EDAM 5063: Developing Reading Through Writing Learning Guide

Transcription

1 EDAM 5063: Developing Reading Through Writing Learning Guide Course description: This course focuses on how the processes of reading and writing are interrelated. Course documents and activities will engage learners in making the reading-writing connection by understanding and applying instructional strategies and assessment techniques to develop students writing. Required Texts: Tompkins, G. (2012). Teaching Writing: Balancing Product and Process (6 th ed.). Boston, MA: Allyn & Bacon Tompkins, G. (2010). Literacy for the 21 st Century: A balanced approach 5 th ed. Boston, MA: Allyn & Bacon Mather, N., Wendling, B.J., & Roberts, R. (2009) Writing Assessment and Instruction for Students with Learning Disabilities (2 nd edition). San Francisco, CA: Jossey-Bass Additional Required Course Readings There are no additional course readings outside of the readings contained in the required texts. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 1 of 76

2 Activity Time Breakdown The ACTIVITY TIME BREAKDOWN provides a complete list of all activities in the course, as well as the recommended, approximate time for each activity. This will aid you in preparing and organizing your learning as you progress through the course. Use the breakdown as a checklist to ensure the completion of all activities or simply as a reference whenever questions arise. ACTIVITIES BY UNIT AND TOPIC UNIT 1: INTRODUCTION TOPIC1.1.1 INTRODUCTION Document(s): Series Overview TOPIC COURSE MATERIALS Document(s): Learning Guide Course Requirements TOPIC LEARNING GOALS TOPIC GUIDING PRINCIPLES TOPIC COURSE OVERVIEW TOPIC INTRODUCTORY ACTIVITIES Learning Log: Perspectives on Teaching and Assessing Writing Wikispaces Introduction Exploring SAS TOPIC 1.2 UNIT REVIEW TOPIC 1.3 UNIT CHECKPOINT UNIT 1 ESTIMATED TIME TOTAL UNIT 2: MAKING THE READING-WRITING CONNECTION TOPIC UNIT OVERVIEW TOPIC READING AND WRITING DEVELOPMENT How Children Develop as Readers and Writers From the text, Literacy for the 21 st Century: A balanced approach (5 th ed.), read the following: How Children Develop as Readers and Writers (pgs ) The Reading and Writing Processes From the text, Literacy for the 21 st Century: A balanced approach (5 th ed.), read the following: Chapter2: Teaching the Reading and Writing Processes (pgs ) Connecting Reading and Writing Self-Assessment Learning Log: School Philosophy Classroom Environment Reflection TOPIC: COMPONENTS OF WRITTEN LANGUAGE Components of Written Language From the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.), read the following: Chapter 2: Components of Written Language (pgs. 7-30) Factors Affecting Writing From the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.), read the following: Chapter 10: Writing as Communication (pgs ) ESTIMATED TIME 2 minutes 15 minutes 1 minute 1 minute 1 minute 35 minutes 10 minutes 30 minutes N/A N/A 1Hour 30 Minutes N/A 40 minutes 75 minutes 10 minutes 20 minutes 10 minutes 65 minutes 45 minutes Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 2 of 76

3 Assessment: Written Reflection Discussion: The Reading-Writing Connection TOPIC 2.2 ASSESSMENT SUBMISSION TOPIC 2.3 UNIT REVIEW TOPIC 2.4 UNIT CHECKPOINT UNIT 3: DEVELOPING STRATEGIC WRITERS TOPIC UNIT OVERVIEW TOPIC DEVELOPING STRATEGIC WRITERS UNIT 2 ESTIMATED TIME TOTAL Strategies Good Writers Use From the text, Teaching Writing: Balancing Product and Process (6 th ed.), read the following: Chapter 2: Developing Strategic Writers (pgs (stopping before Instructional Procedures) Instructional Strategies for Developing Writing From the text, Teaching Writing: Balancing Product and Process (6 th ed.), read the following: Instructional Procedures (pgs ) From the text, Literacy for the 21 st Century: A balanced approach (5 th ed.), read the following: Instructional Practices (pgs ) Learning Log: Instructional Strategy Inventory Differentiating Reading and Writing Instruction From the text, Literacy for the 21 st Century: A balanced approach (5 th ed.), read the following: Chapter 11: Differentiating Reading and Writing Instruction (pgs stopping before the Struggling Readers and Writers section) Lesson Revision Assessment: Lesson Implementation and Evaluation Summary #1 Discussion: Exemplary Writing Instruction TOPIC 3.2 ASSESSMENT SUBMISSION TOPIC 3.3 UNIT REVIEW TOPIC 3.4 UNIT CHECKPOINT UNIT 3 ESTIMATED TIME TOTAL UNIT 4: SUPPORTING STRUGGLING WRITERS TOPIC UNIT OVERVIEW TOPIC OVERVIEW OF STRUGGLING WRITERS Struggling Readers and Writers From the text, Literacy for the 21 st Century: A balanced approach (5 th ed.), read the following: Struggling Readers and Writers (pgs stopping before chapter review) Effective Accommodations for Struggling Writers From the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.), read the following: Chapter 4: Effective Accommodations for Struggling Writers (pgs ) TOPIC ADDRESSING SPECIFIC AREAS OF NEED Helping Students with Handwriting From the text, Writing Assessment and Instruction for Students with Learning 90 minutes 30 minutes N/A N/A N/A 6 Hours 30 Minutes N/A 40 minutes 65 minutes 25 minutes 75 minutes 60 minutes 90 minutes 30 minutes N/A N/A N/A 6 Hours 30 Minutes N/A 40 minutes 40 minutes 45 minutes Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 3 of 76

