Diving Into Literature For Writing
•
1 like•500 views
1) Teachers attending a conference session on using mentor texts for writing are asked to sit according to their grade level or interest area. 2) The presenters will discuss how experiencing great literature through read alouds can inspire students' writing and how mentor texts can help students learn writing techniques. 3) Selecting mentor texts that students are familiar with and that model techniques a little more advanced than students' current writing ability are important for effectively using mentor texts in the classroom.
Report
Share
Report
Share
Recommended
Creating a Literate Classroom Environment
This document discusses creating a literate classroom environment. It explains that understanding literacy learners through cognitive and non-cognitive assessments is important to determine skill levels, interests, and attitudes. This information helps the teacher select appropriate texts on a balanced continuum and implement instruction through interactive, critical, and responsive perspectives. The teacher uses assessments to group students and plan lessons addressing their needs and interests while exposing them to a variety of narrative and informational texts through read-alouds, writing activities, and discussion opportunities.
Creating a literate classroom
The document discusses creating a literate classroom environment using the three perspectives of the Framework for Literacy Instruction: critical, response, and interactive. It describes using assessments and choosing texts to teach literacy lessons to three students, focusing on vocabulary, comprehension, and having students think critically and respond to a text. The lessons utilized multiple strategies and activities but did not always engage all three students equally.
Creating A Literature Rich Classroom
The document provides ideas for creating a literature-rich classroom based on the author's experience and research. It recommends exposing students to authentic literature from a variety of genres, including multicultural works and books with challenging ideas. Daily read-alouds are encouraged to develop students' vocabulary and exposure to new authors and stories. Opportunities for student discussion, writing, and sharing books at home can help foster engagement with literature. Integrating reading throughout the curriculum models its importance across subjects.
Walden University Literate Environment Analysis Presentation
This document summarizes a presentation about creating a literate environment. It discusses getting to know literacy learners through formal and informal assessments, selecting texts using the literacy matrix model, and conducting guided reading lessons using interactive and critical perspectives. Specific assessments, texts, and lesson plans are described to demonstrate how these perspectives were applied with three young boys to develop their reading abilities.
Heroes Collaboration and Inquiry-Based Learning
Genre studies, inquiry-based learning, using primary sources....all tied up in a neat little package of theme-based learning and collaboration. The theme is heroes, and the learning is limitless.
!! LovE ReadinG !!
The document discusses the importance of extensive reading and provides suggestions for motivating students to read more. It addresses choosing appropriate reading materials based on students' interests and developing their reading skills. Additionally, it recommends creating a supportive reading culture in the classroom and school through various activities like literature circles, book displays, and integrating reading into the curriculum.
Literate environment analysis
The document discusses various strategies and tools used to create a literacy-rich environment for early readers. It describes how the STAR Reading program helps teachers understand students' reading levels. It also discusses the "Me Stew" activity to get to know students' interests and a "Literacy Matrix" to select texts at an appropriate level. Additional tools covered include using story structure elements like plot, characters and setting to engage students and the use of guided reading, journaling and role playing to help students interact with and understand texts.
Powerpoint Bill Martin Feb 16 V2
This document provides a collection of strategies for building vocabulary and comprehension using children's books. It describes several strategies such as "Sketch to Stretch" which has students draw representations of important scenes to share different perspectives. Other strategies include using post-it notes to cover up words and determine meanings from context, generating discussion about reading challenges and throwing them away, and using sentence starters on sticky notes to monitor comprehension. The purpose is to engage students with a variety of books and interactive activities to enhance vocabulary and comprehension.
Recommended
Creating a Literate Classroom Environment
This document discusses creating a literate classroom environment. It explains that understanding literacy learners through cognitive and non-cognitive assessments is important to determine skill levels, interests, and attitudes. This information helps the teacher select appropriate texts on a balanced continuum and implement instruction through interactive, critical, and responsive perspectives. The teacher uses assessments to group students and plan lessons addressing their needs and interests while exposing them to a variety of narrative and informational texts through read-alouds, writing activities, and discussion opportunities.
