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Writing Through Reading: Writing Through Reading:

Writing Through Reading: - PowerPoint Presentation

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Writing Through Reading: - PPT Presentation

Bridging the Gap Lillie O Smith Reading Specialist K5 Literacy Leader Kristin Palmer Literacy Coach Hampton City Schools Presenters Lillie Smith is a Reading Specialist K5 Literacy Leader for Hampton City Schools In 2008 she earned National Board Certification In 2010 she w ID: 611616

writing reading amp story reading writing story amp write nonfiction students http text schools literacy read hampton line readers

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Slide1
Slide2

Writing Through Reading:

Bridging the Gap

Lillie O. Smith, Reading Specialist,

K-5 Literacy Leader

Kristin Palmer, Literacy Coach

Hampton City SchoolsSlide3

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. Slide4

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.Slide5

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

WritingK.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

Research4.9, 5.9

SOLs

*

*Activities can be adapted/revised to accommodate all grade levelsSlide6

Let’s Get Acquainted

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 onlySlide7

Best Practices in Reading & WritingSlide8

The Writing ProcessSlide9
Slide10

The Reading ProcessSlide11

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 breakfastRide the school busPledge of AllegianceLearn in classEat lunch

Homework and/or studyEat dinnerWatch TV/Play Video GamesSlide12

Before Reading

Preview

Activate Prior Knowledge

Set a Purpose

During Reading Read with a Purpose

Connect

After Reading

Pause and Reflect

Reread RememberSlide13

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

g

ive 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 readingdecide if they have achieved their goal for reading,evaluate comprehension of what was read,

summarize the major ideas in a graphic organizer, andseek additional information from outside sources.Slide14

Poor readers

Before reading

start reading without thinking about the subject, anddo 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, 1986Slide15

Fiction

- Before ReadingDetermine 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 ReadingAnalyze 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.Slide16

Nonfiction - Before Reading

Predictbrowse the text, look at the title, chapter titles, and headings

Identify the main ideathink about what you think the main idea of the book will be. Record your thoughts.

Nonfiction - During Reading

Categorizecreate 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.Slide17

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 skillsSlide18

What Good Readers Do:

From A to ZSlide19

P.O.V.

needs

goals

experiences

feelings

values

Point of ViewSlide20

The Maligned WolfSlide21

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?Slide22

X

X

X

O

O

O

X

O

O

Tic-

Tac

-Toe ReadSlide23

Roll-a-StorySlide24

Two Were Left

by

Hugh B. CaveSlide25

Extra Reading.com

Outrageous OutcomesBits & PiecesWhat’s the Story?What If?

Sticky SituationsSmall TalkSketch & WriteSlide26

Write and Publish Fact MobileSlide27

Literacy Work ChartSlide28

Graphic Organizers

1. Pre-reading Organizer

2. Problem Solution3. Venn Diagram4. What’s the Buzz (main idea)

5. Fact and Opinion T-chartSlide29

Formative AssessmentSlide30

Using Mentor Texts to Teach WritingSlide31

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. 274Slide32

Nonfiction reading and writing connections

Text features

Text structures

Composing and style

MechanicsSlide33

For example ....

Leads

Questions

Anecdote

Setting

Definition lead

Creating a scene or story

Quotes

Comparison

Amazing Fact

Action

From Nonfiction Mentor TextsSlide34

Let

s try it!

Craft your own lead.Slide35

QUESTIONS?Slide36

Calkins, L. (1994). The Art of Teaching Writing, Portsmouth, N.H.: Heinemann.

Candler, Laura, “Laura Candler

’s Graphic Organizer’s for Reading”

<http://www.lauracandler.com>

Dodge, Judith. “25 Quick Formative Assessments for a Differentiated Classroom,” Scholastic, New York 2009.

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.

” <http://readingthroughhistory.com>

International Reading Association, Inc “New Directions in Reading Instruction, Revised,” Bess Hinson, Editor, Tenth Printing, July 2006.Orange County Public Schools, 1986 “Contrasting Good and Poor Readers”Reads, Jordan. “FREE Story Starter Resources for Beginning Writers” Roll-a-Story! New York, 2012.

<http://www.TeacherspayTeachers.com>“Teaching students to Read Nonfiction.” Scholastic <http://www.scholastic.com>The Extra Reading Company, Digital Libray – Reading & Writing <http://ExtraReading.com>

The McGraw-Hill Companies, Inc. Graphic Organizer Library

Write & Publish Activity Center, Lakeshore Learning

<http://www.lakeshorelearning.com>

Zemelman, Daniels, & Hyde,

Best Practice in Teaching Reading and Writing,

1993.

Slide37

Contact us:

lsmith@hampton.k12.va.us

kpalmer1@hampton.k12.va.us

Lillie O. Smith

Kristin PalmerSlide38
Slide39

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.