4 Disabilities (2 nd ed.), read the following: Chapter 5: Helping Students with Handwriting (pgs ) Learning Log: Dysgraphia Resources Building Students Basic Writing Skills From the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.), read the following: Chapter 6: Building Basic Writing Skills (pgs ) Improving Students Written Expression From the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.), read the following: Chapter 7: Improving Written Expression (pgs ) Assessment: Difficulties in Writing Chart and Summary Discussion: Struggling Writers TOPIC 4.2 ASSESSMENT SUBMISSION TOPIC 4.3 UNIT REVIEW TOPIC 4.4 UNIT CHECKPOINT UNIT 4 ESTIMATED TIME TOTALS UNIT 5: WORKING WITH DIFFERENT WRITING GENRES TOPIC UNIT OVERVIEW TOPIC WRITING GENRES Narrative Writing From the text, Teaching Writing: Balancing Product and Process (6 th ed.), read the following: Chapter 8: Narrative Writing (pgs ) Expository Writing From the text, Teaching Writing: Balancing Product and Process (6 th ed.), read the following: Chapter 9: Expository Writing (pgs ) Assessment: Lesson Implementation and Evaluation Summary #2 TOPIC 5.2 ASSESSMENT SUBMISSION TOPIC WRITING GENRES (Continued) Poetry Writing From the text, Teaching Writing: Balancing Product and Process (6 th ed.), read the following: Chapter 7: Poetry Writing (pgs ) Learning Log: Wiki for Genres of Writing Your facilitator will assign you one of the following chapter readings from the text, Teaching Writing: Balancing Product and Process (6 th ed.): Chapter 10: Biographical Writing (pgs ) Chapter 11: Persuasive Writing (pgs ) Chapter 5: Personal Writing (pgs ) Chapter 6: Descriptive Writing (pgs ) Assessment: Touchstone/Mentor Text Resource Chart Discussion: Lesson Reflection TOPIC 5.4 ASSESSMENT SUBMISSION TOPIC 5.5 UNIT REVIEW TOPIC 5.6 UNIT CHECKPOINT UNIT 6: ASSESSING WRITING UNIT 5 ESTIMATED TIME TOTALS 45 minutes 120 minutes 120 minutes 90 minutes 30 minutes N/A N/A N/A 9 Hours N/A 55 minutes 65 minutes 90 minutes N/A 65 minutes 75 minutes 90 minutes 30 minutes N/A N/A N/A 8 Hours Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 4 of 76

5 TOPIC UNIT OVERVIEW TOPIC Six Traits Writing Six Traits Writing From the text, Teaching Writing: Balancing Product and Process (6 th ed.), read the following: Chapter 3: The Writer s Craft Six (pgs ) Assessment Implementation and Analysis Summary TOPIC 6.2 ASSESSMENT SUBMISSION TOPIC: ASSESSING WRITING Informal and Formative Writing Assessment From the text, Teaching Writing: Balancing Product and Process (6 th ed.), read the following: Chapter 4: Assessing Writing (pgs ) Curriculum-Based Measurement From the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.), read the following: Chapter 8: Informal Assessment and Curriculum Based Measurement (pgs ) Writing Assessment Inventory Learning Log: Writing Assessments Curriculum Review Writing Assessment Reflection Practice With Analyzing Writing Samples From the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.), read the following: Chapter 9: Analysis of Writing Samples (pgs ) Assessment: Intervention Plan Discussion: Course Reflections TOPIC 6.4 ASSESSMENT SUBMISSION TOPIC 6.5 UNIT REVIEW TOPIC 6.6 UNIT CHECKPOINT UNIT 6 ESTIMATED TIME TOTALS N/A 65 minutes 90 minutes N/A 55 minutes 45 minutes 20 minutes 40 minutes 10 minutes 150 minutes 180 minutes 30 minutes N/A N/A N/A 11 Hours Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 5 of 76

