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- 1. Writing about Reading K Carlisle, 2019
- 2. This Photo by Unknown Author is licensed Writing about Reading Purpose Connect F & P Reading and Writing Continua Guided Instruction Within and Beyond the Text About the Text Passage study Thought logs Independent Writing Quick Writing & Notebook work Invitations Heart mapping Evolving drafts Assessment
- 3. Why? Writing about reading deepens and enhances comprehension: Within and Beyond and About the text. Purpose
- 4. “Writing every day that is based on reading an enjoyable book provides a strong language base and good models for student writers. Writing is especially helpful for learners who are finding reading difficult.” Irene Fountas & Gay Su Pinnell Purpose
- 5. Writing about Reading Gay Su Pinnell https://www.youtube.com/ watch?v=U-_4TfwZdeQ Levels 1-3 Purpose
- 6. Writing Continua Curriculum Connections: http://www.lskysd.ca/ProgramsLearning/Curri culumAndInstruction/Instruction/literacy/Pag es/FPWC.aspx#/= Connecting Reading and Writing Skills Continua
- 7. Connect Writing about Reading to Guided Reading texts Guided Instruction
- 9. Guided Writing About Reading Develops thinking and writing skills Control of conventions Genre awareness Guided instruction
- 10. Write about reading to improve comprehension Proficiency for Within the text: Children must be able to identify all, or nearly all, of the most important events, ideas, and or information in a text as well as communicate them in an organized way. Guided instruction
- 11. M Within and Beyond the Text Summarizing, Making Connections, Synthesizing, Inferring, Critiquing Guided instruction
- 12. Write about reading to improve comprehension Deeper meaning: In levels L-Z children are asked to communicate the deeper messages or big ideas of a book they just read. Message is not a text-specific idea, rather a greater global message outside the book. Guided instruction
- 13. Write about reading to improve comprehension Academic Language The demands for academic language increase gradually over time. Writing about reading develops awareness of genre and academic terminology. Guided instruction
- 14. About the Text Analyzing and Critiquing: Noticing how the text is written, aspects of the writer’s craft including text structure Whole group passage study, guided instruction or independent Think like a writer template
- 16. This Photo by Unknown Author is licensed under CC BY-SA-NC When students track their thinking and respond in writing to what they are reading, it deepens understanding Read alouds, Passage Studies, and Independent Reading
- 17. Writing “ABOUT” how a text is written helps students notice the essential elements of genre and aspects of writer’s craft in passage studies and independent reading. Passage Study and Independent Reading
- 18. This Photo by Unknown Author is licensed under CC BY-NC Quick Writing About Reading within the ELA unit context and theme Fluency Confidence Ideas Visible thinking Independent writing
- 19. This Photo by Unknown Author is licensed under CC BY Notebook work to document and try writer’s techniques
- 20. Writing about Reading supports expressive and cross-curricular writing projects This Photo by Unknown Author is licensed under CC BY-SA-NC Independent writing
- 21. This Photo by Unknown Author is licensed under CC BY-SA Invitations to write Independently Connect to mentor texts within theme and context
- 22. This Photo by Unknown Author is licensed under CC BY
- 23. This Photo by Unknown Author is licensed under CC BY-SA-NC Heart mapping to respond to reading
- 24. Conferring to work on evolving drafts and create finished products
- 25. Writing about Reading F & P Assessment Students can write in response to the prompt independently, preferably in a quiet location near you. This is a great way to begin a guided writing program and enhance guided reading. This Photo by Unknown Author is licensed under CC BY
- 26. UNDERSTANDING OF THE TEXT: SCORING WRITING ABOUT READING RUBRIC: THE WRITING: 3 Reflects excellent understanding Provides evidence that the student not only understands the literal meaning of the text (within) but grasps the author’s message and is thinking beyond and about the text. (more detail in guidebook) 2 Reflects partial understanding Provides evidence that the student understands the literal meaning of the text (within) including key understandings and in addition is thinking beyond the text. 1 Reflects very limited understanding Connected with the text but reveals very little understanding or confusion. The student’s writing does not reflect thinking beyond or about the text. 0 Reflects no understanding Not connected with the text or connected in a peripheral way (about the same topic) Does not reflect any information within, beyond or about the text.
