Book Orientations & Writing About Reading : Early Language and Literacy Certificate, Course 1

1. Book Orientations & Writing About Reading:Early Language and Literacy Certificate, Course 1 Class 9 Guided Reading Plus

2. Housekeeping • Start planning for parent conferences: • Think about how you can schedule conferences around our class. • Talk with your principal if necessary – many people in our class have been allowed considerable flexibility when they asked for it

3. Homework Review • Think about a book orientation you gave this week • Think about the article you read for homework on book orientations • Did you apply something from the article to your teaching this week? Share with a partner.

4. Homework Review Why do we need to plan a book orientation? “A thoughtfully prepared book orientation will provide just enough support, enabling students to read a new text as independently as possible and freeing up students’ attention to focus on minimal problem solving.” [Orientation to a New Book, p.707]

5. Homework Review Why does introducing a book in this way help struggling readers get better at reading? “Repeated successful experiences over time provide the students with the opportunity to develop proficiency in reading new texts, while encountering increasingly more complex texts.” [Orientation to a New Book, p.707]

6. Essential Questions • How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional level book? • What is the power of writing about reading with respect to oral language and reciprocity? • What prompts can I use during the writing day of GRP that deepens comprehension (CCSS)?

7. Book Orientations Early Language and Literacy Certificate Program

8. Foundational Ideas – Book Selection When choosing texts, keep in mind the need to: • Provide children with “massive opportunities to read enchantingly interesting texts” (Marie Clay) • Think about the way the child will understand the text

9. Foundational Ideas – Book Selection • Use books that are accessible or can be made accessible through book orientation: • print features that support comprehension • language structures that are accessible • text structures that the reader can understand • illustrationsthat support meaning and do not confuse the reader (early levels) • Consider the load in each area

10. Sample Book Orientation • Handout: Introduction to The Great Big Enormous Turnip • Read through the conversation between the teacher and students • Fill out the last column - Is the teacher supporting the students in attending to M, S, V or combination of several? • How do all of these actions contribute to comprehension?

11. Another Way to Orient • Some people follow the orientation style presented in the handout - • M, S, and V information presented in ‘a mix’ as they go through the book. • Some people follow a slightly different orientation style – • M and S presented as they go through the book • V information presented at the end – less intrusive and more recent when reading begins

12. Writing About Reading Early Language and Literacy Certificate Program

13. Foundational Ideas • According to the Carnegie Foundation Report on Writing (meta-analysis) it appears that writing improves reading achievement in the early years almost more than reading improves reading! • Why would that be???

14. Foundational Ideas • “The physical act of writing slows down the reading process, which allows the learner to focus on word-solving strategies and concepts of print while composing a message.” (Dorn & Soffos)

15. Foundational Ideas - Reciprocity • “Writing is powerful for increasing reading achievement…but only if reading and writing are taught as reciprocal processes.” (Dorn & Soffos) • Brainstorm: How are R and W reciprocal? • Handout: Common Requirements of Writing and Reading (WRS: p. 295)

16. Foundational Ideas – Academic Language • When students write about the books they are reading, we can plan for them to use the structures associated with these texts in both discussion & in writing.

17. Foundational Ideas – Academic Language • When students write about the books they are reading, we can plan for them to use the vocabulary associated with these texts both in discussion & in writing. • Consolidate spontaneous (everyday) language with literate (academic) language

18. Foundational Ideas – Comprehension • When students discuss and write about the books they are reading, this response deepens their reading comprehension extensively.

19. Foundational Ideas • For Guided Reading Plus, all three types of writing (dictated, interactive, independent) are always in response to a prompt about the reading. • Why? • A shift of CCSS is that students read, write and speak grounded in evidence from texts.

20. Foundational Ideas • For Guided Reading Plus, all three types of writing (dictated, interactive, independent) always occur after considerable discussion that deepens understanding of the text. • This part of our lesson is a powerful opportunity to develop language.

21. Foundational Ideas • When students write in Guided Reading Plus groups, it should be in conventional form(for the most part). • Sentences begin with a capital letter & end with some type of punctuation • No capitals in the middle of words • The teacher should use correction tape if at all possible • Sometimes students can compose first and edit afterwards, but we help all along the way.

22. Writing About Reading • Three forms to choose from: • Interactive • Dictated • Independent • Handout: Three Forms to Generate Writing About Reading – discuss main points

23. Prompts for Writing About Reading • Handout: Sample Prompts for Writing About Reading • Read and circle 4 you might use with your group in the next few weeks

24. Let’s Try It • At your table, generate a prompt you could use for each form of writing in response to The Hungry Giant (text is from class 8, Jan 17) • Interactive • Dictated • Independent • What would be the value of each form? • Share out

25. Essential Questions • How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional level book? • What is the power of writing about reading with respect to oral language and reciprocity? • What prompts can I use during the writing day of GRP that deepens comprehension (CCSS)?

26. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity

27. Homework • READ • WRS:295-299 - Three Types of Writing Explained (“Contexts for Supporting Children as Writers”) OR • WRS: 220-227 - Three Types of Writing - Supporting Early Readers (“Using Shared and Interactive Writing to Promote Close Attention to Print”) • DO • Reflect on class • Reflect on reading • BRING to next class • An instructional level running record that has work (scored & analyzed) from a child in your group and the book • Next class power point (for notes) • ALL handouts received thus far