Transcript Slide 1

Can a child really become a better
reader by learning to write? Yes!
Even with all of the research to
support the reading/writing
connection, writing still tends to
be neglected in the early years of
education. This workshop will
address teaching strategies that
support writing throughout the
day and that emphasize the use of
writing to strengthen early
reading skills. Teachers will walk
away with a better understanding
of how to differentiate writing
instruction, as well as how to
teach K-2 students both the art
and mechanics of writing.
Mary, Mary, quite contrary,
how does your garden grow?
Briseis-sunflower by Cliff Ross
Seeds by Jason Vance
Jane the Gardener by Kathleen Tyler Conklin
How does
a garden
grow?
Sea and Sun by Serge Freeman
Seeds 2011 by Joni McFarland-Johnson
A yellow watering can by Oatsy40
Seeds of Writers
Seeds by Jason Vance
Put the characteristics of writing in the
order you think writing development
progresses.
Seeds
Seeds by
by Jason
Jason Vance
Vance
Writing Progression
•Random scribbling - The starting point is
any place on the page.
•Controlled scribbling - Progression is
from left to right.
•Circular scribbling - Circles or ovals flow
on the page.
•Drawing - Pictures tell a story or convey
a message.
•Mock letters – These can be personal or
conventional symbols, such as a heart,
star, or letters with extra lines.
•Letter strings - These move from left to
right and progress across the page as
actual letters. They have no separations
and no correlation with words or sounds.
•Separated words-Groups of letters have
space in between to resemble words.
Writing Progression
•Picture labeling - A picture's beginning sound is
matched to a letter.
•Awareness of environmental print Environmental print, such as names on cubbies, is
copied.
•Transitional stage spelling or invented spelling First letter of a word is used to represent the
word.
•Beginning and ending letters are used to
represent a word.
Writing Progression
•Medial sound is a consonant.
•Medial sound is in correct position, but the vowel is
wrong.
•A child hears beginning, medial, and ending letters.
•Phrase writing develops.
•Whole-sentence writing develops.
•Transitional stage spelling (or invented spelling) is
replaced by full, correct spelling of words.
Seeds by Jason Vance
Implications for Teaching
In order to guide children through
the stages of writing development, it
is imperative that our instruction is
individualized for each student. We
must recognize the growth that
occurs and nurture it.
Growth of a Writer
Seeds by Jason Vance
Keep on sowing your seed, for you never know which
will grow – perhaps it all will.
Albert Einstein
• First Grader
• English Language Learner
• January-April
How to build a snowman
Plant carrots in January, and you’ll never have to eat
carrots.
– Author Unknown
• Teach letters and
sounds
• Write his/her name
Non-Alphabetic • Letters on highlighted
lines
Pre-phonemic
• See themselves as
Pre-literate
writers
• Use poetry and rhymes
• Phonemic awareness
activities
• Read alouds
Plant carrots in January, and you’ll never have to eat
carrots.
– Author Unknown
Pre-Alphabetic
Early Phonemic
Early Emergent
Letter-Name
Emergent
• Letter-sound
correspondence
• Attend to initial sounds
• Phonemic isolation and
substitution activities
• Letter boxes, finger
spelling
• Build confidence as
writer
Plant carrots in January, and you’ll never have to
eat carrots.
– Author Unknown
Fullalphabetic
Transitional
• Audience, purpose
• Letter and word
chunks
• Spelling patterns
Plant carrots in January, and you’ll never have to
eat carrots.
– Author Unknown
Conventional
Fluency
Self-extending
Advanced
• Process
• Genre
• Conventions
SOIL
Seeds 2011 by Joni McFarland-Johnson
The golden rule of gardening
is to pay attention to the
local conditions of weather
and soil.
-Carol Williams
Think about it…
Seeds 2011 by Joni McFarland-Johnson
classroom instruction: writer :: soil : seed
Garden tools by Duane Mind
Time
Seeds 2011 by Joni McFarland-Johnson
Teachers tell me there’s no time to put
writing at the center of the curriculum.
There is if you value it.
-Regie Routman
What’s the big deal?
1st-2nd grade Introduction:
Students should write and read (or be read to) on a
daily basis.
