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Thinking About our Thinking
Strategies That Make A Difference
Keith Pruitt, Ed.S
Words of Wisdom Educational Consulting
www.woweducationalconsulting.com
Brain Gym
• I’m going to ask a question.
• The first hand I see go up to answer correctly,
wins.
• What was the first capital of……
• ……………..Tennessee?
• Correct answer: Knoxville
Independent Time
1. In the area of teaching
comprehension and writing,
what is the one thing you
feel you need to change?
2. Please share with a
colleague.
If Teaching Children Were Like This
--Christopher Morley
“When you sell a man a book you don't sell him just 12 ounces of
paper and ink and glue - you sell him a whole new life.”
Turn and Talk
Tell your elbow partner
about a book that made
a lasting impression on
you.
“No matter how busy you
may think you are, you
must find time for
reading, or surrender
yourself to self-chosen
ignorance.”
“The more you read, the more things
you will know. The more that you
learn, the more places you'll go.”
- Dr. Seuss, "I Can Read With My Eyes
Shut!"
We speak to a deeper
appreciation or closer
reading of text. How
would I know when a
student is close reading?
Turn and Talk
Big Things
Come From Small Beginnings
What is at
stake?
“Reading without reflecting is like eating
without digesting.”
- Edmund Burke
So How Do We Get
Students To Think About
Their Thinking?
Strategy 1
Picture Talk
Fundamental Concepts
1. One has to accept the idea that literacy
involves having conversations about text.
(Donald Graves)
Float the learning on a sea of talk.
--James Britton
Who does most of the talking in your classroom?
Whoever it is, they’re also doing most of the
learning.
Let’s Look At an Example
Fundamental Concepts
1. One has to accept the idea that literacy is
about having conversations about text.
(Donald Graves)
2. Regardless of the level of language,
acquisition takes place in listening to talk and
in viewing pictures.
1. Start with a story
2. Then show the picture
3. What do you think
happened to this horse?
Turn to your partner and
tell them what
happened?
4. Ask a couple of children
to share out what they
think happened.
5. Let students know that
they just created their
own story.
6. On a large sticky note,
craft a bit of a story
while the children add
details.
In using this method, you have used
the element of:
1. Auditory experience with language
2. Visual representation
3. Imagination and creative abilities
4. Listening and Speaking skills
5. Vocabulary development
6. Elements of story
7. Transference to writing
This is what CCSS is about!
In using this method, you have
used the element of:
1. Auditory experience with
language
2. Visual representation
3. Imagination and creative
abilities
4. Listening and Speaking skills
5. Vocabulary development
6. Elements of story
7. Transference to writing
This is what CCSS is about!
Compare to: open to page 3 and start
reading
Fundamental Concepts
1. One has to accept the idea that literacy is
about having conversations about text.
(Donald Graves)
2. Regardless of the level of language,
acquisition takes place in listening to talk and
in viewing pictures.
3. One must learn to listen to the children with
a view to understand them. Mary Ellen Giacobbe, Children Want to Write
Tell Me More About That
Strategy 2
Getting Into
Character
While it is important that students
hear language, it is even more
valuable that they engage with
that language.
• Plays
• Readers Theatre
• Enactments
• Living Museums
• Dramatic Reads
These can be done in conjunction
with metacognitive instruction.
Abraham Lincoln Comes Home
What I Know About Lincoln What I Learned Questions?
1. He was President
Which one?
2. 16th
What else?
3. President during Civil War
4. From Illinois
5. Had a beard
6. Assassinated
By whom?
Don’t know—
John Wilkes Booth
He was an actor and
southern sympathizer
7. Buried in Springfield, Il.
1. 16th President of
United States
2. President During
Civil War
3. Assassinated by
Booth who was a
Southern
Sympathizer
1. How Did he come
to be President?
2. Why did Booth Kill
the President?
3. Where did this
happen?
Concept from Harvey and Goudvis, Comprehension Toolkit
Now instead of reading
this story to you, I’m
going to step into
character and tell you
the story of Luke
O’Brien.
Strategy 3
Changing Our
Questions
Players and fans were keeping cool with soft drinks and ice cream on the
hottest day of July and the first day of the Little League tournament. Brett, an
outfielder, was watching the game from the bench. Crack! Fans erupted in a chorus of
cheers.
“Cheers for someone other than me,” came a small voice from beside Brett.