Creating a literate classroom
The document discusses creating a literate classroom environment using the three perspectives of the Framework for Literacy Instruction: critical, response, and interactive. It describes using assessments and choosing texts to teach literacy lessons to three students, focusing on vocabulary, comprehension, and having students think critically and respond to a text. The lessons utilized multiple strategies and activities but did not always engage all three students equally.
Creating A Literature Rich Classroom
The document provides ideas for creating a literature-rich classroom based on the author's experience and research. It recommends exposing students to authentic literature from a variety of genres, including multicultural works and books with challenging ideas. Daily read-alouds are encouraged to develop students' vocabulary and exposure to new authors and stories. Opportunities for student discussion, writing, and sharing books at home can help foster engagement with literature. Integrating reading throughout the curriculum models its importance across subjects.
Walden University Literate Environment Analysis Presentation
This document summarizes a presentation about creating a literate environment. It discusses getting to know literacy learners through formal and informal assessments, selecting texts using the literacy matrix model, and conducting guided reading lessons using interactive and critical perspectives. Specific assessments, texts, and lesson plans are described to demonstrate how these perspectives were applied with three young boys to develop their reading abilities.
Heroes Collaboration and Inquiry-Based Learning
Genre studies, inquiry-based learning, using primary sources....all tied up in a neat little package of theme-based learning and collaboration. The theme is heroes, and the learning is limitless.
!! LovE ReadinG !!
The document discusses the importance of extensive reading and provides suggestions for motivating students to read more. It addresses choosing appropriate reading materials based on students' interests and developing their reading skills. Additionally, it recommends creating a supportive reading culture in the classroom and school through various activities like literature circles, book displays, and integrating reading into the curriculum.
Literate environment analysis
The document discusses various strategies and tools used to create a literacy-rich environment for early readers. It describes how the STAR Reading program helps teachers understand students' reading levels. It also discusses the "Me Stew" activity to get to know students' interests and a "Literacy Matrix" to select texts at an appropriate level. Additional tools covered include using story structure elements like plot, characters and setting to engage students and the use of guided reading, journaling and role playing to help students interact with and understand texts.
Powerpoint Bill Martin Feb 16 V2
This document provides a collection of strategies for building vocabulary and comprehension using children's books. It describes several strategies such as "Sketch to Stretch" which has students draw representations of important scenes to share different perspectives. Other strategies include using post-it notes to cover up words and determine meanings from context, generating discussion about reading challenges and throwing them away, and using sentence starters on sticky notes to monitor comprehension. The purpose is to engage students with a variety of books and interactive activities to enhance vocabulary and comprehension.
Stairs 5
This document discusses methodology for language learning and outlines topics and skills covered in an English language course. It emphasizes intrinsic motivation for learning and developing strategic competence. Key language skills covered include oral and written communication, as well as culture. Specific topics range from self, family, hobbies to travel. Each chapter focuses on grammar, speaking, writing, and reading/listening. An evaluation notes the grammar could be more cohesive with texts and the teacher's book provides useful guidance.
Literacy Rich Environments
A literacy-rich environment stimulates students to participate in language and literacy activities daily, giving them an understanding of the function of oral and written language. Such an environment contains abundant, high-quality literacy materials like books, dictionaries, labels and signs. It has a physically organized space that encourages reading and writing, along with daily literacy routines such as read-alouds, independent reading and writing, and sharing. The classroom culture is also culturally sensitive and integrated, helping students experience different cultures through bulletin boards and other means. Assessment and a variety of instructional methods, including technology, group work and projects on the walls, are also characteristics of literacy-rich classrooms.
Danielle Leonard - Literate Environment Analysis
This document discusses Danielle Leonard's literacy lesson plans for three PreK-3 students. It describes assessments used to evaluate the students' reading comprehension and attitudes. Cognitive assessments showed their instructional reading levels, while non-cognitive assessments evaluated recreational and academic reading attitudes. Lessons incorporated narratives, informational texts, and online texts selected based on assessment data and the Literacy Matrix tool. The lessons applied interactive, critical, and response perspectives to build reading skills and critical thinking.
Teaching the Classics in the Inclusive Classroom.mcknight
Your job is to help others in your group understand the reading.