Garden tools by Duane Mind
What is
Shared Writing?
Flower by Orange Leaf
• Shared Writing is a process in which the
teacher and students write together.
• Generally, the teacher leads the students to
share ideas and then records the ideas as the
students watch.
Classrooms that Work, They Can All Read and Write: Patricia
Cunningham and Richard Allington.
Benefits of Shared Writing
• Reinforces and supports the reading process
• Makes it possible for all students to participate
• Encourages close examination of text, words,
and opinions of authors
• Demonstrates the conventions of writing
(spelling, punctuation, and grammar)
• Provides reading texts that are relevant
and interesting to the children
Flower by Orange Leaf
Benefits of Shared Writing, cont.
• Focuses on composing and leaves writing
(transcribing) to the teacher
• Helps students see possibilities they might not
see on their own
• Recognizes the child who may have a wealth of
verbal story material but be unable to write it
down
• Gives both teacher and students confidence in
their writing ability
What is Interactive
Writing?
• Interactive Writing is a process in which the
teacher and students write
together.
• Teacher and students
“share the pen”.
(This is the difference between Shared and
Interactive Writing.)
By Sunshine city
Benefits of Interactive Writing
• Demonstrates and engages students in the
writing process, including composition and
construction of text
• Creates readable text that can be used
again
• Helps children become aware of the
structures and patterns of written
language
By Sunshine city
Benefits of Interactive Writing
• Demonstrates and involves children in
constructing words using letter-sound
relationships and other strategies
• Helps children learn to use the conventions of
written language
Interactive Writing: How Language and Literacy Come Together, K-2:
Andrea McCarrier, Gay Su Pinnell & Irene C. Fountas
By Sunshine city
Interactive
Writing
What is Guided Writing?
• Guided Writing takes place when students have
time to write and the teacher is available for
guidance.
• It is the heart of the writing program and occurs
only after students have had many
opportunities to see writing demonstrated
aloud.
• Teachers are supportive rather than directive.
How Does Guided Writing Occur?
*whole class
*journal writing
*small groups
*letter writing
*one-on-one
*content area writing
*story writing
*report writing
*as part of writing workshop
*any other form of authentic writing
Invitations: Regie Routman
What is Independent Writing?
students are
writing by themselves.
• Independent Writing is when
• The student takes the responsibility
for working out the challenges of the writing
process.
Invitations: Regie Routman
Flower by Orange Leaf
Benefits of Independent Writing
• Builds fluency
• Establishes the writing habit
• Makes personal connections using their
current knowledge
• Explores meanings
Flower by Orange Leaf
Benefits of Independent Writing
• Promotes critical thinking
• Uses writing as a natural, pleasurable
self chosen activity
• Constructs words using current
knowledge of letter-sound
relationships and other strategies
The Affective Environment
Soil is the substance of transformation.
-Carol Williams
A yellow watering can by Oatsy40
Light & Water
Sea and Sun by Serge Freeman
Sea and Sun by Serge Freeman
Reading – Writing
Connection
A yellow watering can by Oatsy40
The reader sees Comprehension
and processes
the letters,
conventions,
meanings, and
structures of
language to
Communication
interpret (or
understand)
what the writer
is trying to
communicate.
The writer
processes and
manipulates
the letters,
conventions,
meanings, and
structures of
language to
produce a
message for
the reader to
understand.
Reading and Writing
Processes
READING (Fig 19)
•
•
•
•
•
Establish Purposes
Ask Questions
Monitor Comprehension
Adjust Comprehension
Make Inferences
o Predict, visualize, draw
conclusions
• Summarize
• Make Connections
WRITING (Writing process)
•
•
•
•
•
Plan
Draft
Revise
Edit
Publish
Making the Connection
•
•
•
•
Mentor Text
Teaching skills in context
Teach function of conventions
Reading Response
The
Gardener
Jane the Gardener by Kathleen Tyler Conklin
Jane the Gardener by Kathleen Tyler Conklin
What has become increasingly clear
through research that probes more
deeply into the inner workings of
effective classrooms is that the
teacher is the crucial factor in the
classroom.