Brett was surprised to see that the speaker was Omar, one of the younger boys on the
team. The few times Omar had spoken at all, his words usually consisted of yes, no,
coach, or some combination of the three.
What time of
year is it?
What is a
tournament?
What
prepositional
phrase helps
me understand
the word
erupted?
From Journeys, Grade 4, page %12,T13 Sideline Support
“Excuse me?” said Brett, still not positive the words had come from Omar.
“I’ve had it.” Frustration was obvious from the peculiar strain in Omar’s voice.
“Just being here now puts me in a bad mood. I show up to every practice. I do
whatever Coach asks. And where am I during the games? On the bench! Why is that?
Does Coach think the other players try harder or have more talent than I have? Are
they simply more advanced than I am?”
“Don’t be silly!” laughed Brett. “I played less than you during my first year,
and I didn’t even know how to hold a bat properly! And you know what? I had a blast.
It’s just a matter of looking at the situation differently. My Dad would call it an attitude
tune-up.”
Why does Brett tell Omar about having an
“attitude tune-up”? Turn to your elbow partner.
1 minute
Old Structure versus Common Core
Here is the conversation of
Comprehension as traditionally taught
Here is the Conversation of
Comprehension based on Common Core
• Who were the main
characters in Charlotte’s
Web?
• Where did they live?
• When animals are given
human characteristics it is
called _______________.
• Can you think of a time
when animals influenced
how you felt about
something?
• What descriptions are used
by the author to indicate
that Wilbur is growing
lonelier at the Zuckerman
farm?
• What is the main point of
the friendship of Charlotte
and Wilbur?
• How does the author let us
know that Fern has grown
disinterested in Wilbur?
What Kind of Questions Do We Ask?
Take the question worksheet in your packet.
Think about these typical questions from current texts.
Categorize them.
In general, the largest percentage of questions come
from what category in Blooms?
In thinking about questioning,
do a brief self-evaluation of
the type of questions most
frequently asked in your
classroom.
Strategy 4
Forming
Comparisons
1. Read through lenses.
• What characters/people: say/do/think
• Relationships
• Setting descriptions
• Time Period
• Etc.
2. Use Lenses to find
patterns.
• What details fit together?
• How do they fit together?
3. Use the patterns to
develop a new
understanding of the
text.
• Looking at a specific aspect of characters,
themes, etc.
p. 12, Falling In Love With Close Reading
“Put directly, close reading is
something we should teach
students to do, rather than
something we just do to them.”
Falling in Love with Close Reading, Lehman & Roberts, p 4
How to Know When Students Are
Reading Closely
1. They refer often to
the text when
discussing their ideas
2. They double-check
and revise their ideas
by looking back at
the evidence in the
text
--p. 13, Falling in Love with Close Reading
An Example
How does Jessie Oliver Aaron’s
character change during the
story?
Let’s Look Through the Lens of
Word Choice
with this memorable commercial
Words Impact Idea
Strong Shows that the farmer…
Hard Work
“God made a farmer”
The Lenses We May Look
Through
• Lenses are determined based on the type of
work we are doing with a text
• We may support close reading when
considering the following:
1. Text Evidence
2. Word Choice
3. Structure
4. POV and Argument
5. Reading Across the Texts
Word Choice In Narrative or Informational Text
Types of Lenses *Words that evoke:
strong emotions, strong images, a
clear idea
*Words that reveal style:
informal tone, formal tone, a clear
voice
*Particular kinds of words:
nouns, verbs, adjectives, adverbs
Types of Patterns *Which words fit together?
*How do they fit together?
Types of Understandings *An author’s tone, purpose, relationship to
the subject/theme
*Text’s central ideas, issues, lessons,
symbols/metaphors/motifs, themes
With a Partner
Examine books thatare on your table. Listat least two
differentlenses through whicheach book may be viewed.
Strategy 5
Exploding the
Vocabulary
So excite becomes
• Excites
• Excited
• Exciting
• Excitable
• Excitement
• Enlivens
• Animates
• Enthuses
• Enthusiasm
• Magnetic
• Thrills
• Arouses
• Soothes
A Word Tree Starts with Base Word
Teaching
Prefixes
Suffixes
And
Roots
Keith Pruitt
Words of Wisdom Educational Consulting
www.woweducationalconsulting.com
Based on the work of Patricia Cunningham
One way to greatly enlarge the vocabulary of
students in very short order is through
teaching prefixes, suffixes and root words.
