Word strategies Morrow chap 5

1
Word strategies Morrow chap 5 introduction to
the writing process

• Oral written Language
• Coming up Read Morrow chapter 6 7 and the rest
  of Kidswatching
• Dr. Nganga ( Nana)

2
Sharing lessons/discussions

• Your two lessons-
• objectives,
• procedure expected learning outcomes

3
Word strategies continued

• Assessing concepts about print word print
• See page 152-153- the instrument can be used for
  your portfolio assessment for the child you
  selected. You can also check for phonemic
  awareness reading level using a running record
• What have you observed in your buddies?

4
Theory research on helping children figure out
words p. 117

• Describe why each of the following is important
  in word-study skills
• Use of phonics
• Phonemic awareness
• Phonological awareness
• To become a proficient reader , language codes
  need to be learned ( all alphabetical languages)
• What helps in word study?
• Use of direct systematic instruction, some
  spontaneous instruction, teaching practicing
  skills in meaningful setting

5
Practice

• In groups of three
• Select a topic/theme ( see q 10, p. 155)
• Brainstorm and develop a concept map based on
  your topic
• include a minimum of 10 possible sub-headings
  with possible lessons. see next slide for
  guidance
• Pick 3 skills objectives (p. 117)
• develop 6 activities for children K- 3rd grade
  to enhance that would satisfy each of you
  objectives ( 2 for each)
• Present activity to class

6
Example concept map
7
Introduction to the writing process

• By the time children come to school- they have
  developed the genesis of writing in their first
  language and Culture.
• Definition of writing- graphic displays that are
  understood as a code for spoken or potentially
  spoken message
• Learning writing is learning a new language-
  Explain

8
Emergent writing

• Emergent writing-
• Children develop written language in different
  ways depending on social contexts experiences
  ( social learning theory ecological theories)
• Children, particularly from diverse communities,
  may encounter tensions as they negotiate
  different meanings for literacy within school
  context and between home school worlds p. 51
  (Perez et. Al., 1998)
• Question How should a culturally responsive
  teacher help learners from diverse communities?

9
Emergent writing

• Distinguishing writing from drawing
• early in their awareness of print or text,
  children begin to distinguish between graphic
  representations that they consider writing
  those they consider drawing.
• Before age 4 years, children may produce writing
  and drawings that are graphically
  indistinguishable.

10
Continued

• However, a study by Harste et al. ( 1984) found
  that children as young as three, regardless of
  race or social economic status differentiated
  writing from drawing.
• The emergence of writing seems to follow a
  process of differentiating between drawing
  writing, to more specific features (
  letters/character for particular vocalizations).
• Finally, literacy develops when children
  encounter with print, presumably written in the
  childs language.

11
Emergent writing

• Other factors that helps with emergent writing
  are
• Social interactions around print with adults or
  older readers writers.
• Presence of opportunities for children to observe
  adults older siblings reading writing
  (Vygotsky)
• Q. What happens when a child is confronted with
  print writing that is different from what they
  know?

12
The writing process

• More will be covered in chapter 7
• Introduction- teaching writing is a difficult
  process" it is not something you can simply teach
  students to do instead, teachers must model the
  process writers use and then provide
  opportunities for guided practice. Tompkins
  Collon, (2004). p. 78.

13
The writing process

• Interactive writing is a useful way to teach
  the writing process
• Provides the student an active part in the
  modeling phase helps them understand the
  process
• 1st stage of writing- prewriting
• At this stage- learners pick a topic, generate
  ideas, consider form purpose and audience.
• Once a topic is picked- students can
  interactively create a cluster of ideas about
  the topic

14
Example cluster Topic Friends
15
Drafting

• Once a cluster is developed, the learners can
  develop a story map about what they want to write
  about the topic
• This should have
• Beginning
• Middle
• End
• At this stage the students need to be encouraged
  to pour out ideas with little concern about
  spellings, punctuations other mechanical
  aspects of writing
• The teacher- can then help with spellings, but
  leave the punctuations capitalizations for the
  editing stage

16
Individual time for prewriting

• Once a class draft is developed- learners can
  then work on individual drafts they each pick a
  friend they want to write about (in this
  example).
• This provides for ownership individual
  responsibility

17
Revising

• Requires writers to see again what the have
  written refining it.

18
Editing

• Involves cleaning up the work, correcting
  misspellings other mechanical errors

19
Publishing

• Students can then publish their stories- on
  charts, books, share orally with an appropriate
  audiences etc.
• Through sharing their writing with real
  audiences students come to think of themselves as
  authors.
• Publishing can be done in many ways- newspapers,
  big books, pop-up-books, charts, flip books etc.

20
Conclusion evaluation

• Interactive writing is valuable when introducing
  the stages of the writing process, providing
  guided practice, and teaching new concepts in
  writing Tompkins Collon, (2004). p. 83
• Individually
• Describe how you would use interactive writing
  for the theme you came up with beginning of class
  on 10/26th
• Pick a topic you would have students work on and
  develop a cluster of main ideas kids could
  possibly work on ( see example on who is a
  friend)