global view: “language arts teacher” ► The global view: “language arts teacher” ► Benefits and limitations of segregation ► Benefits and limitations of segregation

UMUC 1st Annual Writing Conference July 30-31, 2004 Top 5 Reasons You’re a Reading Teacher Reason #2: To avoid assumptive teaching ► Reading skills (vocabulary, comprehension, ► Reading skills (vocabulary, comprehension, fluency/decoding) fluency/decoding) ► Motivation ► Motivation ► Interest ► Interest When is student failure a result of my unwarranted assumptions?

UMUC 1st Annual Writing Conference July 30-31, 2004 Top 5 Reasons You’re a Reading Teacher Reason #3: Promote optimal learning ► Best learning occurs when a student has ► Best learning occurs when a student has necessary tools necessary tools ► To fill the “reading gap” ► To fill the “reading gap”

UMUC 1st Annual Writing Conference July 30-31, 2004 Top 5 Reasons You’re a Reading Teacher Reason #4: Fill the gap ► A tragic flaw: the 4 th grade shift ► A tragic flaw: the 4 th grade shift ► Middle school: the gap becomes a chasm ► Middle school: the gap becomes a chasm ► The limits of informal learning ► The limits of informal learning

UMUC 1st Annual Writing Conference July 30-31, 2004 Top 5 Reasons You’re a Reading Teacher Reason #5: Create the autonomous learner ► Critical writing ► Critical writing ► Critical reading ► Critical reading ► Critical thinking ► Critical thinking

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher Practice PAR Richardson & Morgan, Reading to Learn in the Content Areas (2003) ► Preparation (before reading) ► Preparation (before reading) ► Assistance (during reading) ► Assistance (during reading) ► Reflection (after reading) ► Reflection (after reading)

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher Preparation ► Activate prior knowledge (schema) ► Activate prior knowledge (schema) ▫ Describe an ethical conflict you’re experienced in the workplace ▫ Prediction: What would you do if... ? ▫ The apocryphal tale of Martin Luther

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher Preparation ► Pre-reading activities ► Pre-reading activities ▫ Preview textual (rhetorical) patterns ▫ Introduce vocabulary: “Vocabulary is the single most important factor contributing to reading comprehension.” (Laflamme, 1997; Billmeyer & Batch, 1998) ▫ Preview the text’s organizational features: chapter and section summaries, TOC, index, glossary, graphics, captions ▫ Predict: conclusions, author attitude, key concepts, personal challenges

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher During Reading ► Metacognitive strategies: self questioning ► Metacognitive strategies: self questioning ▫ Two-column journal ▫ Freewriting breaks ▫ Post- It ® notes ▫ Summary/précis

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher After Reading ► Reflection & application ► Reflection & application ▫ Low-stress writing activities ▫ Rereading ▫ Scaffolded questions

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher Bloom’s Taxonomy Synthesis Analysis Application Comprehension Knowledge Evaluation

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher ► ► Level One: Knowledge Questions that draw out factual answers, test recall and recognition of critical info ▫ Who, what, why, when, where, how ▫ Select, describe, define, choose, which one ▫ State, recall, list, label Where and how: Chat room, classroom discussion, online quiz

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher ► ► Level Two: Comprehension Questions that test for understanding by requiring information be translated into a new form ▫ State in your own words, what does this mean, give an example ▫ Condense this paragraph, say it in one word, what is the author saying ▫ Which statements support, is this the same as, is it valid that ▫ Classify, select, match, explain, demonstrate, explain Where and how: prior to a chat asking students to paraphrase important concepts; précis and summary writing. In-class discussion, small group work, team writing

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher ► ► Level Three: Application Questions that ask the student to apply knowledge and understanding in a new and practical way ▫ What would happen if, identify the results of, tell how much change there would be if ▫ Choose the best statements that apply, select which statements ▫ Tell when, where or why; judge the effects of Where and how: Asynchronous—threaded discussion in response to application questions; web gaming/case study (solving a hypothetical problem) individual or group. Classroom—discussion, case study teams

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher ► ► Level Four: Analysis Questions that ask the student to find relationships among ideas and information; and become aware of their reasoning process ▫ Which ideas apply, make a distinction, what’s the relationship between, what conclusions ▫ What does the author believe or assume, what inconsistencies or fallacies, what motive is there, what is the premise, ▫ What does the author believe or assume, what inconsistencies or fallacies, what motive is there, what is the premise, implicit in this statement is ▫ What persuasive technique, what logical or emotional appeals are made

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher ► ► Level Five: Synthesis Questions that encourage the student to engage in original thinking, to integrate knowledge, and to craft patterns not visible before ▫ Create, tell, make, do, choose, develop, design, make up, plan ▫ How would you test, propose an alternative, solve the following ▫ How else would you, state a new rule, if you had your way

UMUC 1st Annual Writing Conference July 30-31, 2004 How to Be a Better Reading Teacher ► ► Level Six: Evaluation Questions that ask the student to assess, criticize or defend information, and justify beliefs ▫ Appraise, judge, criticize, defend, evaluate, critique, compare ▫ What fallacies, consistencies or inconsistencies appear, find the errors, what is the weakness ▫ Which is more important, moral, better, valid or appropriate