Knowledge of these areas will help to greatly
expand student vocabulary.
Let’s first explore the nature of compound
words.
Compound Words
• When we add two
words together, we
form compound words.
These may be easily
taught to students.
• Patricia Cunningham
suggests doing word
sort activities by
categorizing
compounds.
• Apple + sauce
• Earth + quake
• Draw + bridge
• Brain + storm
• Basket + ball
• Pan + cakes
• Ear + rings
• Finger + prints
Prefixes
• Un-, re-, in-, dis- are the
most common prefixes
and when students
have learned their
meanings, they can
learn more than 1500
words easily.
• Start instruction with
un-
• Read a selection…
• Explain that un carries
the opposite meaning
of the word to which it
is added.
Prefixes
• UN-
Which of these are
prefixes and which
are not?
• Unemployed
• Uncle
• Unstable
• Unbroken
• Unicorn
• Unhealthy
• Unlucky
• United
Prefixes
• Re-
• Can mean back or again
• Which are these? And
which are not a prefix?
• Rearrange
• Refund
• Reply
• Review
• Refrigerator
• Relocate
• Reporter
• Rewrite
Prefixes
•In- Dis-
• Opposite or not, but
words with in are
irregular
• Do sorting exercises
with prefixes, not
prefixes including the
irregular spellings.
• Inspire
• Irrational
• Immigrant
• Improve
• Dislike
Prefixes
• Less common prefixes
include in, mis, non,
pre, en, over, under.
• misinform
• Inside
• Preview
• Overdone
• Preteen
• Nonliving
• Nonrenewable
• Underhand
• Understand
Suffixes
• Often just called
endings the most
common are s (plural
forms), er (relating to a
person or thing that
does something), ful,
less, able, ible, ist.
• What do these words
mean when the suffix is
added?
• Fighter
• Folder
• Helpful
• Visitor
• Doubtful
• Powerless
• Suitable
• Gullible
• Persist
Suffixes
• Here are words using
less meaning without
• Here are words using ful
meaning full or having
Do the same exercise with -ment, -ance, -ness, -tion. Write riddles of what word
am in with several. I end in –tion. We need to do this in math. What am I?
Roots
• Here are some common
roots and their
meanings. What words
could be taught? Give
two examples of each.
• Dict= say
• Duct=lead
• Fac/fec=do, make
• Ject=throw
• Loc=place
• Meter=measure
• Micro=small
• Phon=sound
• Photo=light
• Port=carry, take
• Press=press
• Scrib=write
• Sens=feel
• Spec=look
• Struct=build
• Tele=far
• Tract=drag, pull
• Vis/vid=see
• Voc=voice, call
If we will spend just a few moments a
day working with these words, we can
seriously impact the knowledge base
of each student.
In this way, you are laying the foundation for
further understanding by giving the students a
vast array of words with which to work.
I know there are voices who say do not tell
students what words mean or to not pre-teach
words. I’m telling you that isn’t sound pedagogy!
“Just let them figure it out” is not a sound strategy
for students and especially not struggling
students.
The Importance of
Asking Questions
Keith Pruitt, Ed.S
www.woweducationalconsulting.com
Strategy 6
• Make as many words as
you can in one minute
from the following word.
• Pronunciation
Types of Writing in
Common Core State
Standards
Response to Literature
Process Writing
Exemplar Rubric Text
Today before we had writing groups Mrs. John read us
a story about frogs. We had to write about frogs. We
had a tadpole in the science center. It has two back
legs and when it has two front legs its tail disappears
and it cannot eat when its mouth is changing. Then
the skin gets too little and the frogs pull off their skin
and they eat it. Some fo the frogs blow bubbles.
Frogs laid eggs that look like jelly and the fish eat
some but some hatch to tadpoles. It grows bigger and
bigger and bigger.
One of the strategies with
which we find success in
comprehension instruction is
the usage of questions.
May I suggest that asking
questions in writing will help
create better writers.
• Turn to a partner
• Write three questions
prompted by this picture
• These questions now
become the beginnings
of a narrative.
What We Think We Know What We Learned
I Learned I Wondered?
Coast redwood
trees are the tallest
trees on earth.
How tall is the tallest
redwood?
