Learning and Writing
EDU 221
Bluebook Anticipatory Set
Essay 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)
Learning and Writing
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•
•
•
•
Chapter 4 Bluebook – Essay
Reading to Learn cont.
HYLA1 Interview re: Reading Habits
Learning and Writing
Group Presentations
Reading to Learn
• Prior Knowledge: Influences
what is remembered (learned)
–Topic Priming
Topic Priming: Title of Text
Comprehension and Recall Scores for the Passage
No Topic Topic
After
Topic
Before
Maximum
Score
Comprehension
ratings
2.29
2.12
4.50
7.00
Number of
Idea Units
recalled
2.82
2.65
5.83
18.00
Bransford and Johnson (1972)
Using Prior Knowledge
Using prior knowledge
provides us with context and
meaning while we are
Therefore, we must provide
reading.
background knowledge.
– 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
•Make sure it is appropriate
•Make sure it is interesting
•At grade level
Reading to Learn
• Prior Knowledge: Influences what is remembered
(learned)
– Topic Priming
• Inference Making: Drawing conclusions beyond the
text
– Background Knowledge
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) Kschema, connections, visualize, ask questions,
infer]
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
Reading and Vocabulary
Development
Content
Rare words/1000
• Comic Books
 53.5
• Children’s Books
 30.9
• Preschool Books
 16.3
• Prime-time Adult TV
 22.7
• Prime-time Children’s TV
• Conversation College Grad
(spouse/friends)
 20.2
 17.3
Reading and Academic
Achievement
Minutes/Day
Words/Year
Rank (standardized
65
4,358,000
98%
21.1
1,823,000
90%
9.6
622,000
70%
4.6
282,000
50%
1.3
106,000
30%
exams)
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
10 Ways to Get Your Child to
READ and READ and READ
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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)
The storytelling problem
Good Writers Have…..
• Knowledge
– Language
– Topic
– Audience
Cognitive Processes in Writing
• The writing process
Planning in Writing
• Parts of planning
– Generating
– Organizing
– Goal-Setting
• Global v. local planning
– Pianko study
Effects of Planning on Written
Work (Kellogg, 1994)
10
9
8
7
6
5
4
3
2
1
0
Quality
None
Generating
Listing
Outlining
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
Research on Draft Writing
Total
Number of
Arguments
Arguments Mechanical
per Sentence Errors per
Sentence
Polished 1st
draft
2.9
.38
.43
Unpolished
1st draft
8.0
.85
.23
Glynn et al., (1982)
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
Reviewing
• Reread
• Revise and Edit
– now focus on
• Graphic, syntactic, semantic and textual norms
• Contextual fit
Conferencing
• An external reviewer
– Again focus on
• Graphic, syntactic, semantic and textual norms
• Contextual fit
Reader/writer
Come with a purpose
Read my story to L/H
Talk and ask questions
Listener/Helper
Listen while the R/W reads
Look at the writing
Help Revise and Edit
Give Compliments
Ask Questions
Make Suggestions
Error Detection in Writing
Referent Errors Syntax Errors
Writer’s own
text
In other texts
Bartlett, 1982
17%
53%
73%
88%
The Writing Process
Planning
Translating
(draft)
Conferencing
Final
Copy
Reviewing
Scaffolding Student Writing
• Building Early Literacy Skills
– The use of mediators (tools)
Scaffolding Student Writing
• Building Early Literacy Skills
– The use of mediators (tools)
Scaffolding Student Writing
•
Building Early Literacy Skills
–
–
The use of mediators
Inventive spelling
1.
2.
3.
4.
5.
Non-alphabetic markings
Initial sounds – semi-phonetic
Initial and final sounds - phonetic
Medial vowels - transitional
Moves toward conventional spelling
Ouellette & Senechal, 2008
Invented spelling
Phoneme
awareness
Drawing
Letter sounds
(ns)
19.96
20.78
19.74
Invented
spelling*
40.04
32.48
30.52
Phonological
Awareness*
33.70
32.52
30.26
Awareness of
Vowels*
6.17
5.43
5.04
Reading
practiced words*
2.65
1.65
1.65
Reading new
words (ns)
1.22
1.04
1.35
Scaffolding Student Writing
• Building Early Literacy Skills
– The use of mediators
– Inventive spelling
• Using Rubrics
– As a guide
– In grading
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
Education is the most
powerful weapon which
you can use to change
the world.
Nelson Mandela