Module 5


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Module 5

  1. 1. EDLL 5344/EDLL 5341 Module 5
  2. 2. Overview: • Questioning Activity (Chapter Five in Mosaic of Thought) • Silent Sustained Reading Activity (Chapter Three in Creating Literacy-Rich Schools for Adolescents) • Writing Process Theories
  3. 3. Questioning Activity over the book Crow Boy • Develop questions at three points as you read the book: ▫ Beginning ▫ Middle ▫ End • Jot any questions that occur to you as you listen to this book. • View the book at the following link: • What questions did you have Before, During, or After reading the book? • Analyze the type of questions you posed: ▫ Clarifying Questions (those likely to be answered in the text) ▫ Speculative Questions (those that are predictive or exploratory about text yet to be read ▫ Rhetorical Questions (larger questions that have no specific answer) ▫ Questions about the Author’s Intent or Style
  4. 4. Teaching Questioning as a Reading Comprehension Strategy (From Mosaic of Thought) • Questioning actively involves the reader in the construction of meaning while reading a text. • Questioning adds to the reader’s engagement with the text. • Questioning helps a reader focus on the parts of the text that are most important to understand. • Questioning makes the reader aware of the parts of the text that are toughest to understand. • Questioning throughout a reading experience helps the reader to stop reading long enough to see pictures in his/her mind about the text. • Questions about a text can lead to writing. • Students need to develop and answer their own questions.
  5. 5. Time Spent “Just Reading” in Class Chapter Three from Creating LiteracyRich Schools Essential Question: “Are all students provided with an opportunity to read for learning and pleasure during the school day?” (p. 53). • “Reading itself is perhaps the most important contributor to growth in reading ability” (p. 53). • “If time to read and good materials are necessary for reading engagement in language arts classrooms, it stands to reason that these two factors would also be required for purposeful reading in other content area classes” (p. 60). • “Hundreds of correlational studies find that the best readers read the most and that poor readers read the least” (p. 55). • Herbert Hoover High School established a 20 minute all school reading period.
  6. 6. Silent Sustained Reading Activity • Select something to read silently to yourself for 15 minutes. • Pay attention to your mind at work as you read. Try to notice the questions you pose as you read. • Share with the class what you selected to read and your impressions of what you read.
  7. 7. Silent Sustained Reading Theories Eight Factors of SSR Success on page 58. • “Help students find materials they can read and want to read”(p. 64). • “Get students started in the texts they select” (p. 65). • “Help students overcome reading dilemmas they encounter when reading on their own” (p. 65). • Remember: teachers can model reading or support “struggling” readers during SSR.
  8. 8. Teaching Writing as a Process A “process” approach to writing takes as a starting point the idea that writing instruction should not be solely focused on a reductive notion of the end “product.” Rather, this theory views writing as a generative process that is recursive and expansive in nature. As part of naming the writing process, in this theory writing is viewed as phases identified as Prewriting, Writing, Re-writing (editing/revision) and Publishing.
  9. 9. Classroom Techniques for Supporting Students’ Writing Processes ◦ Prewriting activities (e.g., brainstorming, mapping, freewriting activities prior to the creation of a draft) ◦ Conferencing with students (Before/During/After writing) ◦ Developing students’ metacognitive awareness of their writing processes (Before/During/After writing) ◦ Writer’s Workshop (where peers offer feedback to one another on their writing after a draft has been completed) ◦ Modeling revision (After a draft has been completed) ◦ Publishing (Making Writing Public)
  10. 10. Video Demonstrations of Writing Process Theory The following link is a video entitled “A Shared Path.” This video features four teachers as they interact with students around writing tasks and talk with one another about writing pedagogy from a philosophy of teaching writing as a process.