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
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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 ProcessSlide9Slide10
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 PalmerSlide38Slide39
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.