Learning and Writing EDU 221

Bluebook Anticipatory Set Essay Questions You are interviewing for a 3 rd grade teaching job in SD2. You are to respond in writing to the following question: If you had to choose the three most important concepts in teaching writing in third grade, what would they be and why? When finished, fill in your Bluebook chart (essay questions)

Learning and Writing Chapter 4 Bluebook – Essay Reading to Learn cont. HYLA1 Interview re: Reading Habits Learning and Writing Group Presentations

Reading to Learn Prior Knowledge: Influences what is remembered (learned) –Topic Priming

Topic Priming: Title of Text No TopicTopic After Topic Before Maximum Score Comprehension ratings Number of Idea Units recalled Comprehension and Recall Scores for the Passage Bransford and Johnson (1972)

Using Prior Knowledge Using prior knowledge provides us with context and meaning while we are reading. –Background knowledge is imperative to effective learning. –Class discussions and activity increases comprehension. –If we have no prior knowledge to “ hook ” our new information into, we will be challenged to understand, comprehend, or learn. –What people know influences what they will remember about a passage Therefore, we must provide background knowledge. Make sure it is appropriate Make sure it is interesting At grade level

Reading to Learn Prior Knowledge: Influences what is remembered (learned) –Topic Priming Inference Making: Drawing conclusions beyond the text –Background Knowledge

Making Inferences This is the cornerstone of reading comprehension Keys: –This skill improves as children develop –It improves with TRAINING and assisted performance –Teach students to begin to generate their own questions about a passage –It helps for them to practice and explain how inferences are made –[Gregory, A. & Cahill, M.A.(2010) K- schema, connections, visualize, ask questions, infer]

Reading to Learn Prior Knowledge: Influences what is remembered (learned) –Priming exercise –Topic Priming Inference Making: Drawing conclusions beyond the text –Background Knowledge Comprehension Monitoring: –Teach strategies

Reading and Vocabulary Development Content Comic Books Children’s Books Preschool Books Prime-time Adult TV Prime-time Children’s TV Conversation College Grad (spouse/friends) Rare words/1000  53.5  30.9  16.3  22.7  20.2  17.3

Reading and Academic Achievement Minutes/DayWords/Year Rank (standardized exams) 654,358,00098% 21.11,823,00090% ,00070% ,00050% ,00030%

Reading and Literacy Early exposure predicts school success Reading as both Bottom-Up and Top-Down Processing Comprehension comes with experience and training Reading strongly promotes Vocabulary Development Direct relationship between time spent reading and standardized achievement

10 Ways to Get Your Child to READ and READ and READ 1.Let your child see you read and read and read 2.Read to you child every day 3.Make reading for pleasure part of your daily routine 4.Read to your child every day 5.Make books available to your child 6.Read to your child every day 7.Talk about books with your child 8.Read to you child every day 9.Take your child to the public library on a regular basis 10.Read to your child every day (thanks to Dr. Bohlmann for use of some of her lecture slides, 2010)

The storytelling problem

Good Writers Have….. Knowledge –Language –Topic –Audience

Cognitive Processes in Writing The writing process

Planning in Writing Parts of planning –Generating –Organizing –Goal-Setting Global v. local planning –Pianko study

Effects of Planning on Written Work (Kellogg, 1994)

Translating (draft writing) Write for ideas first then update focus –Don’t be ‘Constrained’ by Graphic- layout, spacing, spelling Syntactic- grammar, punctuation, sentence organization Semantic- convey intended meaning Textual- sentences fit to create a cohesive paragraph Contextual- appropriate style

Research on Draft Writing Total Number of Arguments Arguments per Sentence Mechanical Errors per Sentence Polished 1 st draft Unpolished 1 st draft Glynn et al., (1982)

Implications for instruction (translating phase of writing) Constraints of writing process can inhibit the process –Mechanics –Spelling –Penmanship This can load the working memory beyond capacity and interfere with high-level planning. Older writers/ more experienced writers are more automatic with mechanics, integration and completion of ideas

Reviewing Reread Revise and Edit –now focus on Graphic, syntactic, semantic and textual norms Contextual fit

Conferencing An external reviewer –Again focus on Graphic, syntactic, semantic and textual norms Contextual fit

Reader/writerListener/Helper Come with a purpose Read my story to L/HListen while the R/W reads Talk and ask questionsLook at the writing Help Revise and Edit Give Compliments Ask Questions Make Suggestions

Error Detection in Writing Referent ErrorsSyntax Errors Writer’s own text 17%53% In other texts73%88% Bartlett, 1982

The Writing Process Planning Conferencing Reviewing Translating (draft) Final Copy

Scaffolding Student Writing Building Early Literacy Skills –The use of mediators (tools)

Scaffolding Student Writing Building Early Literacy Skills –The use of mediators (tools)

Scaffolding Student Writing Building Early Literacy Skills –The use of mediators –Inventive spelling 1.Non-alphabetic markings 2.Initial sounds – semi-phonetic 3.Initial and final sounds - phonetic 4.Medial vowels - transitional 5.Moves toward conventional spelling

Ouellette & Senechal, 2008 Invented spellingPhoneme awareness Drawing Letter sounds (ns) Invented spelling* Phonological Awareness* Awareness of Vowels* Reading practiced words* Reading new words (ns)

Scaffolding Student Writing Building Early Literacy Skills –The use of mediators –Inventive spelling Using Rubrics –As a guide –In grading

Learning and Writing Chapter 4 Bluebook – Multiple Choice Reading to Learn cont. Learning and Writing Group Presentations For Thursday: Read Chapter 5, work on presentation

Education is the most powerful weapon which you can use to change the world. Nelson Mandela