Boudreau casart what does their writing say1
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Speaker Presentation from the UNO MET Link K-8 Literacy Conference - April 20, 2013.
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Boudreau casart what does their writing say1
- 1. WRITING TO UNDERSTAND Becoming Literacy Profilers by Making the Connection Between Writing and Reading
- 2. Criminal Profiler Literacy Profiler
- 3. Teachers create literacy profiles as they examine and analyze students' skills in writing and reading to guide instruction in literacy. Teachers use their profiling expertise in classroom management, creating formative assessments, intervention planning, and conferencing with students.
- 4. Reading + Writing = Literacy
- 6. Student Literacy Profiles What do Readers Do ⢠Writers: ⢠Attend to conventions of print ⢠Encode words from sounds they hear in word ⢠Convey ideas and information ⢠Use conventions ⢠Organize their ideas ⢠Attend to language and word choice. ⢠Monitor their writing ⢠Anticipate their audience ⢠Use meaning-making strategies for their reader to understand. What do Writers Do ⢠Readers: ⢠Attend to conventions of print ⢠Decode words ⢠Use the pictures and graphics to get meaning and expand ⢠Attend to the writing conventions ⢠Attend to an authorâs language and word choice ⢠Listen for sentence fluency ⢠Make inferences to fill in the necessary ⢠Use meta-cognitive strategies such as visualizing, summarizing, etc.
- 8. What does this say about the student?
- 10. Why Creighton is a Top 25 Basketball team Creighton is one of the Top 25 Basketball team! The players, the coaches, and the games theyâve won make them a top 25 Basketball team. First, they have a player who has won the Larry Bird trophy and is an All-American. His name is Doug McDermott, he averages 24.6 points a game and has one of the best three point shooting percentages in the country. Also they have Gregory Echenique the defensive player of the year in 2012. He averages 1.5 blocks a game and 8.2 points. He even played for Venezuela in the Olympics.
- 11. Goals for Students My Goals for My Readers ⢠Skills and strategies for figuring out unknown words ⢠Reading a variety of genres ⢠Write and talk about what they read ⢠A Love for reading My Goals for My Writers ⢠Skills and strategies to communicate ideas ⢠Write in a variety of genres ⢠Read and talk about what they write ⢠A Love for Writing
- 12. Planning Web for Goals Reading WritingSkills and Strategies Content Areas
- 16. How we are going to be scored?
- 18. Making the Case Want to teach a child to read? Give her a pencil. Want to teach a child to write? Give him a book.
- 19. If you can say it, you can write it. If you can write it, you can read it. If you can read it, you can write it.
- 21. Steps to Enhance Reading through Writing 1. Write About What they Read 2. Teaching Writing Skills and Processes for Creating Text 3. Increase How Much Students Write
- 22. ⢠Read It Think It ⢠Write It Think It ⢠Talk It Know It
- 23. 1. Write About What You Read ⢠Write about texts they read ⢠Writing personal reactions ⢠Write summaries of a text ⢠About guided reading books ⢠About personal choice books ⢠Across the content ⢠Write notes about a text ⢠Create questions for a text ⢠Answer questions about a text
- 24. Readerâs Notebooks ⢠Thoughtful Logs http://lifein4b.blogspot.com/p/thoughtful-logs.html
- 26. Making Connections to Reading
- 27. Classroom Idea ⢠Guided Journal Writing ⢠Students respond to text by answering open-ended questions about it in writing. ⢠Ex: Students might be asked to analyze why they think character acted as they did and indicate what they would do in the same situation. ⢠Analytic Essay ⢠Students asked to write about the material they are reading in essay format. ⢠Ex: After reading about the history of the industrial revolution, student might be asked to write an essay in which they identify the 3 most important reasons for industrial growth during the 19th and 20th centuries.
