1. Powerful Practice Q2
Writing about Reading

2. 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

3. 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.

4. 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.

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. 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!