Some redwood
trees are among
the oldest living
things on earth.
How old is the oldest
redwood tree
reported to be?
The tallest is
reported to be 350
feet tall. That is
like a 35 story
building.
The oldest
redwood tree lived
to be about 2000
years old. That
means it first took
root when Julius
Caesar ruled
Rome
A Method to Strengthen
Writing
We went to the store.
We bought some
clothes. We had fun.
Who Went
to the
store? How did
you go?
What
store did
you go to
What kind of
clothes did
you buy?
What was
there about
this that was
fun?
When did
you go to
the store?
Now We Have…
Carlos, Maria, and I went to the Wal-mart on Thursday
evening. Maria drove us in her Mazda convertible.
Carlos bought some new shirts to wear. Maria bought
a new dress. I bought a new pair of boots to wear to
work. We had a lot of fun at the Wal-mart. I like being
with my friends. We tell jokes and like being together.
What was it like
inside the store?
Did you have the
top down? What
was the weather
like?
Describe the shirts, dress
and boots. What color
were they?
By just asking
questions, you can flesh
out a very simple form
of writing to give it more
meat and build its
volume.
Considerations in Writing
• Write Often, Model Often, Release Often
• Use a learning progression in working with writing (James
Popham, 2007), building blocks
• Design a continuum of writing for assessment
(www.readingandwritingproject.com)
1. Use an on demand benchmark to begin measure
2. Compare to your continuum
3. Monitor their progress over time compared to the
continuum
4. End the year by an on demand piece and show the
progression
• Provide students with clear goals and effective feedback
In Process Writing:
1. Target the instruction- don’t try to
get all the lions out of the jungle the
first day
2. Offer constant feedback, but let the
children do the work (they don’t
learn from what you do, but what
they do)
3. Use a writers workshop model with
six trait writing
In this workshop we have looked at six
strategies that are tested and tried
with students and that have been used
successfully with all students.
I hope you will take them for a spin in
your classroom.
It becomes about Teaching children how to learn
Is It Worth The Struggle?
Please turn to a colleague and tell
them something you’ve learned
today that you want to use in your
classroom next fall.
Thank You
Keith Pruitt, Ed.S
Words of Wisdom
Educational Consulting
www.woweducationalconsulting.com

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Thinking about our thinking wilson county training

  • 1. Thinking About our Thinking Strategies That Make A Difference Keith Pruitt, Ed.S Words of Wisdom Educational Consulting www.woweducationalconsulting.com
  • 2. Brain Gym • I’m going to ask a question. • The first hand I see go up to answer correctly, wins. • What was the first capital of…… • ……………..Tennessee? • Correct answer: Knoxville
  • 3. Independent Time 1. In the area of teaching comprehension and writing, what is the one thing you feel you need to change? 2. Please share with a colleague.
  • 4. If Teaching Children Were Like This
  • 5. --Christopher Morley “When you sell a man a book you don't sell him just 12 ounces of paper and ink and glue - you sell him a whole new life.”
  • 6. Turn and Talk Tell your elbow partner about a book that made a lasting impression on you.
  • 7. “No matter how busy you may think you are, you must find time for reading, or surrender yourself to self-chosen ignorance.”
  • 8. “The more you read, the more things you will know. The more that you learn, the more places you'll go.” - Dr. Seuss, "I Can Read With My Eyes Shut!"
  • 9. We speak to a deeper appreciation or closer reading of text. How would I know when a student is close reading? Turn and Talk
  • 10. Big Things Come From Small Beginnings
  • 12. “Reading without reflecting is like eating without digesting.” - Edmund Burke So How Do We Get Students To Think About Their Thinking?
  • 14. Fundamental Concepts 1. One has to accept the idea that literacy involves having conversations about text. (Donald Graves) Float the learning on a sea of talk. --James Britton Who does most of the talking in your classroom? Whoever it is, they’re also doing most of the learning.
  • 15. Let’s Look At an Example
  • 16. Fundamental Concepts 1. One has to accept the idea that literacy is about having conversations about text. (Donald Graves) 2. Regardless of the level of language, acquisition takes place in listening to talk and in viewing pictures.
  • 17. 1. Start with a story 2. Then show the picture 3. What do you think happened to this horse? Turn to your partner and tell them what happened? 4. Ask a couple of children to share out what they think happened. 5. Let students know that they just created their own story. 6. On a large sticky note, craft a bit of a story while the children add details.
