1. The Reading and Writing Connection: Comprehending and Composing Chapter 6

2. Goals in Reading and Writing n 1. Develop student’s ability to analyze, interpret, and evaluate literary works and become more comfortable with the power of words. n 2. Increase student’s desire to use reading and writing as tools for communication, learning, and pleasure.

3. n 3. Use reading and writing to discover insights about themselves and others n 4. Expand their knowledge of their multicultural,pluralistic society, heritage, and future

4. Theoretical Foundation n Reading and writing are so closely related that reading-listening and speaking-writing involve similar mental processes and reinforce each other. n When student’s identify what works will for them in books, they often learn to include these features in their writing.

5. Comprehending and Composing n The sociopsycholinguistic constructive processes. n Primary teachers need to expose students to as many genres and literary themes as possible n Need to build sense of story

6. Comprehension n Literal-reading the lines n Interpretive-reading between the lines n Applied or critical- reading beyond the lines n Research says that prior knowledge of genres, as well as syntactical features of the language significantly influences the student’s comprehension!

7. Strategies n Self-initiated plans of action that readers and writers use to make meaning. n They involve: –intentional and deliberate thoughts –flexible and adaptable skills –reasoning –metacognition

8. Most successful instructional programs include n Extensive explanation and elaboration of how to use comprehension strategies to gain meaning. n Teach only a few reading and thinking strategies at one time. n Modeling of strategies so students hear about specific thinking processes, genres, syntactical units, and schema n Explain why strategies are important

9. n Feedback about progress as students apply the strategy n Repeated tailored explanations until students can use a strategy independently n Cues to students throughout the year to help then recognize opportunities for a strategy’s use.

10. How to improve comprehension and recall n summarizing n imagery n story grammar n knowledge activation n self-questioning n question answering

11. n While good and poor comprehenders use similar strategies to understand what they read, good comprehenders are more willing to persist in using them.

12. Whole Language Approach n Emphasizes the use of meaningful texts and tasks –full length children’s books used for large and small group decoding and comprehension instruction. –more rereading –silent reading is vital part of instruction.

13. n During the school year students who read for 20 minutes a day will increase their vocabularies by 2,000 words annually!

14. Five Stages of comprehension and composing n 1. Meaning is frequently disrupted by decoding difficulties or writing problems, absence of comprehension or composing supports, interrupted concentration, unfamiliar with textual features, or lack of personal goals

15. n 2. Literal comprehension and factual writing occur but are not retained completely because of minimal efferent connection was made with the information. n 3. Inferential comprehension and effective writing occur because student can make accurate predictions and interpretations.

16. n 4. Applies meaning-making and writing of effective personal narrative occur because student made an emotional response to reading and/or writing in new ways about knowledge gained. n 5. Self-initiated, value-filled meaning results as student makes emotional and efferent responds to a selection before, during and after reading and writing.

17. Emergent Literacy n It is a continuum of understandings that enable students to begin to read and write. Children learn to read and write as early as 2 years old. n Writing abilities often develop before reading n Many students can spell before they can read. n Reading and writing can be learned along with speaking.

18. Kindergartners Special Needs n Comprehension –Brains reach 90% of adult size by age 5. –If oral language is advanced, they do better in literacy –Some enter school with 2 -3 hours of print interaction and some with 2-3,000 hours. Rarely recover from. n Composing needs –reoccurring principle –generative principle –linear principle –flexibility principle –constructive principle –sign principle

19. How to help them acquire skills n Copy environmental print n Retell, predict, and write using the story elements,characteri zations, and new vocabulary words, and settings while being read aloud to. n Find a word on the page that had been pointed out to them elsewhere. n Dictation n Write messages n Make a newsletter n Develop hand dominance and fine motor skills

20. How to help students beyond emergent stage n Tilling the text-strategies that fully engage them in selections they read or compose. Students establish a purpose for reading.

21. Attending to Author’s writing style n Understand the connections between events in the story and the types of paragraph structure n Paragraph functions –introductory –explanatory –descriptive –cause and effect –conditional –time or spatial –question and answer –summarizing or concluding

22. Establishing a purpose n Do before reading and writing –Establish a personal purpose for reading and writing –Activate prior knowledge before, during, and after reading or writing –Clarify meanings by adding to their text- specific knowledge and vocabulary –Focus and refocus their minds on reading when interrupted

23. Using prior knowledge n The more automatically prior knowledge can be elicited while reading and writing the more fully and effectively students will comprehend and write. –Must recognize when their knowledge contains naive or incorrect information –Ask students what they are thinking as they are reading

24. Metacomprehension and Metacomposing n Be aware of what they are thinking and why n Use self-initiated strategies to improve and sustain focus n Overcome disruptions or obstacles in comprehension and composition

25. Students need to learn to n Connect their past experiences to printed material n Take risks or infer so reading will be enjoyable n Ask themselves questions before,during and after reading n Scan or skim to connect ideas in their long and short term memory n Reread to eliminate confusion n Develop an inquiring mind n Become personally committed to making their own meaning

26. Activities that increase comprehension and composing abilities n Asking questions n types of thinking –stop to think about new ways to use –reread what doesn’t make sense –predict what will come in next sentence –imaging –summarize at each subheading –draw conclusions about author’s purpose –ask questions about concepts –pose and ask questions to each other n K-W-L

27. n reverse think-alouds n make free associations and skim n use clue words to detect sequence

28. Explaining and interpreting n When students explain their reasoning, their comprehension is enhanced. –Purpose of details is to tell who, what, when, where, how, and why –Step 1-Collect details, gather facts, and ask questions –Step 2- Organize details and put in logical order

29. –Step 3- Revise and figure out what you need to know. Any confusion? –Step 4- Interpret and apply to life

30. Summarizing n Retention increases by 16% when students create mental and written summaries –`1. Delete duplication – 2. Combine ideas with same subject – 3. Restate in fewer words – 4. Use summary words – 5. Remove details that are not about the main subject

31. Inferring and Predicting n Infer is to construct meaning that is not literally stated n Interpret is the reader connecting literal information to background knowledge and uses opinions to make a judgement –Think about inferences they have made –Figure the “I” in a first person story –Remove dialogue from last two sections of a cartoon –Explain reasons behind inferences and predictions

32. Imaging n Allows student to become immersed in experience n Tends to produce vivid images in written text n Make text more retrievable in memory –Learn to paint pictures in mind –Create similes that describe main ideas –Tell about event that they are writing about –Personify human traits for animals or inanimate objects

33. Metacomprehending and Metacomposing n Crucial to development of insightful comprehension and creative composition n Learning how to learn n Enhances readers’ motivation and positive attitude toward reading

34. –Lessons 1-3 Show students how to plan before they read, monitor while they read, and reflect after they read with think-alouds –Lessons 4-5 Self monitor and interact individually with student to help them with metacognitive questions

35. Singing n Helps students from whom English isn’t first language n Vivian Vinn Method n Martian Songs n Rap songs n Choral readings

36. Using Technology n Working in pairs at computer makes comprehension better n Helps make information more vivid, so comprehension is better n Exposes students to high quality examples of communication

37. Reading Response groups n Small groups of students that meet to discuss their ideas and reactions to their readings –Assigned group –Self selected group –Selected book groups them Enact their responses

38. Reading and Writing Response Journals n Integrate thoughts, comments, and questions about their comprehension and composing process n Emphasize that what students think matters

39. How can parents help? n Parent involvement program n Intergenerational programs n Home and Back with Books n Reference books n Suggest home activities that develop literacy