- 27. “Everything you do to help students develop writing strategies will also contribute to reading proficiency.” Irene Fountas & Gay Su Pinnell
Editor's Notes
- The overarching critical goal of doing F & P assessment is to use the information to inform instruction. F & P Assessment data provides a comprehensive assessment of each reader’s accuracy, fluency and comprehension. It is a powerful tool that can be used to develop responsive programming that meets individual student needs, tracks their progress, and allows teachers to design programming that ensures students are growing to their potential. Purpose of Conversion: There were significant changes to the Fountas & Pinnell Assessment last year. Schools that do F & P in upper elementary (grades 4-8) often notice that while many students can read accurately and fluently, their comprehension is significantly lower than the F & P scores may have indicated before the conversion to the 3rd edition. I think this was the case across North America in many contexts and the reason for the changes to scoring and protocols. Research shows clearly and confirms my personal experience that there is no advantage to moving students who read accurately but have only surface comprehension to more difficult text levels, even if they can decode them fluently and accurately. In the long term, gaps in comprehension and ability to summarize and articulate content clearly is likely to cause plateaus in their reading level. It is much better to build a strong foundation. The 3rd edition changes are intended to address and enhance instruction in comprehension. Deeper Comprehension The changes in scoring and protocols made in the third edition have increased the expectations for a higher and deeper level of reading comprehension. Students are asked to summarize texts, rather than simply retell the facts of a story, to reflect on the deeper meaning of texts, and also to comment about how texts are written. This prepares them to speak and write in a variety of forms and contexts. The rationale for the changes is that they provide more consistent determination of instructional reading levels, a stronger connection between assessment and instruction, and ultimately improve students’ reading skills. . Reading to Learn It is important to remember that the overarching goal of F&P assessment is to ensure students are growing as speakers, readers and writers. Reading to learn in upper elementary grades and high school requires that students are able to determine what is important information and summarize accurately and succinctly, and to think critically about what they are reading. Shifting instructional practices to facilitate deeper thinking and comprehension will ensure that our students are capable and successful in high school and beyond and aligns with our curricular outcomes and also with the increasingly complex and changing demands of the 21st century.. Resources and professional learning processes are being developed to provide ongoing support for this significant shift in literacy instruction. Writing about reading facilitates deeper comprehension and enhances students’ capacity for reading to learn.
- Reading continuum organized by headings in the wheel above. Deep comprehension involves making meaning by coordinating all of the actions Essential understandings in F & P writing continuum: Writing is a basic tool for learning and communicating with others We want students to be able to use writing for a wide range of purposes and audiences throughout their lives. Need to learn how to vary the process for different purposes and genres Reading and writing are connected on the systems of strategic actions wheel in the slide which contains all of the main headings in the A-Z reading continuum. Within the text: Ability to Summarize, beyond the text predict, connect, synthesize and infer ) About: Analyzing how the text is written
- Part 1 introduces the purposes of writing about reading and part 11 goes into more detail https://www.youtube.com/watch?v=I8nlqVjl_mU Summary points from part 1 Writing about reading is one of the most important kinds of writing, doesn’t take the place of writers workshop Responding in simple sentence, paragraph, timeline, diagraming a story, to understand and extend thinking about a text, to become more reflective Notetaking, journaling, preparing for book club discussions, support memory and remember thinking. Rests on the idea of conversation. Remember sequence, example of the way stories are structured….road map for comprehension, scaffolds comprehension and ability to write Helpful for students to put stories on several pieces of paper…illustration provides information about the topic and content. Record what they notice about how the writer is showing the passage of time….revisit the text How writers show passage of time…functional writing to do an analysis of a text. Write and illustrate some facts…when done alongside the teacher provides support for spelling Intentional conversation in connection to interactive read aloud. Help them form their ideas, crystallize their thinking about a text, learn how writers organize a text. Broader context in which there is talk going on students learn to select important information from the text. Powerful way to connect reading and writing.