Teaching Children to Write from the Start
These slides accompanied a talk I gave recently for the Potomac Association of Cooperative Teachers http://pactconference.org/
Creating a Literate Environment
Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
MRLC Jan 2019 EY/MY
1. The document discusses various writing strategies used in early and middle years classrooms, including writers' workshop, interview writing, quick writes, power paragraphs, and story necklace writing.
2. Specific examples are provided, such as having students write for 15 seconds about a prompt word, then allowing 3-4 minutes to write, and having them highlight powerful phrases to share.
3. The importance of modeling writing strategies, providing feedback, and giving students ample time and practice to write is emphasized throughout.
Bc week 5 for lianne
This document provides an overview of Week 5's focus on reading instruction and resources. It outlines the topics to be covered in Weeks 5 and 6, including reading theory, strategies, assessment, and struggling readers. Teachers are asked to review curriculum documents on teaching reading and explore listed resources to help implement the reading strand. They are then asked to choose one resource to discuss in a forum post, explaining what it is, why it's useful, and how they might use it in practice. The document also includes discussion questions on reading experiences and challenges, as well as an overview of the Gradual Release of Responsibility model of reading instruction involving modelled, shared, guided, and independent reading.
Walden University Educ 6706 Presentation
This presentation discusses literacy instruction for early readers. It introduces assessments to understand readers' cognitive and noncognitive skills. Two literacy lessons are described that use interactive and critical perspectives: an interactive science lesson compares narrative and informational texts on bugs, while a critical fairy tale lesson has students retell stories from different perspectives. The presentation models selecting appropriate leveled texts and using strategies like think-alouds, guided reading, and graphic organizers to support literacy development.
Balanced Literacy.Burnaby 4 7.Nov
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
Literate environment analysis presentation
This document discusses the key components of a literate environment for developing early reading skills. It identifies three essential parts: getting to know literacy learners through assessments and activities, selecting appropriate texts, and using interactive, critical, and response perspectives in literacy instruction. Getting to know learners involves both cognitive and non-cognitive assessments to understand students' reading abilities and interests. Selecting texts requires considering factors like readability and genre. The three instructional perspectives involve teaching reading strategies, critical thinking, and personal response to texts.
Richmond Feb 2020
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
Prince George Core Competencies
Embedded in everyday language and thinking.
Ways to develop children's competencies.
Practical examples from K-3 classrooms.
NAGC Wednesday Academy 2009
Tools and Strategies for Promoting Literacy and New Literacies for Young Gifted Students
Brian Housand & Kim Chandler
Keller I S D Presentation November 2015
This document discusses strategies for fostering student reading engagement. It begins by sharing quotes about reading identity and how texts can shape the self. The rest of the document focuses on applying Cambourne's conditions of learning to reading: immersion, demonstration, expectations, responsibility, use, approximation, and response. Specific strategies are provided for each condition, such as providing access to diverse texts, read alouds, choice, feedback, and discussion. The goal is to create lifelong readers by developing reading identity and motivation.
Catching fire presentation
Presentation at the International Reading Association (IRA) conference in San Antonio, Texas, April 2013
6traitswritinginstructionassessment 101128124646-phpapp01
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. For each trait, it defines what the trait means, provides examples from authors, and discusses strategies for teaching students to improve in that trait. It also discusses how the six traits approach provides a common language for teachers to assess writing and give feedback to students.
6traitswritinginstructionassessment 101128124646-phpapp01
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: ideas, organization, voice, word choice, sentence fluency, and conventions. For each trait, it defines what the trait means, provides examples from literature, and discusses strategies for teaching students to improve in that area. The goal is to teach students specific skills and provide a common language for students and teachers to use to strengthen writing.
Hammick b.literate.environment.pp
This document provides an analysis of creating a literate environment for early readers. It discusses utilizing a balanced literacy approach through assessing students, selecting appropriate texts, and gaining feedback. The author created lessons on hibernation and groundhogs that incorporated interactive, critical, and response perspectives. Lessons included read alouds, centers, discussions, and connecting to students' experiences to engage diverse learners and facilitate literacy development.
