Literacy Block
90 Min.
30 Min. Writing
Reading Block
Block
Responding to
Reading
Direct Instruction
on Fluency,
Phonics and
Vocabulary
Emphasis on
Comprehension
Written
Responses and
the structures for
them
Learning the
Writing Process
Learning How to
Edit
Penmanship
6 Trait
Direct Instruction
and practice of
writing frame
(Step Up)
Others Parts of
the Day
Writing Research
Papers
Application to the
Content
1
Written Responses within
Reading Instruction
Building Bridges to Deeper
Comprehension
2
“A failure to recognize that
composing and comprehending are
process-oriented thinking skills
which are basically interrelated…
impedes our efforts not only to teach
children to read and write, but our
efforts to teach them how to think.”
(Squire, 1983, p.581)
3
COMPARISION OF READING AND WRITING PROCESSES
What Readers Do
What Writers Do
Step 1 PreReading
Step 1 Prewriting
Expectations are cued by
 Previous reading/writing
experiences
 Format of the text
 Purpose for reading
Audience for reading
Expectations are cued by
 Previous reading/writing
experiences
 Format of the text
 Purpose for reading
Audience for reading
Step 2 Reading
Step 2 Drafting
Use knowledge about :
the topic
reading
literature
language systems
Use word identification
strategies
Use comprehension strategies
Monitor reading
Construct meaning
Use knowledge about:
the topic
writing
literature
language systems
Use transcription strategies
Use meaning making strategies
Monitor reading
Construct meaning
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Step 3 Responding
Respond to the text
Step 3 Revising
Respond to the text
Interpret meaning
Interpret meaning
Clarify misunderstandings
Clarify misunderstandings
Expand ideas
Expand ideas
Step 4 Exploring
Examine the impact of words and literary
language
Step 4 Exploring
Identify and correct mechanical
errors
Explore structural elements
Review paragraph and sentence
structure
Compare the text to others
Step 5 Applying
Go beyond the text to extend their
interpretations
Step 5 Publishing
Produce the finished copy of their
compositions
Share projects with classmates
Share their compositions with
genuine audiences
Reflect on the reading process
Make connections to life and literature
Value the piece of literature
Feel success
Want to read again
Reflect on the writing process
Value the composition
Feel success
Want to write again
5
Understanding Why Writing Improves
Comprehension
Helps clarify, organize and refine
thoughts
Involves the construction of meaning
(Wells,1993,Brookes, 1998)
Purposeful and structural in shaping the
learner’s experience (Tierney &Pearson, 1983)
Builds links between:
Text
Text
Text
Text
World
Self
6
Understanding Why Writing Improves
Comprehension
Writers respond to text as they compose
Readers need to respond to what they
are reading to interpret text
Writing expresses your own personal
insight into a text
Langer & Flihan, 2000
7
Using Written Responses to
Enhance the Understanding of Text
Pair writing activities with decoding,
vocabulary, fluency and comprehension for
higher level of understanding.
Use explicit and direct instruction to
introduce task, product or genre.
Limit instruction of genre to narrative,
expository, persuasive.
8
Using Written Responses to
Enhance the Understanding of Text
Have students respond or reflect on text
through written assignments.
Use comparisons of:
• text to text
• text to self
• text to world
Use writing to gain deeper understanding of
the text.
Focus on informational summaries, personal
responses to literature and quality responses to
Langer & Flihan, 2000
questions.
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Types of Written Responses
Dictation- sound, word or simple sentence
dictation
Simple answers- one to two words or a short
sentence
Short answer- is used when the question needs
a simple concise response.
Extended answer- used for more detailed
explanations or comparison of text
10
Know Your Instructional
Target!
Story
Target
Target
Target
Strategies