6 UNIT 1: INTRODUCTION UNIT OVERVIEW In this unit the following topics will be addressed: Topics: Learning Goals Course Materials Guiding Principles Introductory Activities TOPIC: LEARNING GOALS LEARNING GOALS The learning goals for this course are as follows: Make connections between reading and writing by examining personal use of strategies, habits, and attitudes as a reader and a writer Plan and implement a writing lesson using one or more of the following writing strategies: modeled, interactive, guided, then evaluate the lesson and explain how these strategies are used to move students toward independent writing Describe how the components of writing are interrelated and how they pose challenges for students with disabilities Identify and provide a rationale for the selection of touchstone texts for teaching elements of fiction, elements of nonfiction, and poetry at the K-3, 4-8, and 9-12 grade level Design and implement a lesson implementing graphic organizers for writing then evaluate student data from the lesson to determine the effectiveness of graphic organizers as tools for supporting students comprehension and understanding of fiction and non-fiction text structures. Administer, analyze, and interpret a student s level of performance on a writing assessment that assesses the following domains: focus, content, organization, style, and conventions Evaluate student data and develop an intervention plan for helping a struggling writer including how technology can be integrated as a support Guiding Principles of the Graduate program: All children can learn to read. Learners begin at different levels. Learning expectations should be challenging and fair for all students. Instruction should be explicit, deliberate, systematic and follow evidence-based research practices. Learners should be taught metacognitive strategies through the gradual release of responsibility model (GRRM). Assessment should guide instruction. Classroom environment should support literacy instruction. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 6 of 76

7 TOPIC: INTRODUCTORY ACTIVITIES Learning Log: Perspectives on Teaching and Assessing Writing In this activity you will develop your own perspective on teaching and assessing writing. 1. Using the space below do a Quickwrite for two to three minutes on the following prompt: How would you describe your perspective on writing assessment and instruction within a comprehensive literacy program? 2. After completing your Quickwrite, read the following from the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.): Chapter 1: Very Gently with No Red Marks (pgs. 1-7) Chapter 3: Theoretical Perspectives and Effective Principles (pgs ) 3. Review your Quickwrite and compare it to perspectives from the readings. 4. In your Learning Log, enter a summary of how the readings compare to your perspective on writing assessment and instruction, including any insights gained from the readings. Click Resources then Learning Log. Label your entry Perspectives on Teaching and Assessing Writing. 5. Refer to the Course Requirements document for the Learning Log rubric. 6. Close the Learning Log window and return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 7 of 76

8 TOPIC: INTRODUCTORY ACTIVITIES Wikispaces Introduction In this activity you will get to know your study group members as individuals and start building longterm relationships utilizing the National Institute for Professional Practice s Wikispace. The National Institute s Wikispace will be used throughout this program as a collaboration tool for sharing work, ideas, and resources. Please note this wiki activity will not be scored. However, the wiki activities in the other units will be scored. When posting information to the National Institute s Wikispace, it is important to remember that this is a professional social networking opportunity. All information (including comments, documents, and links) can be viewed by the staff at the National Institute. Any inappropriate information found by the National Institute will be immediately removed and the person(s) responsible for posting the information will lose all user privileges. 1. Go to 2. Log in using the login information that has been provided to you by the National Institute for Professional Practice. 3. Go to the class wiki that your facilitator has created and set up your personal wiki. 4. On your personal wiki do the following: Introduce yourself to your online colleagues. Discuss what you feel is the reading specialist s role in connecting reading and writing. Describe your current or previous experience with connecting reading and writing. 5. Post a link to your personal wiki on the correct pg. within the class wiki. 6. View the wikis of the other members of your study group. 7. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 8 of 76

9 TOPIC: INTRODUCTORY ACTIVITIES Exploring SAS In this activity you will consider how the Pennsylvania Department of Education s SAS (Standards Aligned System) website can support your learning as you complete this course on developing reading through writing. 1. Browse the SAS website located at 2. Use the following guiding questions to help you reflect on and synthesize the information available to you on the SAS website. a. What reading and writing resources are available to you on this website? b. How might you use these resources for this course? 3. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 9 of 76

10 efolio Instructions As you progress through each course, you may want to save artifacts that document and demonstrate mastery in the graduate program. Listed below are some free electronic portfolio or efolio services. Please note that you are responsible for creating and managing your personal electronic portfolio or efolio. 1. Wikispaces (sponsored by the National Institute for Professional Practice): 2. efoliopa (sponsored by the Pennsylvania Department of Labor and Industry): 3. Professional Portfolio Development: 4. Electronic Portfolios: Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 10 of 76

11 UNIT 2: MAKING THE READING-WRITING CONNECTION Unit Overview In this unit the following topics and learning goal will be addressed: Topics: How Children Develop as Readers and Writers The Reading and Writing Processes Components of Written Language Factors Affecting Writing Learning Goal(s): Make connections between reading and writing by examining personal use of strategies, habits, and attitudes as a reader and a writer Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 11 of 76