Two sides of the same coin with text 2
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
B 2 trouble with textbooks
The document discusses the problems with traditional textbooks and provides strategies for supplementing textbooks to promote better learning. It notes that textbooks are often superficial, difficult to read, poorly designed, and inaccurate. It then offers six ways to use textbooks more effectively, such as helping students get started, not leaving students alone with textbooks, choosing assignments wisely, and supplementing textbooks richly with other materials. The document proposes several strategies like using sticky notes, bookmarks, supplemental readings, and audio assists to engage students more fully with textbook content.
More Related Content
What's hot
Stairs 5
This document discusses methodology for language learning and outlines topics and skills covered in an English language course. It emphasizes intrinsic motivation for learning and developing strategic competence. Key language skills covered include oral and written communication, as well as culture. Specific topics range from self, family, hobbies to travel. Each chapter focuses on grammar, speaking, writing, and reading/listening. An evaluation notes the grammar could be more cohesive with texts and the teacher's book provides useful guidance.
Literacy Rich Environments
A literacy-rich environment stimulates students to participate in language and literacy activities daily, giving them an understanding of the function of oral and written language. Such an environment contains abundant, high-quality literacy materials like books, dictionaries, labels and signs. It has a physically organized space that encourages reading and writing, along with daily literacy routines such as read-alouds, independent reading and writing, and sharing. The classroom culture is also culturally sensitive and integrated, helping students experience different cultures through bulletin boards and other means. Assessment and a variety of instructional methods, including technology, group work and projects on the walls, are also characteristics of literacy-rich classrooms.
Danielle Leonard - Literate Environment Analysis
This document discusses Danielle Leonard's literacy lesson plans for three PreK-3 students. It describes assessments used to evaluate the students' reading comprehension and attitudes. Cognitive assessments showed their instructional reading levels, while non-cognitive assessments evaluated recreational and academic reading attitudes. Lessons incorporated narratives, informational texts, and online texts selected based on assessment data and the Literacy Matrix tool. The lessons applied interactive, critical, and response perspectives to build reading skills and critical thinking.
Teaching the Classics in the Inclusive Classroom.mcknight
Your job is to help others in your group understand the reading.
Teaching Children to Write from the Start
These slides accompanied a talk I gave recently for the Potomac Association of Cooperative Teachers http://pactconference.org/
Creating a Literate Environment
Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
MRLC Jan 2019 EY/MY
1. The document discusses various writing strategies used in early and middle years classrooms, including writers' workshop, interview writing, quick writes, power paragraphs, and story necklace writing.
2. Specific examples are provided, such as having students write for 15 seconds about a prompt word, then allowing 3-4 minutes to write, and having them highlight powerful phrases to share.
3. The importance of modeling writing strategies, providing feedback, and giving students ample time and practice to write is emphasized throughout.
Bc week 5 for lianne
This document provides an overview of Week 5's focus on reading instruction and resources. It outlines the topics to be covered in Weeks 5 and 6, including reading theory, strategies, assessment, and struggling readers. Teachers are asked to review curriculum documents on teaching reading and explore listed resources to help implement the reading strand. They are then asked to choose one resource to discuss in a forum post, explaining what it is, why it's useful, and how they might use it in practice. The document also includes discussion questions on reading experiences and challenges, as well as an overview of the Gradual Release of Responsibility model of reading instruction involving modelled, shared, guided, and independent reading.
Walden University Educ 6706 Presentation
This presentation discusses literacy instruction for early readers. It introduces assessments to understand readers' cognitive and noncognitive skills. Two literacy lessons are described that use interactive and critical perspectives: an interactive science lesson compares narrative and informational texts on bugs, while a critical fairy tale lesson has students retell stories from different perspectives. The presentation models selecting appropriate leveled texts and using strategies like think-alouds, guided reading, and graphic organizers to support literacy development.
Balanced Literacy.Burnaby 4 7.Nov
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
Literate environment analysis presentation
This document discusses the key components of a literate environment for developing early reading skills. It identifies three essential parts: getting to know literacy learners through assessments and activities, selecting appropriate texts, and using interactive, critical, and response perspectives in literacy instruction. Getting to know learners involves both cognitive and non-cognitive assessments to understand students' reading abilities and interests. Selecting texts requires considering factors like readability and genre. The three instructional perspectives involve teaching reading strategies, critical thinking, and personal response to texts.