  • 18. In using this method, you have used the element of: 1. Auditory experience with language 2. Visual representation 3. Imagination and creative abilities 4. Listening and Speaking skills 5. Vocabulary development 6. Elements of story 7. Transference to writing This is what CCSS is about!
  • 19. In using this method, you have used the element of: 1. Auditory experience with language 2. Visual representation 3. Imagination and creative abilities 4. Listening and Speaking skills 5. Vocabulary development 6. Elements of story 7. Transference to writing This is what CCSS is about! Compare to: open to page 3 and start reading
  • 20. Fundamental Concepts 1. One has to accept the idea that literacy is about having conversations about text. (Donald Graves) 2. Regardless of the level of language, acquisition takes place in listening to talk and in viewing pictures. 3. One must learn to listen to the children with a view to understand them. Mary Ellen Giacobbe, Children Want to Write
  • 21. Tell Me More About That
  • 23. While it is important that students hear language, it is even more valuable that they engage with that language. • Plays • Readers Theatre • Enactments • Living Museums • Dramatic Reads These can be done in conjunction with metacognitive instruction.
  • 24.
  • 25. Abraham Lincoln Comes Home What I Know About Lincoln What I Learned Questions? 1. He was President Which one? 2. 16th What else? 3. President during Civil War 4. From Illinois 5. Had a beard 6. Assassinated By whom? Don’t know— John Wilkes Booth He was an actor and southern sympathizer 7. Buried in Springfield, Il. 1. 16th President of United States 2. President During Civil War 3. Assassinated by Booth who was a Southern Sympathizer 1. How Did he come to be President? 2. Why did Booth Kill the President? 3. Where did this happen? Concept from Harvey and Goudvis, Comprehension Toolkit
  • 26. Now instead of reading this story to you, I’m going to step into character and tell you the story of Luke O’Brien.
  • 28. Players and fans were keeping cool with soft drinks and ice cream on the hottest day of July and the first day of the Little League tournament. Brett, an outfielder, was watching the game from the bench. Crack! Fans erupted in a chorus of cheers. “Cheers for someone other than me,” came a small voice from beside Brett. Brett was surprised to see that the speaker was Omar, one of the younger boys on the team. The few times Omar had spoken at all, his words usually consisted of yes, no, coach, or some combination of the three. What time of year is it? What is a tournament? What prepositional phrase helps me understand the word erupted? From Journeys, Grade 4, page %12,T13 Sideline Support
  • 29. “Excuse me?” said Brett, still not positive the words had come from Omar. “I’ve had it.” Frustration was obvious from the peculiar strain in Omar’s voice. “Just being here now puts me in a bad mood. I show up to every practice. I do whatever Coach asks. And where am I during the games? On the bench! Why is that? Does Coach think the other players try harder or have more talent than I have? Are they simply more advanced than I am?” “Don’t be silly!” laughed Brett. “I played less than you during my first year, and I didn’t even know how to hold a bat properly! And you know what? I had a blast. It’s just a matter of looking at the situation differently. My Dad would call it an attitude tune-up.” Why does Brett tell Omar about having an “attitude tune-up”? Turn to your elbow partner. 1 minute
  • 30. Old Structure versus Common Core Here is the conversation of Comprehension as traditionally taught Here is the Conversation of Comprehension based on Common Core • Who were the main characters in Charlotte’s Web? • Where did they live? • When animals are given human characteristics it is called _______________. • Can you think of a time when animals influenced how you felt about something? • What descriptions are used by the author to indicate that Wilbur is growing lonelier at the Zuckerman farm? • What is the main point of the friendship of Charlotte and Wilbur? • How does the author let us know that Fern has grown disinterested in Wilbur?
  • 31.
  • 32. What Kind of Questions Do We Ask? Take the question worksheet in your packet. Think about these typical questions from current texts. Categorize them. In general, the largest percentage of questions come from what category in Blooms?
  • 33.
  • 34. In thinking about questioning, do a brief self-evaluation of the type of questions most frequently asked in your classroom.