12 TOPIC: READING AND WRITING DEVELOPMENT How Children Develop as Readers and Writers In this activity you will be introduced to the developmental stages of reading and writing. 1. From the text, Literacy for the 21 st Century: A balanced approach (5 th ed.), read the following: How Children Develop as Readers and Writers (pgs ) 2. Respond to one or more of the following guiding questions/scenarios to help you reflect on and synthesize the information presented in the course reading: a. Carla enrolled in Mrs. Chapman s first grade class at the beginning of the school year. Carla is a pleasant child and appears eager to explore and learn. During the opening-of-school conference with Carla s parents, Mrs. Chapman learned that Carla has had rich experiences with exposure to environmental print, listening to stories read aloud, and observing other literacy behaviors among family members. Carla s oral vocabulary skills also provide evidence of a strong foundation in early literacy development. Carla says she likes school and really wants to learn to read and write. She demonstrates that she knows how print works left to right and top to bottom on the pg.. When she pretend reads familiar stories, she uses picture clues and repeated word patterns in her retellings. Mrs. Chapman observes that Carla shows great interest in drawing and writing and uses writing tools with ease. Carla recognizes both upper and lower case letters of the alphabet and can print most of them. She writes her name and prints some basic sight words, often repeatedly to fill the pg.. Her invented spellings of words usually include beginning and ending consonants. Carla uses but confuses capital letters and end punctuation conventions in her writing. She writes mostly all caps with an occasional lower case letter interspersed and adds a period at the end of every line. Mrs. Chapman notices that Carla can read her writing to others soon after she has completed it, but may or may not remember what she wrote after some time has passed. Identify Carla s stage of writing development. Give evidence of behaviors that support your answer. Does Carla s stage of writing development appear to parallel her reading development? Why or why not? b. In your own words, describe the alphabetic principle. Explain how awareness and understanding of the alphabetic principle impacts a student s developmental stages of writing. 3. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 12 of 76

13 TOPIC: READING AND WRITING DEVELOPMENT The Reading and Writing Processes In this activity, you will read and reflect on the reading and writing processes. 1. From the text, Literacy for the 21 st Century: A balanced approach (5 th ed.), read the following: Chapter2: Teaching the Reading and Writing Processes (pgs ) 2. Respond to two or more of the following guiding questions/scenarios to help you reflect on and synthesize the information presented in the course reading: a. According to Dowhower, 1999; Pressley, 2000, Students need explicit instruction about reading strategies because they don t acquire the knowledge through reading. (pg. 51) As a reading specialist, how might you support classroom teachers efforts to provide explicit reading strategy instruction for students? b. Mr. Malone is a fourth grade teacher at Little Brook Elementary School. This is his second year of teaching. Over the summer, he focused his professional reading on teaching writing and set a personal goal to improve his writing instruction. With a file of new ideas and strategies for writing lessons and a list of interesting writing prompts for his students, he began the year with enthusiasm. However, by late October, things weren t going as well as Mr. Malone had expected. Yes, his students were writing when he gave an assignment, but the quality of their work and their motivation to write were less than he had hoped for. They just didn t like to write. For many of his students, writing was not easy. Furthermore, once students managed to write a first draft, they thought they were finished with the piece. Mr. Malone was discouraged. In reflection, he recognized that his students lacked an understanding of the writing process. He decided that he needed to change his teaching strategies to focus on the writing process instead of just the writing product. Mr. Malone decided to confer with the reading specialist for guidance and assistance. He was determined to help his students improve their writing skills. As a reading specialist, what steps would you take to support/coach Mr. Malone in his efforts to improve his writing instruction? What teaching strategies would you recommend to Mr. Malone? What kind of assistance would you provide? Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 13 of 76

14 c. Tierney (1983) explains that reading and writing involve concurrent, complex transactions between writers as readers and readers as writers. Reflect on what you have learned about the interrelationship between reading and writing processes. How should this interrelationship impact planning and implementation of reading and writing instruction? d. Explain in your own words the notion that writing is a recursive process. How does this characteristic impact writing instruction? 3. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 14 of 76

15 TOPIC: READING AND WRITING DEVELOPMENT Connecting Reading and Writing Self-Assessment In this activity you will assess how your instructional practices support the reading-writing connection. 1. Use the table on the following pg. to self-assess whether reading and writing connections are being promoted in your classroom. Evaluate your current implementation of the classroom look-fors and circle your rubric level on the same table. (Descriptions for the rubric levels are located at the bottom of the table.) 2. Respond to the following guiding questions to help you reflect on your self-assessment: a. Based on the classroom look-fors where do your strengths lie in supporting the readingwriting connection? Provide a rationale b. Which of the look-fors are the most challenging for you to incorporate into your current instructional practices? Explain why. 3. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 15 of 76

