1. The University of Texas at Austin
Guided Writing and Mediational Talk: Scaffolding Struggling Readers in a Multi-age Small Group Setting
Lora W. Darden
Fairhope, Alabama
The University of Texas at Austin

2. The Story Behind the Story
11 Siblings

3. The Story Behind the Story
6 - Public School A, B Students Some College

4. The Story Behind the Story
5 – “Home Schooled”
Functionally Illiterate

5. Literacy Status
Pop Culture: Tobi Keith, Jessica Simpson

6. Literacy Status Pop Culture: Tobi Keith, Jessica Simpson Tori
Sibling Names – letters out of order
Animal Names – letters out of order

7. Literacy Status Pop Culture: Tobi Keith, Jessica Simpson Tori Kyle
Sibling Names – letters out of order
Animal Names – letters out of order
Kyle
letter sound issues, reversals
“m” - /ĕ ĕ ĕ ĕ ĕ ĕ ĕ ĕ/
“f” - /ĕ ĕ ĕ ĕ ĕ ĕ ĕ ĕ/
“c” - /ssssssssssss/
“s” - /ĕ ĕ ĕ ĕ ĕ ĕ ĕ ĕ/

8. Literacy Status Pop Culture: Tobi Keith, Jessica Simpson Tori Kyle
Sibling Names – letters out of order
Animal Names – letters out of order
Kyle
letter sound issues, reversals
“m” - /ĕ ĕ ĕ ĕ ĕ ĕ ĕ ĕ/
“f” - /ĕ ĕ ĕ ĕ ĕ ĕ ĕ ĕ/
“c” - /ssssssssssss/
“s” - /ĕ ĕ ĕ ĕ ĕ ĕ ĕ ĕ/
Harry – did not know letters or sounds

9. The Strong (Weak) First Teach
Hangman

10. Truth Discovered
Oldest Sister - Oklahoma

11. “Tensions occur in many families at the time a child enters school
“Tensions occur in many families at the time a child enters school. For parents and the child it is a relatively sudden change. Many parents have an inner concern about some of the difficulties they think their children could encounter. For example they may fear physical attack, or criticism of the child. Some anticipate that the home will be criticized” (Clay, 1991, p. 55).

12. August of 2004
Parents divorced – joint custody

13. August of 2004 Parents divorced – joint custody
Sacrifices in the name of schooling

14. August of 2004 Parents divorced – joint custody
Sacrifices in the name of schooling
Children enrolled in 1st, 3rd, 4th, 6th, and 7th grades

15. Silent Illiteracy Took children shopping
Saw interactions with environmental print (Cheerios, Tide, Oreos)
Railroad – 4:30 am to 4:30 pm

16. Outdated Literacy Definitions
Signing one’s name
Completing 5 years of schooling
Scoring at a certain grade level on a test of reading achievement

17. Literacy
“Using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.”
- National Center for Educational Statistics

18. Prose Literacy: Understand and use information from
Editorials (contrasting views)
News stories (locating information)
Poems (inferring a theme)
Fiction
Instructions (interpreting warranty information)
- National Center for Educational Statistics

19. Document Literacy: Locate and use information contained in
Job applications & payroll forms (entering appropriate information)
Transportation schedules, tables & graphs (choosing an appropriate bus)
Maps (locating a particular intersection)
- National Center for Educational Statistics

20. Quantitative Literacy: Apply arithmetic operations either alone or sequentially, using numbers embedded in print materials
Balancing a checkbook
Figuring a tip
Completing an order form
Determining amount of interest from a loan ad
- National Center for Educational Statistics

21. Socio-constructivist Paradigm
Learning is a social activity
Engaging with others
Engaging with words on a page
Knowledge is co-constructed through talk with others engaged in common activities
We engage in more complex thought when working with others than we are capable of alone
Cite Vygotsky

22. The Purpose in Mind…
One of the critical aims of educating children “should be the induction of children into ways of using language for seeking, sharing and constructing knowledge…” (Mercer, Wegerif, & Dawes, 1999, p. 95).

