Boudreau casart what does their writing say1
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Boudreau casart what does their writing say1



Speaker Presentation from the UNO MET Link K-8 Literacy Conference - April 20, 2013.

Speaker Presentation from the UNO MET Link K-8 Literacy Conference - April 20, 2013.



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  • 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 students’ 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

Boudreau casart what does their writing say1 Boudreau casart what does their writing say1 Presentation Transcript

  • WRITING TOUNDERSTANDBecoming Literacy Profilers by Making theConnection Between Writing and Reading
  • Criminal Profiler Literacy Profiler
  • Teachers create literacy profiles as they examine andanalyze students skills in writing and reading to guideinstruction in literacy. Teachers use their profiling expertise inclassroom management, creating formativeassessments, intervention planning, and conferencing withstudents.
  • Reading + Writing = Literacy
  • Assessment Web
  • Student Literacy ProfilesWhat do Readers Do• Writers:• Attend to conventions of print• Encode words from soundsthey hear in word• Convey ideas and information• Use conventions• Organize their ideas• Attend to language and wordchoice.• Monitor their writing• Anticipate their audience• Use meaning-makingstrategies for their reader tounderstand.What do Writers Do• Readers:• Attend to conventions of print• Decode words• Use the pictures and graphics toget meaning and expand• Attend to the writing conventions• Attend to an author’s languageand word choice• Listen for sentence fluency• Make inferences to fill in thenecessary• Use meta-cognitive strategiessuch asvisualizing, summarizing, etc.
  • What does this say about the student?
  • Why Creighton is a Top 25 Basketball teamCreighton is one of the Top 25 Basketball team! Theplayers, the coaches, and the games they’ve won makethem a top 25 Basketball team.First, they have a player who has won the Larry Birdtrophy and is an All-American. His name is DougMcDermott, he averages 24.6 points a game and has oneof the best three point shooting percentages in the country.Also they have Gregory Echenique the defensive player ofthe year in 2012. He averages 1.5 blocks a game and 8.2points. He even played for Venezuela in the Olympics.
  • Goals for StudentsMy Goals for My Readers• Skills and strategies forfiguring out unknownwords• Reading a variety ofgenres• Write and talk about whatthey read• A Love for readingMy Goals for My Writers• Skills and strategies tocommunicate ideas• Write in a variety of genres• Read and talk about whatthey write• A Love for Writing
  • Planning Web for GoalsReadingWritingSkills andStrategiesContent Areas
  • Clear Expectations
  • How we are going to be scored?
  • Making the CaseWant to teach a child to read?Give her a pencil.Want to teach a child to write?Give him a book.
  • 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.
  • Steps to Enhance Reading through Writing1. Write About What they Read2. Teaching Writing Skills and Processes for Creating Text3. Increase How Much Students Write
  • • ReadItThink It• WriteItThink It• Talk ItKnow It
  • 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
  • Reader’s Notebooks• Thoughtful Logs
  • Double Entry Journal
  • Making Connections to Reading
  • Classroom Idea• Guided Journal Writing• Students respond to text by answering open-ended questionsabout it in writing.• Ex: Students might be asked to analyze why they think character actedas they did and indicate what they would do in the same situation.• Analytic Essay• Students asked to write about the material they are reading inessay format.• Ex: After reading about the history of the industrial revolution, studentmight be asked to write an essay in which they identify the 3 mostimportant reasons for industrial growth during the 19th and 20thcenturies.
  • 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 foreach paragraph.• Five finger summary for primary students• Somebody, wanted, but, so, in the end
  • Classroom Idea• Concept Mapping for Note Taking• Inspiration example• Create and Answer questions written about a text
  • Recommend Reading
  • 2. Teaching Writing Skills and Processes• Writing Process• Comprehension Strategies• Where Ideas Come From• Teaching Text Structures• Combining Sentences and Disassemble Sentences• Genre Studies
  • Phonemic Awareness
  • 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
  • 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
  • Writer’s Notebooks
  • Classroom Idea• Quick Writes• Writing in response to photos• Valuable for inference skills• Comic Books• Dialogue• The next great novel• Letter Writing• Blogging
  • Anchor Charts
  • Next Steps in Instruction• Mini Lessons• Conferencing• Guided Writing• Pair with a Strong Students for acollaborative piece• Buddy with older student• Read, Read, Read!• Write, Write, Write!
  • How we help the student grow?• Confidence• Models• Increase productivity• Time to practice independently• Choice• Scaffolding Instruction• Feedback• Goal Setting
  • Modeling• Teachers lead by Example• Share what you are reading personally• Professional and for pleasure• Books you abandoned and why• Other types of reading –newspapers, recipes, magazines, cerealboxes, 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
  • Mentor Texts• Published Books• 20 Great Examples• Excerpts on anchor charts• Book Blessing Basket• Student Examples
  • Classroom Idea• Read Alouds• What they notice about the genre• Vocabulary• Model Voice• Author’s craft and purpose• 6 Traits• Think Aloud and StrategiesRead like a writer, write like a reader.
  • Book Observation Chart
  • Nobody but a reader ever became a writer.-Richard Peck
  • Any Questions?
  • Bibliography• What Student Writing Teaches Us: FormativeAssessment in the Writing Workshop by Mark Overmeyer.2009.• How’s It Going? By Carl Anderson. 2000.• “Writing to Read.” A Report from Carnegie Corporation ofNew York. 2010.• Comprehension from the Ground Up: Simplified, SensibleInstruction for the K-3 Reading Workshop by SharonTaberski. Heinemann. 2011.• Day-to-Day Assessment in the Reading Workshop bySibberson and Szymusiak. Scholastic. 2008.