16 Connecting Reading and Writing Self-Assessment Classroom Look-Fors (or evidence-based behaviors that positively impact student learning, can be used as guidelines for determining if reading and writing connections are being promoted in your classroom.) Classroom Environment The teacher organizes a classroom environment that develops students understanding of the connection between reading and writing. The classroom contains: Adequate and accessible space for whole group, small group, and independent instruction, with a whiteboard, easel, calendar, and charts. Reading and writing centers with writing tools, including computer software for writing and reading activities. A management system for student work. A large variety of high quality literature. Self- Assessment Rubric Level Innovating Applying Moving Beginning In a reading and writing centered classroom, the teacher: Shares a variety of literature as models for focus, content, organization, style, and conventions. Helps students become aware of and look for interesting words. Offers a variety of writing opportunities on a daily basis. Provides uninterrupted time for self-selected, sustained silent reading. Provides uninterrupted time for the writing process. Conferences with students and has them conference with each other. Assessment The teacher uses a variety of formal and informal reading and writing assessments to determine the strengths and needs of all students. The teacher uses scoring rubrics for evaluating students writing of fiction and non-fiction pieces. Explicit Instruction Based on student interest, strengths, and needs, the teacher provides reading and writing instruction using: Read-alouds Shared reading Independent reading Modeled writing Shared writing Interactive writing Guided writing Independent writing Innovating Applying Moving Beginning Innovating Applying Moving Beginning Rubric Level Descriptions Innovating: At this level, teachers display extensive knowledge about the reading and writing stages and processes and grade level expectations. They demonstrate highly effective skills and strategies in the specific areas of classroom environment, assessment, and explicit instruction. These teachers have an extensive repertoire of strategies and resources to meet the needs of all students through a range of meaningful, purposeful, differentiated, and challenging experiences. Teachers display a thorough understanding of every student s skills and strategies. Applying: At this level, teachers display a solid knowledge about the reading and writing stages and processes and grade level expectations. They demonstrate effective skills and strategies in the specific areas of classroom environment, assessment, and explicit instruction. These teachers use a repertoire of strategies and resources to meet the needs of all students through a range of meaningful, purposeful, differentiated, and challenging experiences. Teachers display a solid understanding of individual students skills and strategies. Moving: At this level, teachers are clarifying and solidifying their knowledge, understanding, and practice of the reading and writing stages and processes and grade level expectations. They are acquiring and refining new skills and strategies in the specific areas of classroom environment, assessment, and explicit instruction that serve as focus areas in their instructional growth and practice. These teachers use a limited repertoire of strategies and Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 16 of 76

17 resources to meet the needs of some students through a few experiences that are meaningful, purposeful, differentiated, or challenging. Teachers display some understanding of individual students skills and strategies. Beginning: At this level, teachers are developing their knowledge and understanding of the reading and writing stages and processes and grade level expectations. They are acquiring new skills and strategies in the areas of classroom environment, assessment, and explicit instruction that serve as focus areas in their instructional growth and practice. They need numerous visits, coaching and professional dialogue, modeling, demonstration, co-teaching and constructive feedback. These teachers need support accessing appropriate resources (people and materials), establishing a print rich environment, establishing instructional routines, and using assessments to guide instruction. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 17 of 76

18 TOPIC: READING AND WRITING DEVELOPMENT Learning Log: School Philosophy In this activity you will consider how your school/building promotes the connection between reading and writing. 1. Consider how your school/building promotes the connection between reading and writing. Is there a definite connection? Is the connection implicit? Explicit? You may want to review your curriculum documents or hold a meeting with the principal or a department supervisor to gather information. 2. Find examples or non-examples. 3. Use the space below to record notes that will help you develop your Learning Log entry. Notes: 4. In your Learning Log, enter a summary of your findings including at least two examples or non-examples. Click Resources then Learning Log. Label your entry School Philosophy. 5. Refer to the Course Requirements document for the Learning Log rubric. 6. Close the Learning Log window and return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 18 of 76

19 TOPIC: READING AND WRITING DEVELOPMENT Classroom Environment Reflection In this activity you will review a classroom video taking notes on how the environment supports the reading-writing connection. 1. Read all the questions and instructions in this activity before beginning. When prompted in item #3 below, you will return to the course to view the look-for video. While viewing the video, you will complete item #2 below. After viewing the video, you will complete item #4 for this activity. 2. As you watch the classroom look-for video, complete the Classroom Environment Video Review table. Add notes to the Personal Observations column, including examples that support each evidence statement. Classroom Environment Video Review Evidence Classroom arrangement includes areas for whole group instruction, a whole group meeting place, small group instruction, reading and writing centers, a classroom library, and conferencing. Personal Observations Classroom materials include instructional charts, whiteboards, an easel, computer software, high quality children s literature, literature models for writing, and student work. The teacher provides a management system for student work, a large variety of literature, writing tools, daily writing opportunities, conferences with students, and uninterrupted time for the writing process. 3. When you have reviewed all the activity directions, return to the course to view the look-for video. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 19 of 76

20 4. After viewing the video, answer the following questions: a. What techniques or strategies were shown in the video that demonstrated an environment that promotes the reading-writing connection? b. How do the practices demonstrated in the video compare to your current practices? c. What opportunities exist to further develop the reading-writing connection in the taped classroom? In your classroom? 5. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 20 of 76

