Rocks to Blocks for Constructing Meaning! Written Comprehension!

1. Rocks to Blocks for
Constructing Meaning!
[the OPERATORS to BUILD written comprehension]
Dianna Radcliff
Literacy Coach
Onslow County / Northwoods Elem.
Goal:
Practical ways to
implement instructional
strategies to help students
construct and compose
meaning. Successful daily
approaches to increase
written comprehension
scores embedded in daily
instruction. Understanding
the daily scaffold of
instructional strategies
that influence students to
compose meaning when
faced with written
assessments.
WELCOME!

2. The Three Little Pigs
Level I / Fiction
Once upon a time, there lived three little pigs. One day the pigs left
home. It was time for them to build homes of their own. The first
little pig built a straw house. When he was done, he sat down to eat
lunch. He happily slurped and chewed until . . . Suddenly, he heard a
knock on the door. It was a wolf! “ Little pig, little pig, let me come in,”
said the wolf. “ Not by the hair of my chinny, chin, chin!” said the little
pig. “ Then I’ll huff, and I’ll puff, and I’ll blow your house in,” growled
the wolf. The wolf huffed and puffed and puffed and huffed and
blew the house in. Whoosh! The house became a haystack. The little
pig ran to his brother’s house. The second little pig built his house out
of sticks. “ The first little pig told his brother about the wolf. “ Sticks
are stronger than straw,” said the second little pig, unafraid. That’s
when they heard a knock on the door. “ Little pigs, little pigs, let me
come in,” said the wolf. “ Not by the hairs of our chinny, chin, chins!”
answered the little pigs. “ Then I’ll huff, and I’ll puff, and I’ll blow your
house in,” growled the wolf. The wolf huffed and puffed and puffed
and huffed and blew the house in. The little pigs ran all the way to
their brother’s house. The third little pig built a brick house. “ He was
baking pies when his brothers burst in, crying about the wolf. “ Let’s
see the wolf blow down this house,” said the third little pig. Knock.
Knock. Knock. The three little pigs looked at the door. “ Little pigs,
little pigs, let me come in,” yelled the wolf. “ Not by the hairs of our
chinny, chin, chins!” shouted the little pigs. “ Then I’ll huff, and I’ll
puff, and I’ll blow your house in,” growled the wolf. The wolf huffed
and puffed and puffed and huffed and… fell over. The wolf lay on
the ground, out of breath. The three little pigs lived happily ever
after, baking pies in the strong brick house.
*Imagine the story in a book with the visuals!

3. Part 1:
Answering 2 Written Comprehension Questions
1
2
ACTIVITY #1
How did the story change at the end? Use
parts of the story in your answer.
What is the problem in the story and how
was it solved? Use parts of the story in
your answer.

4. Part 2:
What reading comprehension skills & strategies did
you use in order to comprehend the text ?
1)
2)
3)
4)
5)
What reading comprehension skills & strategies did
you use in order to compose written text ?
1)
2)
3)
4)
5)

5. What are the Similarities & Differences:
Shared Writing, Interactive Writing &
Modeled Writing…
Shared Writing:
Interactive Writing:
Modeled Writing:
Do you know and can you
explain it?
ACTIVITY #2

6. Notes & Thoughts:

7. Notes & Thoughts:

8. Implementing Instruction for…
WRITTEN RESPONSE
IDOWEDOYOUDO
o Model how to comprehend a written response
question using a think-aloud and marking the
question.
o Model how to complete a written response
question using a think-aloud and color coding the
response.
o Model how to complete a written response
question using student input through a shared
writing or interactive writing.
o Have students work in small groups or with a
partner to complete a written response
question.
o Have students independently complete a written
response question. Provide guidance, dialogue,
goal setting and feedback during a conference
with student.
o Have students independently complete a written
response question. Use the question as an
independent assessment of student’s abilities.
© Sassy, Savvy, Simple Teaching
Scaffolding through…
GRADUAL RELEASE

9. 11 “Rocks”to help improve Written Response!
Reading Instruction Immersion of the Formal
Language
Using Rubrics Providing Choices
Shared / Interactive
Writing
Written Response with
Progress Monitoring
Conferencing Looking closer at Data
Using Sentence Frames Color Coding
Deconstruct /
Reconstruct
Scaffolded Implementation
using Gradual Release!

10. Thank
YOU!
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