23. Mediational Talk
Based on Neil Mercer’s work on guidance strategies of learners through talk (Mercer, 2000)
Add more info on Mercer from paper and look for citation on three types of talk

24. Mediational Talk
Mercer identified three types of talk found in learning interactions
Cumulative – building positively, but uncritically
Exploratory – reasoning is visible, knowledge is made public, partners engage critically but constructively with one another’s ideas
Disputational – disagreements, individual decision making

25. The Power of Mediational Talk
Based on Neil Mercer’s work on guidance strategies of learners through talk (Mercer, 2000)
Students used humor and gentle teasing to encourage one another and build a sense of community
Try to add some quotes that will show mediational talk

26. Gradual Release of Responsibility
Guided Writing
Gradual Release of Responsibility
High Support Conventions of Written Language
Cite from notes – Bruner is scaffolding but which person is gradual release – it is cited in the two people’s work from CA.
Low Support Construction of Ideas

27. Obligation to Family & Authentic Literacy
Time to be together
Commitment to engage in real life literate activities
Opportunities to connect home lives with school

28. Mediational Strategies
Supporting one another at home (“doing school”) & choosing to engage in literacy
Adding to their natural teaching abilities developed in “ranch life”
Providing each other with scaffolding strategies

29. Grade Level Concepts 1st Grade 3rd Grade 4th Grade
Letter/sound knowledge
Vowel patterns
Sentence boundaries
Flexibility in writing
Conventions of writing (capitalization and punctuation
Peer editing and revision
Heavier emphasis on conventional spelling and proofreading
Writer’s craft
Word choices
Sophisticated sentence construction
Stylistic devices

30. Guided Writing
Large chart paper or Smart Board (visible to all)

32. Guided Writing Large chart paper or Smart Board (visible to all)
Different color marker for each person (facilitates record keeping – which person contributes what – teacher uses separate color)

34. Guided Writing Large chart paper or Smart Board (visible to all)
Different color marker for each person (facilitates record keeping which person contributes what – teacher uses separate color)
Practice paper so each person can try it out

35. Early Practice Page

36. Advanced Practice Page

37. Guided Writing Large chart paper or Smart Board (visible to all)
Different color marker for each person (facilitates record keeping which person contributes what – teacher uses separate color)
Practice paper so each person can try it out
Message constructed by children – common experience or research project

39. Opportunities for Mediational Language Use
Practice pages

40. 1st Grader – End of Year

41. Opportunities for Mediational Language Use
Practice pages
Comparing alternatives with one another

42. 3rd & 4th Grader – End of Year

43. Opportunities for Mediational Language Use
Practice pages
Comparing alternatives with one another
Scaffolding through magnetic letters

44. Magnetic Letter Scaffolding
w h e r e
eerwh
Checked in text
Scrambled and unscrambled
Covered and written

45. Opportunities for Mediational Language Use
Practice pages
Comparing alternatives with one another
Scaffolding through magnetic letters
Letter, transition, and sound boxes

46. Elkonin Boxes D.B. Elkonin – Russian Psychologist
sheep
sound boxes
transition boxes
letter boxes sh ee p
s h
e e p s h e p

47. Opportunities for Mediational Language Use
Practice pages
Comparing alternatives with one another
Scaffolding through magnetic letters
Letter, transition, and sound boxes
Students always write from own lives – shared storytelling experiences

49. The Power of Mediational Talk
Students made available to one another strategies they brought from their respective classrooms
Students began to take on and use the same meta-language that had been modeled for them during the lessons

50. The Power of Mediational Talk
All three siblings held different “power positions” throughout the sessions, sharing strengths and areas of expertise with one another
Humor was used to challenge one another to complete tasks that would have been impossible several months earlier

51. Exploratory Talk
Tori: What are we going to write for this story?
Kyle: I don’t know. Come on, let’s go.
Harry: [snickering at his brother and sister for not being able to make a decision]
Kyle: I don’t know. Come on, tell us. [This comment is NOT being directed toward me.]