Richmond Feb 2020
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
Prince George Core Competencies
Embedded in everyday language and thinking.
Ways to develop children's competencies.
Practical examples from K-3 classrooms.
NAGC Wednesday Academy 2009
Tools and Strategies for Promoting Literacy and New Literacies for Young Gifted Students
Brian Housand & Kim Chandler
What's hot (14)
Teaching the Classics in the Inclusive Classroom.mcknight
Teaching the Classics in the Inclusive Classroom.mcknight
Similar to Diving Into Literature For Writing
Keller I S D Presentation November 2015
This document discusses strategies for fostering student reading engagement. It begins by sharing quotes about reading identity and how texts can shape the self. The rest of the document focuses on applying Cambourne's conditions of learning to reading: immersion, demonstration, expectations, responsibility, use, approximation, and response. Specific strategies are provided for each condition, such as providing access to diverse texts, read alouds, choice, feedback, and discussion. The goal is to create lifelong readers by developing reading identity and motivation.
Catching fire presentation
Presentation at the International Reading Association (IRA) conference in San Antonio, Texas, April 2013
6traitswritinginstructionassessment 101128124646-phpapp01
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. For each trait, it defines what the trait means, provides examples from authors, and discusses strategies for teaching students to improve in that trait. It also discusses how the six traits approach provides a common language for teachers to assess writing and give feedback to students.
6traitswritinginstructionassessment 101128124646-phpapp01
This document provides an overview of 6-Trait Writing Instruction and Assessment. It discusses the six traits of good writing: ideas, organization, voice, word choice, sentence fluency, and conventions. For each trait, it defines what the trait means, provides examples from literature, and discusses strategies for teaching students to improve in that area. The goal is to teach students specific skills and provide a common language for students and teachers to use to strengthen writing.
Hammick b.literate.environment.pp
This document provides an analysis of creating a literate environment for early readers. It discusses utilizing a balanced literacy approach through assessing students, selecting appropriate texts, and gaining feedback. The author created lessons on hibernation and groundhogs that incorporated interactive, critical, and response perspectives. Lessons included read alouds, centers, discussions, and connecting to students' experiences to engage diverse learners and facilitate literacy development.
Two sides of the same coin with text 2
This document outlines strategies for using reading materials to promote speaking in the ESL classroom. It discusses how reading and speaking skills are connected and can be developed together. The document provides theoretical background on reading and communicative language teaching. It also gives guidelines and an example lesson plan for using literature to increase vocabulary, cultural knowledge, and generate in-depth classroom discussions. The lesson plan example walks through preparing students, discussing a Langston Hughes poem, and having students engage in role plays or writing to demonstrate comprehension.
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
B 2 trouble with textbooks
The document discusses the problems with traditional textbooks and provides strategies for supplementing textbooks to promote better learning. It notes that textbooks are often superficial, difficult to read, poorly designed, and inaccurate. It then offers six ways to use textbooks more effectively, such as helping students get started, not leaving students alone with textbooks, choosing assignments wisely, and supplementing textbooks richly with other materials. The document proposes several strategies like using sticky notes, bookmarks, supplemental readings, and audio assists to engage students more fully with textbook content.
Content Writing
The document discusses the importance and benefits of content writing for students. It argues that writing about subjects they are interested in helps students engage more actively with the material, understand concepts more deeply, make connections more easily, and remember what they learn longer. It provides support from experts in fields like education, mathematics, and science. The document also addresses how content writing can help students develop skills needed for the 21st century like effective communication, problem solving, and digital literacy.
B 2 trouble with textbooks
This document discusses strategies for using textbooks more effectively in the classroom. It notes that textbooks are often difficult for students to read and understand. It then provides several suggestions on how to supplement textbooks, including having empathy for students' struggles, helping students get started with lessons, not leaving students alone with textbooks, choosing assignments strategically, and supplementing textbooks with other materials. The document also discusses analyzing textbook features and promoting critical thinking. It provides examples of strategies like using sticky notes, bookmarks, and audio assists. Overall, the document advocates supplementing textbooks with other sources in order to improve students' learning and engagement.
