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Chapter 1-Reading and Writing Skills Powerpoint
- 2. Core Subject Description: The development of reading and writing skills as applied to a wide range of materials other than poetry, fiction and drama
- 3. Core Subject Description: The development of reading and writing skills as APPLIED to a wide range of materials other than poetry, fiction and drama
- 4. Reactivating Background Knowledge. Define the following terms: a. Reading b. Writing Write your definition on the paper given by the facilitator. Afterwards, post the answers to your CREATIVE CARTOLINA.
- 5. ACTIVITY 1: Wall of Ideas
- 27. READING A complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). On the READING SIDE
- 28. READING A means of language acquisition, of communication, and of sharing information and ideas. On the READING SIDE
- 29. READING A complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. On the READING SIDE
- 30. “The reading process requires continuous practice, development, and refinement.” On the READING SIDE
- 31. WRITING The representation of language in a textual medium through the use of a set of signs or symbols (known as a writing system). On the WRITING SIDE
- 32. WRITING AN EXTENSION OF HUMAN LANGUAGE ACROSS TIME AND SPACE. On the WRITING SIDE
- 33. Easier - Writing is the act of putting letters, symbols, numbers, or words on paper or a computer screen. Writing is used to express and explain ideas. On the WRITING SIDE
- 34. Harder - Writing is the expression of language in the form of letters, symbols, or words. The primary purpose of writing is communication. People have used many tools for writing including paint, pencils, pens, typewriters, and computers. The writing can be formed on the wall of a cave, a piece of paper, or a computer On the WRITING SIDE
- 35. The writing process includes prewriting, composing, revising, editing, and publishing. There are many kinds of writing such as expository, narrative, descriptive, imaginative, and persuasive. Literature is a type of writing that includes poetry, On the WRITING SIDE
- 36. Writing comprises three basic tasks: Handwriting Spelling Translation On the WRITING SIDE
- 37. Hayes (2012) noted: “What we most commonly think of as writing is the activity of producing text to be read by other people, for example, writing articles or school essays. I will call this formal writing” (p. 18). On the WRITING SIDE
- 38. Reading and writing development arguably depend on the similar knowledge domains (Shanahan, 2006). Content or domain knowledge Metaknowledge about reading and writing Knowledge of written language Procedural knowledge THE CONNECTION
- 39. Shanahan and Lomax (1986, 1989) compared three theoretical models of the reading– writing relationship The interactive model The reading- to- writing model The writing- to- reading model THE CONNECTION
- 43. By way of a SUMMARY Accumulating research reveals the reciprocal nature of the reading– writing connection. Skills gained in one area have the potential to support the development of the skills in the other and vice versa (Abbot & Berninger, 1993; Fitzgerald & Shanahan, 2000; Shanahan, 2006). THE CONNECTION
- 44. Tete – a – tete TIME STRATEGIES TECHNIQUES SIGNIFICANT EXPERIENCES INSTRUCTIONAL MATERIALS PROBLEMS ENCOUNTERED
- 45. ACTIVITY 4: IDEAS GARAGE SALE Brainstorm on the following question: What possible problems will you encounter (or problems you have encountered) in teaching the subject? Make a list of the problems. Choose someone who will present the list.
- 48. LET them PLAY Incorporate games and movement in CLASS
- 53. Truth is: Our students love to move and play.
- 68. POLYGONS
- 69. CARTESIAN PLANE
- 70. Plot the following: -2, -3 0, -1 1, 0 3, 2 4, 3 5, 4
- 72. WHAT TO DO? 1. USING YOUR BODY, DEMONSTRATE THE LIFE CYCLE OF A PLANT. 2. ONE PERSON WOULD ACT LIKE A SEED ON THE GROUND. 3. THEN, USING YOUR ARMS, SHOW HOW THE SEED GREW INTO A PLANT.
- 73. LIFE CYCLE OF A BUTTERFLY
- 74. WHAT TO DO? 1. USING YOUR BODY, DEMONSTRATE THE LIFE CYCLE OF A BUTTERFLY. 2. ONE PERSON WOULD ACT LIKE AN EGG, THEN A CATERPILLAR, THEN A PUPA, AND LASTLY A BUTTERFLY. 3. ASK HELP FROM OTHERS TO SHOW THE TRANSFORMATION.