52. Tori: I think mine is good because we started out with, “Three weeks after that…” L: Well, I mean, tell us, tell us why that adds to the story.
Tori: It’s like we just got home. We just wrote about when we just got home, and then we need to tell about three weeks after we got home, Harry found a name.
Kyle: Three weeks after…

53. L: What do you think though, about… what she’s bringing up is when you first read this, this, Harry, this tells that you were at Gina’s house and she brought you back, so this tells what happens right when you got home, but the information she wrote about reminds the reader now that well this isn’t happening right when we got home, it’s happening three weeks later. Does she have a good point?
Kyle & Harry: Yes [sounding almost remorseful]
Kyle: You like 3 and Harry likes 3

54. Kyle: Three week [he’s drawing attention to the fact she left the –s off weeks]
Tori: It doesn’t matter [said very matter-of-factly] because I was going to just write a and then I remembered in the story.
Tori: Do you know how to spell weeks Harry?

55. Milestones
The children and I talked, and their goal is to be upstairs and reading by 7:40. They have agreed to get off the bus and go their separate ways in the hallway and then meet upstairs together. If you happen to see them traveling together in the hallway, it would be wonderful if you would “gently” encourage them to do so.

56. Milestones Celebration for Kyle 11-30-04
Celebration! During author's chair for anyone who wishes to share what they wrote in their journal Kyle read!
This is a first. It was only one sentence but he was eager to read it and did a great job.
Marie
Trayce called and put Harry on the phone… first 100 on a spelling test!

57. Milestones
We went to the library to check out “chapter books” for Tobi and Tyler and Hart checked out 4 Margaret Hillert books to read with me in the mornings.

59. The Eloquence of a Father
Heightened sense of responsibility
Work ethic on ranch
There is always time to do the job right. We will help you if you need it, but it will be done well.
Strategic modeling and opportunities to make mistakes under supportive environment
Honoring work ethic
You have made me so proud of you! What you have done is the true definition of a gentleman. You have worked day in and out to accomplish a very difficult task. Although you are not where you hoped to be, you gave it your all.

60. My joy rests in sitting back and watching the magic unfold
My joy rests in sitting back and watching the magic unfold. Before me, squirming excitedly, more out of their seats than in, are three readers and writers who are very different people than the ones I met over a year ago. To quote their father, who knows them better than almost anyone…

61. “They entered your school in a bewildered state of mind, with nothing to their advantage other than the hunger for the wisdom you had to share with them… Within their first few months under your guidance and care, I witnessed a significant change in each of them. Their doubts and uncertainties slowly dissipated before my eyes. Replaced with Confidence, Self-esteem and Enthusiasm. Not only did I witness the change in their school work, but in their overall activities as well. The negatives of the subconscious mind being replaced with Positive thoughts is an action no parent should ever take for granted.”

62. Resources
Cashdan, A. (1976) ‘Who teaches the child to read.’ In J. Merrit, New Horizons in Reading (pp ).
Newark, DE: International Reading Association.
Clay, M. (1991). Becoming literate: The construction of inner control. Hong Kong: Heinemann.
Clay, M. (1993). Reading recovery: A guidebook for teachers in training. Hong Kong: Heinemann.
Fountas, I. & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH:
Heinemann.
Fountas, I. & Pinnell, G.S. (2001). Guiding readers and writers grades 3-6: Teaching comprehension, genre,
and content literacy. Portsmouth, NH: Heinemann.
Gibbs, J. (2001). Tribes (TLC): A new way of learning and being together. Windsor, CA: Center Source
Systems.
Gregory, E. (2002). Sibling support. Literacy Today, (7)31, 22.
Gregory, E. (2004). ‘Invisible’ teachers of literacy: collusion between siblings and teachers in creating
classroom cultures. Literacy, 38(2),
Mercer, N. (2000). Words and minds: How we use language to think together. New York: Routledge.
Mercer, N., Wegerif, R., & Dawes, L. (1999). Children’s talk and the development of reasoning
in the classroom. British Educational Research Journal, 25,
National Center for Educational Statistics (1992). National Assessment of Adult Literacy. December 6, 2005,
Pahl, K. & Kelly, S. (2005). Family literacy as a third space between home and school: Some case studies of
practice, Literacy, July 2005, 91-96
Pavri, S., Bentz, J., Bradley, J., & Corso, L. (2005) ‘Me amo leer’ reading experiences in a central illinois
summer migrant education programme. Language, Literture, and Curriculum, 18(2), pp
Williams, A. & Gregory, E. (2001). Siblings bridging literacies in multilingual contexts. Journal of research in
reading, (24) 3, pp