Literate environment analysis presentation
This document discusses creating a literacy-rich environment for young learners. It covers four main topics: 1) Getting to know literacy learners by understanding their cognitive skills, backgrounds, and interests; 2) Selecting texts that vary in content and difficulty; 3) Using interactive lessons to develop reading strategies and comprehension; and 4) Encouraging critical and responsive perspectives by having students make connections to texts and evaluate different viewpoints. The goal is to help students become engaged, strategic readers.
Content Area Writing
The document discusses the importance and benefits of content writing for students. It notes that content writing helps students actively engage with subject matter, understand concepts more deeply, make connections and raise questions more fluently, and better retain and apply their learning. The document also addresses standards and structures for effective non-fiction writing and how writing is an important skill for the 21st century given increasing demands for strong communication abilities.
Classroom Libraries
Classroom libraries help students attain reading achievement by providing opportunities to read interesting books and introducing students to different genres and authors. This promotes increased reading frequency and more diverse reading experiences. Classroom libraries also allow for social interaction as students discuss books, which enhances comprehension. When planning a classroom library, teachers should include fiction and non-fiction at various reading levels to meet student needs, and different genres and formats. The library should be organized in a user-friendly way to help students select books and updated each year.
Lit circles
Literature circles involve small temporary student groups that choose their own books to read. Each group reads a different book and meets regularly to discuss what they've read. Students take notes to guide their reading and discussions. Discussion topics are student-driven and aim to be open conversations. The teacher acts as a facilitator, not an instructor. When books are finished, students share with the class and then new groups form around new reading choices.
Guided Reading
This document outlines the components and instructional strategies for effective guided reading lessons. It defines guided reading as meeting with small groups to support students through manageable texts at their instructional level. Key elements include selecting appropriate texts, introducing vocabulary, monitoring comprehension, teaching strategies, and linking reading to writing. The goal is to help students develop independence in reading through scaffolded support from the teacher.
Literate enviornment analysis presentation loflin
This document provides an overview of lessons and instructional strategies for emergent and beginning literacy learners. It discusses assessing learners' cognitive and noncognitive skills, selecting appropriate texts, and designing lessons to develop oral language, reading, and writing abilities. Specific strategies are outlined, such as shared reading, questioning techniques, modeling revision, and using fiction and nonfiction texts to build comprehension. Reflections on lessons indicate they successfully supported strategic processing and metacognition while challenging students at their ability levels.
C C S S and Best Practices L S U
This document discusses best practices for building a reading community in the classroom. It recommends building community through reading aloud, offering choice in reading materials, using authentic literature, and facilitating real student responses. It also discusses the importance of the teacher as a reader, providing access to books, allowing choice, and making time for reading. Qualitative and quantitative measures are examined for determining text complexity as required by the Common Core. The document advocates using awards lists, narrative structure, language usage, and knowledge demands when selecting texts beyond quantitative measures alone.
Literate environment analysis presentation
This document discusses components of a literate environment including learners, texts, and instruction. It describes assessments conducted on three students, Ladybug, Firefly, and Grasshopper, to understand their literacy skills and motivation. These included running records and a motivation to read survey. The results of the assessments informed individualized instruction for each student focusing on skills like phonics and using context clues. Several literacy lessons are outlined applying perspectives like interactive, critical, and response and featuring topics like careers and Ruby Bridges. Student responses to lessons are shared and resources for further literacy instruction are provided.
Literate Environment
The document discusses creating a literate environment for students. It emphasizes getting to know students through assessments, selecting texts that interest students and are at their reading level, and using interactive, critical, and response perspectives in literacy instruction. For instruction, the interactive perspective teaches reading strategies while the critical and response perspectives encourage students to discuss, interpret, and evaluate texts. The goal is to produce students who can effectively read, discuss, and think critically about what they read. Non-cognitive and cognitive assessments help teachers understand students' interests, skills, and needs.