  • 36. 1. Read through lenses. • What characters/people: say/do/think • Relationships • Setting descriptions • Time Period • Etc. 2. Use Lenses to find patterns. • What details fit together? • How do they fit together? 3. Use the patterns to develop a new understanding of the text. • Looking at a specific aspect of characters, themes, etc. p. 12, Falling In Love With Close Reading
  • 37. “Put directly, close reading is something we should teach students to do, rather than something we just do to them.” Falling in Love with Close Reading, Lehman & Roberts, p 4
  • 38.
  • 39. How to Know When Students Are Reading Closely 1. They refer often to the text when discussing their ideas 2. They double-check and revise their ideas by looking back at the evidence in the text --p. 13, Falling in Love with Close Reading
  • 40. An Example How does Jessie Oliver Aaron’s character change during the story?
  • 41. Let’s Look Through the Lens of Word Choice with this memorable commercial
  • 42.
  • 43. Words Impact Idea Strong Shows that the farmer… Hard Work “God made a farmer”
  • 44. The Lenses We May Look Through • Lenses are determined based on the type of work we are doing with a text • We may support close reading when considering the following: 1. Text Evidence 2. Word Choice 3. Structure 4. POV and Argument 5. Reading Across the Texts
  • 45. Word Choice In Narrative or Informational Text Types of Lenses *Words that evoke: strong emotions, strong images, a clear idea *Words that reveal style: informal tone, formal tone, a clear voice *Particular kinds of words: nouns, verbs, adjectives, adverbs Types of Patterns *Which words fit together? *How do they fit together? Types of Understandings *An author’s tone, purpose, relationship to the subject/theme *Text’s central ideas, issues, lessons, symbols/metaphors/motifs, themes
  • 46. With a Partner Examine books thatare on your table. Listat least two differentlenses through whicheach book may be viewed.
  • 48. So excite becomes • Excites • Excited • Exciting • Excitable • Excitement • Enlivens • Animates • Enthuses • Enthusiasm • Magnetic • Thrills • Arouses • Soothes A Word Tree Starts with Base Word
  • 49. Teaching Prefixes Suffixes And Roots Keith Pruitt Words of Wisdom Educational Consulting www.woweducationalconsulting.com Based on the work of Patricia Cunningham
  • 50. One way to greatly enlarge the vocabulary of students in very short order is through teaching prefixes, suffixes and root words. Knowledge of these areas will help to greatly expand student vocabulary. Let’s first explore the nature of compound words.
  • 51. Compound Words • When we add two words together, we form compound words. These may be easily taught to students. • Patricia Cunningham suggests doing word sort activities by categorizing compounds. • Apple + sauce • Earth + quake • Draw + bridge • Brain + storm • Basket + ball • Pan + cakes • Ear + rings • Finger + prints
  • 52. Prefixes • Un-, re-, in-, dis- are the most common prefixes and when students have learned their meanings, they can learn more than 1500 words easily. • Start instruction with un- • Read a selection… • Explain that un carries the opposite meaning of the word to which it is added.
  • 53. Prefixes • UN- Which of these are prefixes and which are not? • Unemployed • Uncle • Unstable • Unbroken • Unicorn • Unhealthy • Unlucky • United
  • 54. Prefixes • Re- • Can mean back or again • Which are these? And which are not a prefix? • Rearrange • Refund • Reply • Review • Refrigerator • Relocate • Reporter • Rewrite
  • 55. Prefixes •In- Dis- • Opposite or not, but words with in are irregular • Do sorting exercises with prefixes, not prefixes including the irregular spellings. • Inspire • Irrational • Immigrant • Improve • Dislike
  • 56. Prefixes • Less common prefixes include in, mis, non, pre, en, over, under. • misinform • Inside • Preview • Overdone • Preteen • Nonliving • Nonrenewable • Underhand • Understand
  • 57. Suffixes • Often just called endings the most common are s (plural forms), er (relating to a person or thing that does something), ful, less, able, ible, ist. • What do these words mean when the suffix is added? • Fighter • Folder • Helpful • Visitor • Doubtful • Powerless • Suitable • Gullible • Persist
  • 58. Suffixes • Here are words using less meaning without • Here are words using ful meaning full or having Do the same exercise with -ment, -ance, -ness, -tion. Write riddles of what word am in with several. I end in –tion. We need to do this in math. What am I?