- Connecting Reading and Writing Skills Continua Writing continua docs are organized by levels that correspond with F & P reading levels Spiral: Many goals are repeated across the grades with students working toward these goals in increasingly sophisticated ways. Goals ideally achieved by the end of each grade level. The levels loosely correspond but do not align exactly until the higher levels, because they are based on American standards for end of year reading and writing. Level I for example is from reading levels D-J , Level 2 J-M and Level 3 M-P. Spiral: Like guided reading comprehension skills increase in complexity…within, above and beyond the text.
- Create guided writing tasks connected to guided reading resources LLI model: Write about reading: Dictated Shared Independent writing tasks
- In primary classrooms writing about reading can be embedded in guided and independent reading instruction. This is an opportunity to teach genre awareness and enhance and deepen comprehension within and beyond the text. It is also a great opportunity to use guided reading texts as mentor texts and teach about the text.
- Remember a good summary tells only the most important information, is organized to clearly convey the meaning, and in the student’s own words. Example 1: Socks the cat is sleeping in different places in the house. Over and over the girl tries to wake up Socks but Socks won’t wake up. The girl solves the problem by getting some food to wake up Socks. Socks wakes up because he wants to eat the food. Example 2: Socks gets fed at the end. Socks sleeps a lot. The girl tries to wake him up, but he won’t wake up. Socks is sleeping in the chair and on the couch. He is under the table. He is sleeping on the rug. He won’t wak up, but then he does wake up. He is sleeping in the window. The girl thinks of a can of tuna. Socks eats the tuna. Example 1 demonstrates that the child understands the story and the most important parts. Example 2 the events are not in order, it has the quality of a list, and many unimportant details are included. Some details are also repeated.
- For example: Life of a Monarch Butterfly (p. 28 in new assessment guide) Life is a cycle of being born, growing and dying. When butterflies and other creatures have babies life continues. Example 2: Monarch butterflies go through many stages in their lives, from eggs to butterflies Example 1 – application to the outside world to define deeper message Example 2 – simply summarizes the information
- Remember to include these terms in your instruction and use the skills continuum to identify expectations by level. Terms such as author, illustrator, chapter, topic, caption, heading, diagram, table of contents
- Passage study can happen in small group guided instruction or within whole group passage study lessons or paired Template for Think like a writer
- Tracking thinking and responding in writing to what you are reading deepens understanding
- Link to passage study templates and tracking thinking docs
- Writing about reading encourages creative thinking about texts and expressive thinking and writing that can become foundational for finished pieces of writing. What are the connections between reading, writing about what you are reading and writing for various purposes and audiences? How might engaging students in writing tasks connected to guided reading selections improve their ability to write for a variety of purposes and audiences? How might it improve their writing techniques? Genre awareness Craft Internalizing text structures and writers’ techniques
- Pictures, prompts, objects, pull quotes connected to mentor texts to stimulate thinking and writing Pics and prompts on curriculum connections writers workshop plans Link to writers workshop plans with pics and prompts: https://www.lskysd.ca/ProgramsLearning/CurriculumAndInstruction/StrategicPlan/Literacy/Writing/Guided/Workshop/Pages/default.aspx#/=Writing about reading can be integrated across the curriculum within a writer’s workshop model. Can provide individualized support through conferencing. Small temporary guided writing groups work well when students are working on ongoing writing projects. Mentor texts can be used for text inquiry passage study, or directed passage study connected to essential elements within a unit of study. If you design a writing task or series of tasks based on a mentor text from a content area you can organize your classroom for guided writing instruction by setting up a variety of independent oral language, thinking and writing stations or invitations that make connections to the theme or mentor text / content area.
- Heart mapping can be used to connect reading and writing Map how a character feels or map your feelings as you read….and how the author created those feelings
- Writing about reading quick writes, notebook work and research can be used to support evolving drafts
- P 36 in assessment guide Time guidelines A-D : 10 minutes E-I: 15 minutes J-N: 20 minutes