- 28. Classroom Idea ⢠Text Mapping ⢠How to write a summary ⢠Identify or select the main information ⢠Delete trivial information ⢠Delete redundant information, and ⢠Write a short synopsis of the main and supporting information for each paragraph. ⢠Five finger summary for primary students ⢠Somebody, wanted, but, so, in the end
- 29. Classroom Idea ⢠Concept Mapping for Note Taking ⢠Inspiration example ⢠Create and Answer questions written about a text
- 33. 2. Teaching Writing Skills and Processes ⢠Writing Process ⢠Comprehension Strategies ⢠Where Ideas Come From ⢠Teaching Text Structures ⢠Combining Sentences and Disassemble Sentences ⢠Genre Studies
- 35. Spelling and Reading Fluency Connection ⢠Word Study ⢠Word Families ⢠Prefixes and Suffixes ⢠Greek and Latin Roots ⢠Figuring out unknown words in texts ⢠Context Clues ⢠Breaking into parts
- 36. 3. Increase how much students write ⢠Increase how often they produce their own texts ⢠Goal lines on the paper ⢠Charting their improvements in writing ⢠Keeping beginning work to compare
- 38. Classroom Idea ⢠Quick Writes ⢠Writing in response to photos ⢠Valuable for inference skills ⢠Comic Books ⢠Dialogue ⢠The next great novel ⢠Letter Writing ⢠Blogging
- 40. Next Steps in Instruction ⢠Mini Lessons ⢠Conferencing ⢠Guided Writing ⢠Pair with a Strong Students for a collaborative piece ⢠Buddy with older student ⢠Read, Read, Read! ⢠Write, Write, Write!
- 41. How we help the student grow? ⢠Confidence ⢠Models ⢠Increase productivity ⢠Time to practice independently ⢠Choice ⢠Scaffolding Instruction ⢠Feedback ⢠Goal Setting
- 42. Modeling ⢠Teachers lead by Example ⢠Share what you are reading personally ⢠Professional and for pleasure ⢠Books you abandoned and why ⢠Other types of reading ânewspapers, recipes, magazines, cereal boxes, blogs ⢠Read alouds ⢠Writing in front of your students ⢠Share your writing from when you were a child/student ⢠Sharing your ideas and stories ⢠Sharing your struggles
- 43. Mentor Texts ⢠Published Books ⢠20 Great Examples ⢠Excerpts on anchor charts ⢠Book Blessing Basket ⢠Student Examples
- 44. Classroom Idea ⢠Read Alouds ⢠What they notice about the genre ⢠Vocabulary ⢠Model Voice ⢠Authorâs craft and purpose ⢠6 Traits ⢠Think Aloud and Strategies Read like a writer, write like a reader.
- 47. Nobody but a reader ever became a writer. -Richard Peck
- 48. Any Questions?
- 50. Bibliography ⢠What Student Writing Teaches Us: Formative Assessment in the Writing Workshop by Mark Overmeyer. 2009. ⢠Howâs It Going? By Carl Anderson. 2000. ⢠âWriting to Read.â A Report from Carnegie Corporation of New York. 2010. ⢠Comprehension from the Ground Up: Simplified, Sensible Instruction for the K-3 Reading Workshop by Sharon Taberski. Heinemann. 2011. ⢠Day-to-Day Assessment in the Reading Workshop by Sibberson and Szymusiak. Scholastic. 2008.
Hinweis der Redaktion
- Telling students about how reading and writing are connected, just like adding and subtracting in math.Reading is the receptive side of knowledge and writing is the productive side. They are reciprocal processes.
- Ideas and information have to be written before they can be read.
- What do we notice? What are the strengths? What are the deficits? What do we do next?We share information about the studentsâ reading and writing history
- These are general goals. You will use your District Curriculum Guides, Student Data, Student Interviews, State Standards and Indicators, Formative and Summative Assessment DataComprehension is the overall goal for both areasComprehending what they reading and understanding what they write and why
- Vertical Alignment between grades
- They rely on common processes and knowledge
- Spelling and word reading rely on the same underlying knowledge; so not just memorizing a list of words but understanding how words workl