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Reading & Writing Strategies
Instruction
Before
During
After
12
Instructional Framework
Vocabulary
Fluency
Comprehension
Writing
Before
Word
relatedness
Illustrate &
associate
Model fluent
reading
Cold timings
Predicting
events in
story
Group writing
activity on
predictions
During
Reteach
words
Oral partner
reading
Summarizing
Questioning
Get the Gist
Word maps
Content
charts
Fast phrases Graphic
Sticky notes organizers
After
Questioning
Review
predictions
Written
response to
G.O. and
QAR
13
R & W STRATEGIES
SUMMARIZING
QUESTIONING
14
Summarizing
• Story Frames
• Get The Gist
• Graphic Organizers
• Narrative and Expository
15
Story Frames
Provides written language structure
Great for the primary grades (1-2)
Benefits ELL & Special Ed students
Types:
Character analysis
Plot summary
Setting
Story problem
16
Get The Gist
Effective summarizing strategy.
Improves understanding and memory of
reading material.
Students monitor their comprehension
by summarizing key information.
17
Graphic Organizers
•Graphically represented ideas & relations.
•Illustrate concepts and interrelationships
among concepts in a text using diagrams or
pictures.
•Reading tools used to organize, clarify and
interpret what is being read.
•A means of getting to end, not the end
result.
18
Responses To Graphic
Organizers
Express graphically represented ideas &
concepts and their relationships in writing.
Utilizing the information gained from the
organizer to construct a reflective thought in
writing.
Written response’s framework and/or
structure should reflect the nature of the
graphic organizer.
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Graphic Organizers For
Narrative Text
Story Elements Chart (p. 31)
Story Structure/Grammar Map (p. 45)
Find & Connect The Features Chart (pp. 35-39)
Think Links (pp. 15-16)
Compare And Contrast (p. 19)
20
Graphic Organizers For
Expository Text
Main Idea Chart (p. 23)
Note Taking Organizer (p. 26)
Mind Map (p. 29)
Venn Diagram
21
Questioning
•Types-short answer or extended
response.
•Higher level type of questions
•Provide students with opportunities to
make connections and think broadly
about a topic.
•Predict story features and events.
•Reflect on what they’ve read by
integrating their prior knowledge with
text-based information.
22
Questioning & Text
• Narrative Text:
1) Who, What, When, Where & Why?
2) Solution to the problem.
3) What will happen next?
• Expository Text:
1) Does this make sense?
2) What have I learned so far?
3) What questions do I still have?
23
READING & WRITING ACTIVITY
•
Choose a story from the teacher’s manual
to use.
•
Select 2 “TARGETS” that will be the used
for instruction.
•
Decide if the strategy would work best in
the Before, During or After section of the
lesson.
•
Select a writing response that will expand
the strategy’s focus.
24
Assessment of Writing to Learn
It is all about the
Quality of the Response
for Extended Response
Use a rubric that focuses on Ideas,
Organization and Conventions
Ask yourself:
• Is the content accurate? Is it substantial, specific
and /or illustrate the target?
• Does the response follow the structure? (Frame,
summary structure, question responses)
• Are the conventions visible and do not interrupt the
flow of the writing?
25
Assessment of Writing to Learn
Extended Written Responses to Reading
Rubric
4
 Shar p d istinct 
focus

 Substantial
sp ecific and

illustrate
content

 Obvio us
or ganiza tio n
 Few
mechani cal
error s
3
Ad equ ate focus
Sufficient content
App rop riat e
or ganiza tio n
Mechani cal an d
us ag e error s no t
severe enou gh t o
interfer e wit h
writer’s pu rp ose
2
 Inconsis tent
focus
 Supe rficia l
content
 Con fuse d
or ganiza tio n
1
 Absence of focus
 Absence of
relevan t cont en t
 Absence of
or ganiza tio n
 Mechani cal and
 Mechani cal and
us ag e error s so
us ag e error s that
severe that t he
serio us ly
writer’s idea s ar e
interfer e wit h the
d ifficu lt to
writer’s pu rp ose
u nd er stand
26