21 TOPIC: COMPONENTS OF WRITTEN LANGUAGE Components of Written Language In this activity you will identify the components of written language. 1. From the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.), read the following: Chapter 2: Components of Written Language (pgs. 7-30) 2. Respond to two or more of the following guiding questions/scenarios to help you reflect on and synthesize the information presented in the course reading: a. Geraldo is a friendly and energetic sixth grader, who greatly enjoys sports and outdoor activities. Since primary school years, he has played soccer with his family members and on community recreation teams. His motor skills on the soccer field are excellent. But, Geraldo is a struggling writer. He says he hates writing. His teacher observes that he formulates good pre-writing ideas to share verbally. However, when it s time to write, he stalls. Forming the letters and words is laborious work for Geraldo, so by the time his classmates have completed their first drafts, he has written only a few short sentences that are almost impossible to read. He is tired of writing and just hopes he has written enough to get by. Identify a possible cause for Geraldo s struggles and attitudes toward writing. Describe the relationship between his apparent difficulty and other aspects of the writing process. b. The author in the text states: To spell words correctly, students must combine phonological knowledge with an understanding of both orthography and morphology. (pg. 17). Describe the essential knowledge each of these systems provides toward one s ability to spell written words correctly. For each system, give an example of the type of errors a struggling writer might make. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 21 of 76

22 c. Mr. Enrique is a 7 th grade language arts teacher. He understands that expository writing is an important skill in the 21 st century and wants his students to develop the skills necessary to be successful. Mr. Enrique asked students to write a piece explaining how to make or do something. Students wrote about things such as: how to assemble a kite, how to set off a model rocket, how to carve a jack-o-lantern, how to make a salad. In reviewing the students papers, he found examples of poor organization, weak transitions, and missing or irrelevant information. He realizes that he needs to provide more explicit instruction about types of expository text structures. How does expository text structure differ from narrative text structure? Identify aspects of writing skills that Mr. Enrique will need to explicitly teach his students to improve their expository writing. How does knowledge of text structures lead to writing with clarity of purpose? 3. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 22 of 76

23 TOPIC: COMPONENTS OF WRITTEN LANGUAGE Factors Affecting Writing In this activity you will consider the factors affecting students writing. 1. From the text, Writing Assessment and Instruction for Students with Learning Disabilities (2 nd ed.), read the following: Chapter 10: Writing as Communication (pgs ) 2. Respond to two or more of the following guiding questions to help you reflect on and synthesize the information presented in the course reading: a. Describe the relationship between learning disabled and ELL students oral language development and their writing skills. In what ways does increased oral language competency affect writing? b. Reread and reflect on the section regarding the teacher s voice in feedback given to students (pgs. 311 and 312). What kind of feedback do you give to your students as writers? What kind of feedback can you provide that would scaffold and encourage students improvement in writing? c. Writing is a basic, essential way to express our thoughts and feelings. (pg. 312). How do you think teachers should respond when students openly express their personal thoughts, feelings, and beliefs in their writing? Is it appropriate to share students writing with other school staff? Under what circumstances? Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 23 of 76

24 d. Think about today s forms of written communication evident in and instant messaging. What effect do you think this phenomenon is having, or will have, on formal written communication and the need for writing competency in the 21 st century? What do you think should be the teacher s role relative to this phenomenon? 3. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 24 of 76

25 TOPIC: COMPONENTS OF WRITTEN LANGUAGE Assessment: Written Reflection In this activity you will complete an assessment that addresses the following learning goal: Make connections between reading and writing by examining personal use of strategies, habits, and attitudes as a reader and a writer. 1. Complete the survey located in the appendix. 2. Evaluate your survey results 3. In your written reflection, be sure to include the following: a. A description of how your personal use of strategies helps you make connections between reading and writing. b. A description of how your personal habits help you make connections between reading and writing. c. A description of how your personal attitudes help you make connections between reading and writing. d. A description of how you will use your self-reflection to support the reading-writing connection in your role as reading specialist. 4. Your written reflection should be two to four pages and typed in 12pt Times New Roman. 5. Be sure to include your name, the Course ID: EDAM5063, and the assessment title: Written Reflection, on the document. 6. Refer to the Course Requirements document for the rubric that will be used to score this assessment. 7. You will be prompted to upload this assessment as a.doc file at the end of this topic. 8. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 25 of 76

26 TOPIC: COMPONENTS OF WRITTEN LANGUAGE Discussion: The Reading-Writing Connection In this activity you will participate in an online discussion with your study group members in which you respond to the following prompt: In your own words, explain the reading-writing connection. What have you learned about connecting reading and writing in regard to your students developmental stages? How will you apply your learning to ensure students make the reading-writing connection? 1. Use the space below to record notes that will help you to prepare for the discussion. Notes: 2. Remember that the discussion is only as valuable as your understanding of, and response to, the key points with your peers. Therefore, it is imperative that you read all or most of the postings and respond with thoughtful feedback and/or explicit suggestions to the initial posting, and to at least three other postings on the discussion topic. 3. Refer to the Course Requirements document for the Discussion rubric. 4. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 26 of 76

27 UNIT 3: DEVELOPING STRATEGIC WRITERS Unit Overview In this unit the following topics and learning goal will be addressed: Topics: Strategies Good Writers Use, Instructional Strategies for Developing Writing Differentiating Reading and Writing Instruction Learning Goal(s): Plan and implement a writing lesson using one or more of the following writing strategies: modeled, interactive, guided, then evaluate the lesson and explain how these strategies are used to move students toward independent writing Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 27 of 76