When Guided Reading Isn't Enough Guidance
This document summarizes key aspects of the SEM-R (Strategic and Explicit Model of Reading) framework for developing talented readers. The framework includes 3 phases: 1) Exposure through high-interest read alouds and higher-order questioning, 2) Training and supported independent reading with individual conferences, and 3) Interest and choice components allowing more student selection. Teachers found individual conferences helped stretch students' thinking and that Phase 2 encouraged enthusiastic reading. The framework aims to increase reading enjoyment, skills, and achievement through challenging independent reading.
Similar to Diving Into Literature For Writing (20)
6traitswritinginstructionassessment 101128124646-phpapp01
6traitswritinginstructionassessment 101128124646-phpapp01
6traitswritinginstructionassessment 101128124646-phpapp01
6traitswritinginstructionassessment 101128124646-phpapp01
Diving Into Literature For Writing
- 1. Good morning! As you come in, please sit in the area that matches the grade level that you teach or in which in have a primary interest.
- 2. Diving Into Literature and Literacy: Using Mentor Texts for Writing Jessica Hicks, Rebecca Hunter, Kellie Miller and StephieMcCumbee North Carolina Reading Conference 2010University of North Carolina at CharlotteReading Education Graduate Students
- 3. The Read Aloud Experiencing great literature inspires great writing Conducted separately from your writing lesson Read alouds can help children uncover the memories connected with special places ~ Dorfman & Cappelli
- 4. “Mentor texts are pieces of literature that we can return to again and again as we help our young writers learn how to do what they may not yet be able to do on their own.” Dorfman and Cappelli
- 5. How do I prepare for using mentor texts in my classroom? Surround yourself with possible mentor texts to become informed about which ones will serve your students’ needs (Davis & Hill, 2003) Developing libraries of mentor texts immerses children in quality literature and encourages teachers to let students’ creativity grow from the seeds of well-loved books (Sturgell, 2008) Mentor texts should be known forewards and backwards to the teacher so that she can revisit texts with students (Ray & Laminack, 2001)
- 6. Why are mentor texts important instructional tools for writing? “When we set out to learn to do anything, we look to others who are expert at what we are trying to learn to do. Learning to write is no different.” (Davis & Hill, 2003) “Writing mentors support writers by maintaining high standards, building on strengths, valuing diversity and originality, and encouraging risk taking” (Fletcher, 1993)
- 7. Step 1- Provide Mentor Reread or display the portion of text that models your teaching point Point out what “smart” writing technique the author used The world is BIG. Trees too tall. Sky too . HIGH
- 8. Step 2- Model Model using the technique in your own writing or through a shared writing The tiny ants march s - l – o – w – l - y Up the Lugging their prize- Chocolate cake! hill
- 9. Step 3- Guided Practice Allow students to share with peers or you how they might try this strategy in their own writing
- 10. Step 4- Try It! Provide students the opportunity to try the technique in their own writing
- 11. Selecting a Mentor Text You and your students have talked about the text a lot as readers first. (Nia, 1999) The topic is one the kids can relate to and will spark ideas for their own writing. (Davis & Hill, 2003) The text is a little more sophisticated than the writing of your best students. (Nia, 1999) The text is a good example of a specific genre which you are studying. (Davis & Hill, 2003)
- 12. Turn and Talk What book that is already a favorite read aloud could you use as a mentor text for writing? Grab a book displayed near your grade level.What writing technique could you teach using this text?
- 13. Try it tomorrow! What writing genre are you currently teaching? What literature could you use to better model that genre for your students?
- 14. References Dorfman, L.R. & Cappelli, R. (2007). Mentor Texts: Teaching Writing Through Children's Literature. Portland, ME: Stenhouse Publishers. Nia, I.T. (1999). Units of study in the writing workshop. Primary Voices K–6, 8, 3–12. Davis, J. and S. Hill. (2003)The No-Nonsense Guide to Teaching Writing: Strategies, Structures, and Solutions. Portsmouth: Heinemann.
- 15. References continued Fletcher, R. (1993). What a writer needs. Portsmouth, NH: Heinemann. Ray, K.W. & L. Laminack. (2001). The Writing Workshop: Working Through The Hard Parts (And they’re all hard parts). Urbana, IL: NCTE.