Integrating Writing into Read aloud and Shared reading using informational text

1. Reading Resource Specialist Meeting November 16, 2011 Integrating Writing into Read aloud and Shared reading using informational text

2. Scholastic study guide

3. Foundational Research for Buzz About IT! program

4. “Of all instructional contexts in which informational text is used, we believe that read aloud and shared reading may be the most important for children’s learning and enjoyment.” Duke and Armistead, page 42 Impact of ReAD aloud and shared reading Learn Content of Informational Text Learn Language of Informational Text

5. Variety of texts that are a bit challenging for independent reading Read sections of text – “chunking” Teacher as proficient reader, students as listeners Interactive discussion of text before, during, and after reading Read Aloud

6. Variety of texts that are a bit challenging for independent reading Read sections of text – “chunking” Text is large enough for all readers to see Teacher and students reading aloud together as in choral reading Teacher reads aloud while students read along subvocally or silently Shared reading

7. “My philosophy is that all kids can learn and you just have to find a way to reach them, and so I think this (reading informational text) . . . showed me another way to reach some kids who otherwise might not be interested.” Mary Ellen Moffitt, page 51 Teacher Researcher

8. Text-to-Text Connections make connections between text reading/hearing and other texts read/heard in past Text-to-Self Connections make connections between text and own experiences Text-to-World Connections make connections between text and the world Making Connections

9. Experience–Text–Relationship Instructional Conversation Think Aloud Three Research-Tested Instructional Strategies

10. Teacher leads students in discussion of their experiences related to the text they will read. Teacher focuses students on text by reading it aloud and questioning or commenting on portions of it related to experiences discussed. Teacher leads students to discuss relationships between the text and their experiences. Experience – text – relationship Value of Activating Relevant Background Knowledge When Reading

11. Teacher selects a theme/idea to focus discussion and plans the “chunking” of text. Teacher activates the use of background knowledge and relevant schemata into discussions. Teacher directly instructs skill/concept as needed. Teacher elicits more complex language and expression. Instructional conversation Encourage Higher-Level Thinking and Learning

12. Teacher probes students’ reasoning to support their argument or position. Teacher focuses on questions that have more than one answer. Teacher is responsive to students’ discussion contributions. Teacher facilitates discussion that includes multiple, interactive, connected turns among students. Instructional conversation Encourage Higher-Level Thinking and Learning

13. Teacher acts as collaborator (not evaluator) to create a “zone of proximal development,” challenging students to negotiate and construct meaning from text. Teacher encourages general participation among all students in taking turns to talk. Instructional conversation Encourage Higher-Level Thinking and Learning

14. Monitor and Adjust Comprehension That does/doesn’t make sense to me because . . . I didn’t understand the last part, I’d better go back . . . I still don’t understand what that means, I’m trying . . . Activate Relevant Prior Knowledge I know some things about . . . That reminds me of . . . That fits/doesn’t fit with what I know about . . . Generate Questions and Responses I wonder . . . I notice . . . It’s interesting/frustrating/exciting that . . . Prompts Think aloud Articulating Thoughts Aloud as a Proficient Reader: “Window into an Invisible Process”

15. Think aloud Attend to and Uncover Text Structure I think this is organized by . . . This section talked all about . . . so I think this next section will talk about . . . Looking at these headings/titles/graphics, I see that . . . Summarize So far I’ve read that . . . I think the main points of this are . . . This was about . . . Prompts Articulating Thoughts Aloud as a Proficient Reader: “Window into an Invisible Process”

16. If the goal is for students to choose to write & write well a specific kind of text, then exposure to that type of text is vital. Children who are not exposed to much informational text are not likely to develop informational writing skills as quickly as children who are. Nell K. Duke The research

17. Engaging primary children in activities that require them to read and write is crucial to their reading and writing development. Expose them to many models of informational writing They must hear and read it *We must read aloud and provide time for browsing and sharing well-written informational books Use reading to support writing

18. Teach students to think about reading in meaningful ways. model your thinking during your read aloud charting Give a framework for thinking about books Lead to deeper, more interesting writing

19. It is not enough to just expose children to the informational text. Help them identify the characteristics/features Discuss facts during the read aloud (how the author might have found the information upon which the book is based) Develop their own style preference ReAD ALOUDS: INFORMATIONAL TEXTS

20. Identify the author’s pattern and organization Study authors of informational texts (Gail Gibbons) Assist them in developing their own style preference ReAD ALOUDS: INFORMATIONAL TEXTS

21. Teacher composes and interacts with text Teacher thinks aloud to demonstrate the writing process or craft Quick pace Helps students become aware of the structures and patterns of written language Demonstrates the strategies that good writers use Modeled writing

22. Models the thought process involved in writing Allows students to engage in and focus on the process Teacher is the scribe Students focus on the thinking involved in writing Method of direct teaching of key skills and concepts Shared writing

23. Reinforces and supports reading as well as writing All students are able to participate Encourages close examination of texts, words, and options of authors Demonstrates conventions of writing (spelling, punctuation, and writing) Shared writing

24. Moving students toward independent writing Another level in the scaffold that gives students support Students gain competence and confidence in their writing skills Teacher is able to demonstrate the thinking process Modeled writing and shared writing

25. Give students opportunities to write about what they know about or learned about Encourage them to use sources such as interviews or discussions with peers to gather additional information Drafting, revising, editing, and publishing INDEPENDENT WRITING

26. Young children need instruction and support to develop as informational writers Expose them to models of informational text Help students become aware of the distinct features of informational text Connect reading and writing through activities such as author studies Summing it up

27. Help them conduct research and make information their own Provide real purposes and audiences for informational writing DON’T PUT IT OFF UNTIL THEY ARE OLDER!!

28. Preview informational text trade book Discuss instructional teaching points Review the instructional lesson plans Discuss components of the lesson plans Exchange resources at table and repeat Let’s explore resources