The document discusses strategies for improving students' written responses to reading comprehension questions. It emphasizes explicitly teaching academic language and vocabulary, using rubrics and checklists to provide guidance to students, modeling written responses through shared, interactive and modeled writing, conferencing with students about their written responses, and scaffolding instruction through techniques like sentence frames, color coding questions and responses, and teaching students to deconstruct and reconstruct questions. The goal is to build students' independence in written response through gradual release of supports.
6. #1
What reading strategies and skills do
students need to comprehend text?
What reading strategies and skills do
students need to compose written text?
Evaluate your daily reading
instruction…
o Is this part of your Balanced
Literacy?
o Is this explicitly taught?
o Is this modeled frequently?
16. TAKE A CLOSER LOOK…
Knowing the language in the TRC assessments
17. Do you have explicit instruction of
the academic language and
vocabulary?
Can students automatically
transfer in and out of
registers?
Can students independently
read and comprehend the
complex language?
23. Do you generate rubrics with
student input?
Do your students know exactly
what they need to include in a
written response to be
successful?
Have you visually show them by
modeling? Do they have a visual
checklist? Do you conference
with them referring to a rubric?
25. Do you allow students to choose
books which they know they will
respond to after reading?
Do you allow students to choose
questions to respond to?
Things to think about:
o Giving reluctant readers
the power of choice.
o Giving all students the
power of choice for
their work.
29. Shared Writing, Interactive Writing & Modeled Writing…
Shared
Writing:
Interactive
Writing:
Modeled
Writing:
Teacher & student compose a text together. The
teach is the scribe. Often the teacher works on a
chart display or easel. Children contribute each word
& re-read it several times.
Is similar to & acts in a similar way as shared writing.
The main exception, the teacher will invite students
up to the easel & contribute a letter, word or part
of a word. Occasionally the teacher will make
teaching points to help children attend to various
features of letters & words.
The teacher demonstrates the process of writing in
a particular genre, using a think-aloud process. The
teacher might have prepared the piece of writing
prior & talks students through the process.
30. TAKE A CLOSER LOOK…
Shared Writing in Written Response
31. TAKE A CLOSER LOOK…
Interactive Writing in Written Response
32. Allowing students to be the “teacher”
benefits everyone! It serves as a
model, think aloud, conference, builds
independence and the desire to
achieve.
Think about yourself,
do you always want to
“sit and get”?
Do you learn better
through active
participation?
37. Do you use progress monitoring
opportunities as a practice session
for Written Response?
With minimal time to prep a
question in the “assessment”
format leads to many benefits.
o Practice testing strategies.
o Written response
conference.
o Building comfort for the
student.
41. Do you make Written Response
Conferences a priority? Where can
this fit in with reading and/or writing
conferences?
o Shared or
Interactive
Writing
o Progress
Monitoring
o Small Group
o Independent
Work periods
51. Do you only look at colors? Do you
actually sit down to review the
running record, oral comprehension
and written comprehension?
If you are not looking close at
the reasons why a child is not
moving forward, how do you
know your instruction is helping
them?
Time is limited, so we need to
have targeted instruction.
57. Everyone needs a “crutch” to get started.
Written Response is tricky for young
learners and new to most of them. It’s
not a secret, give students the support
and gradually remove as they gain
independence.
Sentence frames build
better writers. The visual
helps to cognitively
develop better text talkers
and text composers.
62. Are you a visual leaner? Do visual
examples help your comprehension?
All types of learners, can benefit
from color coding the question and
written response!
Color coding helps
learners match the
components of a
question to the artifacts
needed in a response.
67. The academic formal language is hard
for young learners. It requires
critical thinking skills at a high level.
We need to provide a strategy to
help comprehend the question.
o Training students to dissect
a question is beneficial for
future assessments.
o It allows students to answer
using the knowledge they
gained from the text.
68.
69. 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!