28 TOPIC: DEVELOPING STRATEGIC WRITERS Strategies Good Writers Use In this activity you will reflect on the strategies students need to learn to become effective writers. 1. From the text, Teaching Writing: Balancing Product and Process (6 th ed.), read the following: Chapter 2: Developing Strategic Writers (pgs (stopping before Instructional Procedures) 2. Respond to two or more of the following guiding questions/scenarios to help you reflect on and synthesize the information presented in the course reading: a. Mr. Wickman teaches 8 th grade language arts at Farmington Middle School. The school is located in a mostly rural area where the primary occupations are farming and farm-related businesses. Many of the families have lived in the community for generations. In this community, schooling is important for learning the basics. Mr. Wickman says that writing is not a favorite subject among his students. They view writing as a linear process: select a topic, brainstorm some ideas, write the piece, and turn it in for a grade. When Mr. Wickman asks students to reread and revise or peer edit, students respond with audible groans. Mr. Wickman collected writing samples from his students at the beginning of the school year. He found that students were making many kinds of basic skills errors in their papers: usage conventions, spelling, semantic and syntactic errors, and more. Some errors appeared to be careless omissions that students could easily identify and correct by simply reading through the piece. If he were to grade the papers in traditional fashion, there would be red marks everywhere. Mr. Wickman decided that he needed to limit the targeted focus for addressing error patterns rather than require his students to fix all types of basic skills errors at once. With the help of the reading specialist, Mr. Wickman chose three basic skills focus correction errors based on errors most commonly found in the writing samples. (capitalize first word in a sentence, use correct punctuation at the end of sentences, and look for obvious omission of words). He decided to initiate this teaching strategy with the students next writing task. Before giving the assignment, he explicitly taught minilessons on each of the three focus correction areas. He wanted students to know exactly what they needed to watch out for in each targeted area. When he gave the writing assignment, he clarified that the grading would be based only on the three focus correction area goals. Any other types of errors would be overlooked in this particular piece. Over time, as students master a focus correction area, other writing skill areas would replace these focus correction areas. When Mr. Wickman observes that students are ready to move on to another skill, he will hold students accountable for the previously learned skills. In addition to the basic writing skill errors, Mr. Wickman also recognized that his students knew very little about the nature of the writing process and how to use it. So, he provided explicit instruction using his own writing to model writing process strategies such as rereading, proofreading, revising, monitoring. He provided guided practice opportunities for students to self-regulate their progress in using the writing process. He set up a writing folder system so that writing assignments could be saved and revisited later in the year for editing and revision practice, using a different focus correction area. Mr. Wickman knows that his students have a long way to go, but he is convinced that these teaching strategies will result in much better results than giving students lots of red mark feedback on writing papers. Think about how Mr. Wickman might structure his minilessons. Describe how he could use GRRM. How comfortable do you feel sharing your own writing to model the use of writing process strategies with your students? Does Mr. Wickman s grading/assessment strategy make sense? Why or why not? Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 28 of 76

29 b. Mrs. Pollard is a reading specialist at Harrison Elementary School. One of the 5 th grade teachers in her building is concerned about the obvious lack of organization in her students writing papers. The teacher came to Mrs. Pollard to share student writing samples with her and to ask for suggestions for teaching and scaffolding learning to help students with organizing ideas in their writing. If you were Mrs. Pollard, what teaching strategies/activities to help students organize ideas in their writing would you discuss with this 5 th grade teacher? In addition to your dialog with the teacher, what other ways might you support and encourage this teacher in an ongoing way? c. Many young writers perceive the writing process in a linear fashion. What are some ways teachers could guide students toward understanding that writing is a recursive process? Why is understanding this notion so critical to becoming a capable writer? d. Reflect on your own experiences as a writer. Do you think of yourself as a capable writer? Why or why not? Do you think strategically when your write? What writing strategies do you apply? Do you self-regulate the use of the strategies? Think about how your own positive and/or negative experiences as a writer could affect your teaching of writing? 3. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 29 of 76

30 TOPIC: DEVELOPING STRATEGIC WRITERS Instructional Strategies for Developing Writing In this activity you will explore instructional strategies for helping students develop their writing abilities. 1. From the text, Teaching Writing: Balancing Product and Process (6 th ed.), read the following: Instructional Procedures (pgs ) 2. From the text, Literacy for the 21 st Century: A balanced approach (5 th ed.), read the following: Instructional Practices (pgs ) 3. Respond to two or more of the following guiding questions/scenarios to help you reflect on and synthesize the information presented in the course reading: a. According to the text, too often, teachers think of interactive writing as an activity for young children, but English learners at any grade level learn a great deal about writing by participating in this activity. (Teaching Writing, pg. 54) What do you think about interactive writing as a useful teaching strategy with English language learners? Identify concepts and skills that ELL students can learn about reading, writing, and the writing process through interactive writing. b. Reflect on how comfortable you are with applying computer technology in the teaching of writing. Describe how computer technology and software programs can be an integral part of writing instruction in the 21 st century. In what ways can computers support students use of writing strategies? As a reading specialist, how might you support classroom teachers with effectively incorporating technology into their writing instruction? c. Describe your understanding of the essential components of the writing workshop teaching strategy. Explain how the teacher makes decisions about the content and frequency of minilessons. What organizational strategies might the teacher use to keep students on task and monitor individual progress when they are writing independently? How would you incorporate opportunities for students to share their writing? Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 30 of 76

