1. Scaffolding Instruction Reading and Writing in the Language Classroom

2. Purposes of Writing To describe To explain To instruct To persuade To retell To explore relationships Tony Stead, Is That a Fact? Pg. 64

3. Reciprocal Nature Reading, writing, listening, speaking, viewing, representing and thinking are reciprocal processes. When planning lessons, teachers can demonstrate this reciprocal nature by having students “read like writers and write like readers.”

4. Reading, Writing, Talking, and Listening to Make Meaning … Teachers must model and prompt students to talk about what they are reading – the author’s technique, choice of language, use of headings to create an effect, etc. Students, in turn, learn about specific text structures and how to use specific text features when writing for their own particular purposes and audiences.

5. Reading, Writing, Talking, and Listening to Make Meaning … Teachers need to scaffold student learning: Modelled Shared Mediated Independent - model text forms and writing strategies - model the thinking process through think-alouds - share writing experiences and the application of strategies with students - mediate by coaching and guiding students in their application of strategies - provide students with opportunities to write independently

6. Students can be taught to be strategic and effective readers and writers. As we move through the Scaffolding, we need to reflect on and plan what will be happening: Before - Reading or Writing During - Reading or Writing After - Reading or Writing

7. Students can be taught to be strategic and effective readers and writers. As we move through the Scaffolding, we need to reflect on and plan: What the teacher is doing …. What the students are doing …