- 79. Activity 4: 5 Seconds of SUMMER Read the text. Dramatize it. There should be a background music. Someone will read the text while the dramatization happens.
- 80. Tete – a – tete TIME STRATEGIES TECHNIQUES SIGNIFICANT EXPERIENCES INSTRUCTIONAL MATERIALS PROBLEMS ENCOUNTERED
- 81. READING/WRITING IS BORING, BORING, BORING.
- 82. DO not just make them READ, MAKE THEM CARE.
- 83. Activity 5:
- 85. TEACH them HOW to READ and WRITE
Editor's Notes
- Writing comprises three basic tasks: handwriting, spelling, and translation. Although each of these components of writing is critical to successful written expression, for this chapter we will focus on the component of translation. Translation— or written expression— can be defined as the production of connected text (e.g., sentences, paragraphs) in order to communicate an idea or thought, descriptive or procedural information, or more general knowledge. This process requires a marriage of many skills including the ability to comprehend structure (i.e., paragraph, sentence), content (i.e., the author’s thoughts), and purpose (i.e., the audience, the author’s intentions). Other cognitive functions (i.e., processes that rely on underlying brain function) are considered important to translation as well (e.g., language, executive functions; Hooper et al., 2013) and can serve to facilitate or hinder the translational process.
- We agree with Hayes and will highlight this component of writing in the examination of written expression and the writing– reading connection.
- Reading and writing development arguably depend on the similar knowledge domains (Shanahan, 2006). Content or domain knowledge about the topic being read or written about can greatly aid a reader’s and writer’s ability to successfully complete tasks because prior knowledge provides a starting point from which to make connections to new information. Metaknowledge about reading and writing— that is, knowledge about the purpose of reading and writing, which includes such features as the author’s purpose— may aid readers and writers in understanding the role of written language. Knowledge of written language— specifically areas such as phonological knowledge, syntactic knowledge, morphological knowledge, and semantic knowledge— can aid the reader in decoding and comprehending text and the writer in spelling words and conveying meaning by creating a comprehensible text. Finally, procedural knowledge, which includes “knowing how to use, access, and generate information during reading and writing” (Shanahan, 2006, p. 176), is critical to both reading and writing success.
- There are a number of theoretical models proposed for understanding reading and writing connections. For example, Shanahan and Lomax (1986, 1989) compared three theoretical models of the reading– writing relationship: the interactive model, the reading- to- writing model, and the writing- to- reading model. The interactive model allows for a reciprocal connection between reading and writing skills, whereas the reading- to- writing and writing- to- reading models propose one- way directional connections. Testing these models revealed that the interactive model fit the reading and writing data better than did the reading- to- writing model for second grade and better than the writing-to-reading model for both second and fifth grades. The Reading Side 9 Notably, the writing-to-reading model was a better fit for the data than the reading- to- writing model (Shanahan & Lomax, 1988). The authors note that “significant knowledge transfer takes place in both directions, even at relatively low levels of literacy attainment” (p. 208).
- The interactive model allows for a reciprocal connection between reading and writing skills
- whereas the reading- to- writing and writing- to- reading models propose one- way directional connections.
- whereas the reading- to- writing and writing- to- reading models propose one- way directional connections.
- What possible problems are we going to encounter in the classroom? Then, share possible ways to address those problems
- Now that we are already familiar with the CONTENT, what do you think are the possible problems that you can encounter in teaching the SUBJECT? After the presentation of the problems, ask the trainees how to solve the problems? Basically sharing time. That is why it is a garage sale. Share your ideas and let the others decide whether they will buy it.
- What possible problems are we going to encounter in the classroom? Then, share possible ways to address those problems
- Give them a copy of the gender differences thing. Ask them to share their experiences regarding it. You have to make sure that REACT on whatever they are reading. MAKE THE MATERIAL RELEVANT to their LIVES. MAKE THE MATERIAL controversial EVEN. When the material is related to their sphere of experience, our students tend to care more.
- Hugot LINES
- The question really is how do we teach them to read and write. This is the end of our session on defining reading and writing. In order to answer the question of how to teach our students to read and write, we move on to the next session which is discourse.