31 d. Describe your understanding of how routines and procedures contribute to the success of writing workshop. As a reading specialist, what guidance might you provide for a classroom teacher who wants to initiate and establish routines and procedures for a writing workshop instructional format? e. Ms. Trelani is a first year kindergarten teacher at Brighton Elementary School. She teaches two halfday sessions, with 20 students in each class. Students in her classroom represent diverse backgrounds. About 70% are English-speaking; 30% are English language learners. Ms. Trelani has high ideals and a passion for early literacy instruction. She wants to address the individual needs of her students, and understands the critical nature of helping students build a strong early literacy foundation that will contribute to school success later on. She also knows that reading and writing are reciprocal processes. So she eagerly set up an attractive book display with a cozy nook for book reading and also an inviting writing center, with a variety of writing tools and attractive papers. She was happy that the kindergarten curriculum included so many instructional activities to foster early literacy development, and she began the school year with enthusiasm. However, after six-weeks passed by, Ms. Trelani was quite frustrated. There was so much to cover and so little time. She wondered how to include and prioritize various literacy instruction practices: morning message, shared reading, interactive read alouds, minilessons, language experience activities, interactive writing, and manuscript handwriting along with other curriculum content, such as math. Furthermore, she felt routines and procedures weren t going very well. She decided to meet with the reading specialist for advice and support before getting further into the school year. As a reading specialist what kinds of support might you provide for Ms. Trelani? How would you help her determine importance and prioritize the various literacy instruction practices (morning message, shared reading, interactive read alouds, language experience activities, interactive writing, and manuscript handwriting)? What would you suggest relative to how often to include each practice during a week s time, i.e., Daily? Bi-weekly? Weekly? What might you and Mrs. Trelani discuss relative to establishing routines and procedures? 4. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 31 of 76

32 TOPIC: DEVELOPING STRATEGIC WRITERS Learning Log: Instructional Strategy Inventory In this activity you will take an inventory of the instructional strategies you use to develop students writing abilities. 1. Complete the inventory below identifying how often you use the reading and/or writing strategies. You will present a summary of your findings in your Learning Log. Instructional Strategy Inventory Strategy I use this everyday I use this at least once a week I use this at least once a month I have not used this yet Morning message Read Alouds Think Alouds Minilessons Shared reading Shared writing Interactive Writing Modeled Writing Guided Writing Independent Writing Manuscript Handwriting Writing Centers Writing Workshop Language Experience Approach Annotations Other: Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 32 of 76

33 2. Use the space below to record notes that will help you develop your Learning Log entry. Notes: 3. In your Learning Log, enter a summary of your inventory, noting any surprises and/or areas of concern. Click Resources then Learning Log. Label your entry Instructional Strategy Inventory. 4. Refer to the Course Requirements document for the Learning Log rubric. 5. Close the Learning Log window and return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 33 of 76

34 TOPIC: DEVELOPING STRATEGIC WRITERS Differentiating Reading and Writing Instruction In this activity you will consider methods for differentiating reading and writing instruction. 1. From the text, Literacy for the 21 st Century: A balanced approach (5 th ed.), read the following: Chapter 11: Differentiating Reading and Writing Instruction (pgs stopping before the Struggling Readers and Writers section) 2. Respond to two or more of the following guiding questions to help you reflect on and synthesize the information presented in the course reading: a. The text says Tomlinson (2001) describes differentiated instruction as shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn. (pg. 362) Cite specific examples of this phenomenon in action in Mrs. Shasky class scenario presented on pgs of the text. Reflect on what this scenario infers about Mrs. Shasky s knowledge of her students literacy skill levels? b. Describe how literacy centers can provide a means for differentiating instruction that is relevant, meaningful, and purposeful. In your opinion, how frequently should a literacy center activity be changed to maintain interest and engagement? Describe what the relationship between literacy centers and other instructional strategies should be. Compare and contrast the use of literacy centers in K-3 classrooms and 4-8 classrooms. How could literacy centers be designed to effectively contribute to students understanding of connections between the reading and writing processes? c. According to Heacox (2002) and Tomlinson (2001) on pg. 363, teachers modify instruction in three ways: differentiating the content, differentiating the process, and differentiating the product. Cite a specific example how each modification would apply in a comprehensive literacy program. Which types of modifications would be most applicable when working with English language learners? With students with disabilities? In reflection, identify which modification for differentiation you use most frequently in your teaching. Explain why. 3. Return to the course to continue. Copyright 2012 Learning Sciences International. All Rights Reserved. Pg. 34 of 76