Learning and Writing

1. Learning and Writing EDU 221

2. Bluebook Anticipatory SetEssay Questions You are interviewing for a 3rd grade teaching job in SD2. You are to respond in writing to the following question: • If you had to choose the three most important concepts in teaching writing in third grade, what would they be and why? When finished, fill in your Bluebook chart (essay questions)

3. Learning and Writing • Chapter 4 Bluebook – Essay • Reading to Learn cont. • HYLA1 Interview re: Reading Habits • Learning and Writing • Group Presentations

4. Reading to Learn • Prior Knowledge:Influences what is remembered (learned) • Topic Priming

5. Topic Priming: Title of Text Comprehension and Recall Scores for the Passage Bransford and Johnson (1972)

6. Using prior knowledge provides us with context and meaning while we are reading. Background knowledge is imperative to effective learning. Class discussions and activity increases comprehension. If we have no prior knowledge to “hook” our new information into, we will be challenged to understand, comprehend, or learn. What people know influences what they will remember about a passage Using Prior Knowledge • Therefore, we must provide background knowledge. • Make sure it is appropriate • Make sure it is interesting • At grade level

7. Reading to Learn • Prior Knowledge:Influences what is remembered (learned) • Topic Priming • Inference Making:Drawing conclusions beyond the text • Background Knowledge

8. Making Inferences • This is the cornerstone of reading comprehension • Keys: • This skill improves as children develop • It improves with TRAINING and assisted performance • Teach students to begin to generate their own questions about a passage • It helps for them to practice and explain how inferences are made • [Gregory, A. & Cahill, M.A.(2010) K-schema, connections, visualize, ask questions, infer]

9. Reading to Learn Prior Knowledge:Influences what is remembered (learned) Priming exercise Topic Priming Inference Making:Drawing conclusions beyond the text Background Knowledge Comprehension Monitoring: Teach strategies

10. Content Comic Books Children’s Books Preschool Books Prime-time Adult TV Prime-time Children’s TV Conversation College Grad (spouse/friends) Rare words/1000 53.5 30.9 16.3 22.7 20.2 17.3 Reading and Vocabulary Development

11. Reading and Academic Achievement

12. Reading and Literacy • Early exposure predicts school success • Reading as both Bottom-Up and Top-Down Processing • Comprehension comes with experience and training • Reading strongly promotes Vocabulary Development • Direct relationship between time spent reading and standardized achievement

13. 10 Ways to Get Your Child to READ and READ and READ • Let your child see you read and read and read • Read to you child every day • Make reading for pleasure part of your daily routine • Read to your child every day • Make books available to your child • Read to your child every day • Talk about books with your child • Read to you child every day • Take your child to the public library on a regular basis • Read to your child every day (thanks to Dr. Bohlmann for use of some of her lecture slides, 2010)

14. The storytelling problem

15. Good Writers Have….. • Knowledge • Language • Topic • Audience

16. Cognitive Processes in Writing • The writing process

17. Planning in Writing • Parts of planning • Generating • Organizing • Goal-Setting • Global v. local planning • Pianko study

18. Effects of Planning on Written Work (Kellogg, 1994)

19. Translating(draft writing) • Write for ideas first then update focus • Don’t be ‘Constrained’ by • Graphic- layout, spacing, spelling • Syntactic- grammar, punctuation, sentence organization • Semantic- convey intended meaning • Textual- sentences fit to create a cohesive paragraph • Contextual- appropriate style

20. Research on Draft Writing Glynn et al., (1982)

21. Implications for instruction (translating phase of writing) • Constraints of writing process can inhibit the process • Mechanics • Spelling • Penmanship • This can load the working memory beyond capacity and interfere with high-level planning. • Older writers/ more experienced writers are more automatic with mechanics, integration and completion of ideas

22. Reviewing • Reread • Revise and Edit • now focus on • Graphic, syntactic, semantic and textual norms • Contextual fit

23. Conferencing • An external reviewer • Again focus on • Graphic, syntactic, semantic and textual norms • Contextual fit

24. Reader/writer Listener/Helper Come with a purpose Read my story to L/H Listen while the R/W reads Talk and ask questions Look at the writing Help Revise and Edit Give Compliments Ask Questions Make Suggestions

25. Error Detection in Writing Bartlett, 1982

26. The Writing Process Planning Final Copy

27. Scaffolding Student Writing • Building Early Literacy Skills • The use of mediators (tools)

28. Scaffolding Student Writing • Building Early Literacy Skills • The use of mediators (tools)

29. Scaffolding Student Writing • Building Early Literacy Skills • The use of mediators • Inventive spelling • Non-alphabetic markings • Initial sounds – semi-phonetic • Initial and final sounds - phonetic • Medial vowels - transitional • Moves toward conventional spelling

30. Ouellette & Senechal, 2008

31. Scaffolding Student Writing • Building Early Literacy Skills • The use of mediators • Inventive spelling • Using Rubrics • As a guide • In grading

32. Learning and Writing • Chapter 4 Bluebook – Multiple Choice • Reading to Learn cont. • Learning and Writing • Group Presentations For Thursday: Read Chapter 5, work on presentation

33. Education is the most powerful weapon which you can use to change the world.Nelson Mandela