Written Responses within Reading Instruction

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Literacy Block Literacy Block Others Parts of the Day
90 Min. Reading Block 30 Min. Writing Block Others Parts of the Day
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) Writing Research Papers Application to the Content
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Written Responses within Reading Instruction

• Building Bridges to Deeper Comprehension

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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)
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Understanding Why Writing Improves Comprehension

• Helps clarify, organize and refine thoughts
  (Wells,1993,Brookes, 1998)
• Involves the construction of meaning
• Purposeful and structural in shaping the
  learners experience (Tierney Pearson, 1983)
• Builds links between
• Text Text
• Text World
• Text Self

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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
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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.

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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
  questions.

Langer Flihan, 2000
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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

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Know Your Instructional Target!
Story
Target
Target
Target
Strategies
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Reading Writing Strategies
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Instructional Framework
Group writing activity on predictions
Get the Gist Review predictions
Written response to G.O. and QAR
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R W STRATEGIES

• SUMMARIZING
• QUESTIONING

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Summarizing

• Story Frames
• Get The Gist
• Graphic Organizers
• Narrative and Expository

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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

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Get The Gist

• Effective summarizing strategy.
• Improves understanding and memory of reading
  material.
• Students monitor their comprehension by
  summarizing key information.

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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.

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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 responses 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)

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Graphic Organizers For Expository Text

• Main Idea Chart (p. 23)
• Note Taking Organizer (p. 26)
• Mind Map (p. 29)
• Venn Diagram

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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 theyve read by integrating their
  prior knowledge with text-based information.

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Questioning Text

• Narrative Text
• Who, What, When, Where Why?
• Solution to the problem.
• What will happen next?
• Expository Text
• Does this make sense?
• What have I learned so far?
• What questions do I still have?

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READING WRITING ACTIVITY

• Choose a story from the teachers 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
  strategys focus.

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It is all about the Quality of the Responsefor
Extended Response
Assessment of Writing to Learn

• 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?

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Extended Written Responses to Reading Rubric
Assessment of Writing to Learn