Gambrell, L.B., Malloy, J.A., &
Mazzoni, S.A. (2007)
A Tale of Two Gardeners
Read both
stories.
Hannah
What
similarities
and
differences
do you notice
between the
two
classrooms?
Stacey
How does your garden grow?
Foster Dependence
Fostering Independence
• Write every single day
• Choose their own topics
• Receive differentiated
instruction
• Examine writing to develop
a vision of success
• Learn from mentor texts
• Focus on one or two goals
at a time
• Benefit from the rewards
of authentic audience
• Revise
•
•
•
•
•
•
•
•
Write sporadically
Given prompts or topics
One-size-fits-all approach
Focus on weaknesses “fix
it approach”
No reading/writing
connection
All or nothing
Contrived assignments
Product over process
References
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Dorn, L.J. & Soffos, C. (2001). Scaffolding Young Writers: A Writer’s Workshop Approach.
Portland, Maine: Stenhouse.
Ehmann, S. & Gayer, K. (2009). I Can Write Like That! A Guide To Mentor Texts and Craft
Studies for Writer’s Workshop, K-6. Newark, Delaware: International Reading Association.
Gentry, J. (2005). INSTRUCTIONAL TECHNIQUES FOR EMERGING WRITERS AND
SPECIAL NEEDS STUDENTS AT KINDERGARTEN AND GRADE 1 LEVELS. Reading &
Writing Quarterly, 21(2), 113-134. doi:10.1080/10573560590915932.
Jacobson, J. (2010). No More I’m Done! Fostering Independent Writers in the Primary
Grades. Portland, Maine: Stenhouse.
Jasmine, J., & Weiner, W. (2007). The Effects of Writing Workshop on Abilities of First
Grade Students to Become Confident and Independent Writers. Early Childhood Education
Journal, 35(2), 131-139. doi:10.1007/s10643-007-0186-3.
Lamme, L., Danling, F., Johnson, J., & Savage, D. (2002). Helping Kindergarten Writers Move
Toward Independence. Early Childhood Education Journal, 30(2), 73-79. Retrieved from
Professional Development Collection database.
Mermelstein, L.(2006). Reading/Writing Connections in the k-2 Classroom: Find the Clarity
and Then Blur The Lines. New York, NY: Pearson Education.
Routman, R. (2005). Writing Essentials: Raising Expectations and Results While Simplifying
Teaching. Portsmouth, NH: Heinemann.
Schulze, A.(2006) . Helping Children Become Readers Through Writing: A Guide to Writing
Workshop in Kindergarten. Newark, DE: International Reading Association.
Vanderburg, R. (2006). Reviewing Research on Teaching Writing Based on Vygotsky's
Theories: What We Can Learn. Reading & Writing Quarterly, 22(4), 375-393.
doi:10.1080/10573560500455778.
Literacy Team
Robyn Fox, M.Ed, MRT
ELA Program Coordinator
[email protected]
972-348-1444
Sharon Runge, M.Ed.
K - 12 Consultant specalizing in
Middle / High School
[email protected]
972-348-1514
Virginia Gonzalez, M.Ed., LDT, CALT
State Dyslexia Consultant
[email protected]
972-348-1410
Nancy McGruder, M.Ed.
K - 12 Consultant specializing in
Intermediate / Middle School
[email protected]
972-348-1404
Gina Mitchell, MLA, LDT, CALT
Regional Dyslexia Consultant
[email protected]
972-348-1454
Terry Roper, M.L.S.
K - 12 Consultant specializing in
Library Science
[email protected]
972-348-1414
Kay Shurtleff, M.A.
K - 12 Consultant specializing in
Middle / High School
[email protected]
972-348-1756
Vicki Reynolds, M.Ed.
K - 12 Consultant specializing in
Primary/Elementary School
[email protected]
972-348-1520
It is the policy of Region 10 Education Service Center not to
discriminate on the basis of race, color, national origin, sex or handicap
in its vocational programs, services or activities as required by Title VI
of the Civil Rights Act of 1964, as amended; Title IX of the Educational
Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act
of 1973, as amended. Region 10 Education Service Center will take
steps to ensure that lack of English language skills will not be a barrier
to admission and participation in all educational programs and
services.