Powerful Practice Q2 Writing about Reading

During this faculty meeting, we will. . . sit with our grade-level teams look over the purpose of Writing about Reading sort the different forms of writing into 4 categories go through the process of selecting goals for writing about reading establish a grade-level, writing powerful practice

Purpose of Writing about Reading Students’ written responses, to what they have read, provide evidence of their thinking. When we examine writing in response to a reading, we can make a hypothesis about how well readers have understood a text. Through writing- and drawing as well- readers can express and expand their thinking and improve their ability to reflect on text. Students can communicate their thinking about text for a variety of audiences for a variety of purposes.

Teaching Writing Shared Writing Interactive Writing The teacher and students compose a text together. Interactive Writing The teacher, while making teaching points that help students attend to various features of letters, words,and sentences will invite a student to come up and contribute.

Forms of Writing Sort: 4 categories Sort according to the following writing categories with your grade-level: Functional writing Narrative writing Informational writing Poetic writing

Functional Writing undertaken for communication or to “get the job done” notes about written texts students may diagram or outline in an attempt to better understand how texts are organized “reader’s notebook”- where students reflect on their reading in various forms

Narrative Writing tells a story might retell some or all of a plot or recount significant events might tell about an experience similar to the theme

Informational Writing organizes facts into a coherent whole writer organizes data into categories and use underlying structures description comparison/contrast cause-effect sequence problem-solution

Poetic Writing entails carefully selecting and arranging words to convey meaning in ways that evoke feelings and sensory images lends itself to repeated readings poetry written in response to a prose text reflect or respond to a poem may be used for choral reading

Selecting Goals for Writing about Reading The continuum is organized by grade level First, look over the listed genres and forms Then, identify which behaviors and understandings you taught in Q1 Finally, as a grade-level decide your grade-level powerful practice for Q2 Thinking within the Text Thinking beyond the Text Thinking about the Text

Grade-level Powerful Practice Orozco’s Powerful practice Writing about Reading Thinking __________ the Text Room/Grade Level ____________ In this room/grade level, we are ____________________ ______________________________________________

Thanks for your contributions and hard work! To be continued. . . Discussion will be continued during grade-level meetings. Thanks for your contributions and hard work!