  • 59. Roots • Here are some common roots and their meanings. What words could be taught? Give two examples of each. • Dict= say • Duct=lead • Fac/fec=do, make • Ject=throw • Loc=place • Meter=measure • Micro=small • Phon=sound • Photo=light • Port=carry, take • Press=press • Scrib=write • Sens=feel • Spec=look • Struct=build • Tele=far • Tract=drag, pull • Vis/vid=see • Voc=voice, call
  • 60. If we will spend just a few moments a day working with these words, we can seriously impact the knowledge base of each student.
  • 61. In this way, you are laying the foundation for further understanding by giving the students a vast array of words with which to work. I know there are voices who say do not tell students what words mean or to not pre-teach words. I’m telling you that isn’t sound pedagogy! “Just let them figure it out” is not a sound strategy for students and especially not struggling students.
  • 62. The Importance of Asking Questions Keith Pruitt, Ed.S www.woweducationalconsulting.com Strategy 6
  • 63. • Make as many words as you can in one minute from the following word. • Pronunciation
  • 64. Types of Writing in Common Core State Standards Response to Literature Process Writing
  • 65. Exemplar Rubric Text Today before we had writing groups Mrs. John read us a story about frogs. We had to write about frogs. We had a tadpole in the science center. It has two back legs and when it has two front legs its tail disappears and it cannot eat when its mouth is changing. Then the skin gets too little and the frogs pull off their skin and they eat it. Some fo the frogs blow bubbles. Frogs laid eggs that look like jelly and the fish eat some but some hatch to tadpoles. It grows bigger and bigger and bigger.
  • 66. One of the strategies with which we find success in comprehension instruction is the usage of questions. May I suggest that asking questions in writing will help create better writers.
  • 67.
  • 68. • Turn to a partner • Write three questions prompted by this picture • These questions now become the beginnings of a narrative.
  • 69.
  • 70. What We Think We Know What We Learned
  • 71. I Learned I Wondered? Coast redwood trees are the tallest trees on earth. How tall is the tallest redwood? Some redwood trees are among the oldest living things on earth. How old is the oldest redwood tree reported to be? The tallest is reported to be 350 feet tall. That is like a 35 story building. The oldest redwood tree lived to be about 2000 years old. That means it first took root when Julius Caesar ruled Rome
  • 72. A Method to Strengthen Writing We went to the store. We bought some clothes. We had fun. Who Went to the store? How did you go? What store did you go to What kind of clothes did you buy? What was there about this that was fun? When did you go to the store?
  • 73. Now We Have… Carlos, Maria, and I went to the Wal-mart on Thursday evening. Maria drove us in her Mazda convertible. Carlos bought some new shirts to wear. Maria bought a new dress. I bought a new pair of boots to wear to work. We had a lot of fun at the Wal-mart. I like being with my friends. We tell jokes and like being together. What was it like inside the store? Did you have the top down? What was the weather like? Describe the shirts, dress and boots. What color were they?
  • 74. By just asking questions, you can flesh out a very simple form of writing to give it more meat and build its volume.
  • 75. Considerations in Writing • Write Often, Model Often, Release Often • Use a learning progression in working with writing (James Popham, 2007), building blocks • Design a continuum of writing for assessment (www.readingandwritingproject.com) 1. Use an on demand benchmark to begin measure 2. Compare to your continuum 3. Monitor their progress over time compared to the continuum 4. End the year by an on demand piece and show the progression • Provide students with clear goals and effective feedback
  • 76. In Process Writing: 1. Target the instruction- don’t try to get all the lions out of the jungle the first day 2. Offer constant feedback, but let the children do the work (they don’t learn from what you do, but what they do) 3. Use a writers workshop model with six trait writing
  • 77. In this workshop we have looked at six strategies that are tested and tried with students and that have been used successfully with all students. I hope you will take them for a spin in your classroom.
  • 78. It becomes about Teaching children how to learn
  • 79. Is It Worth The Struggle?
  • 80. Please turn to a colleague and tell them something you’ve learned today that you want to use in your classroom next fall.
  • 81. Thank You Keith Pruitt, Ed.S Words of Wisdom Educational Consulting www.woweducationalconsulting.com

Editor's Notes

  1. Read from Pages 12,13 Why I Didn’t Drop Out by Keith Pruitt
  2. Children Want To Write- Chapter 5 Writing Floats on a Sea of Talk (An Interested Audience)
  3. The Lenses through Which We View Text, from Appendix of Falling in Love, p. 126
  4. Read the selection from Cunningham, p. 46 What Really Matters in Vocabulary