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Learning and Writing EDU 221

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Learning and Writing. EDU 221. Bluebook Anticipatory Set Essay Questions. You are interviewing for a 3 rd grade teaching job in SD2. You are to respond in writing to the following question: - PowerPoint PPT Presentation

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Page 1: Learning and Writing

Learning and Writing

EDU 221

Page 2: Learning and Writing

Bluebook Anticipatory SetEssay 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)

Page 3: Learning and Writing

Learning and Writing

• Chapter 4 Bluebook – Essay• Reading to Learn cont.• HYLA1 Interview re: Reading Habits• Learning and Writing• Group Presentations

Page 4: Learning and Writing

Reading to Learn

• Prior Knowledge: Influences what is remembered (learned)–Topic Priming

Page 5: Learning and Writing

Topic Priming: Title of Text

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

Comprehension and Recall Scores for the Passage

Bransford and Johnson (1972)

Page 6: Learning and Writing

Using Prior Knowledge

Using prior knowledge provides us with context and meaning while we are reading.  – 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

Therefore, we must provide background knowledge.• Make sure it is

appropriate• Make sure it is interesting• At grade level

Page 7: Learning and Writing

Reading to Learn

• Prior Knowledge: Influences what is remembered (learned)– Topic Priming

• Inference Making: Drawing conclusions beyond the text– Background Knowledge

Page 8: Learning and Writing

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) K-schema,

connections, visualize, ask questions, infer]

Page 9: Learning and Writing

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

Page 10: Learning and Writing

Reading and Vocabulary Development

Content• Comic Books• Children’s Books• Preschool Books• Prime-time Adult TV• Prime-time Children’s TV• Conversation College Grad

(spouse/friends)

Rare words/1000 53.5 30.9 16.3 22.7 20.2 17.3

Page 11: Learning and Writing

Reading and Academic Achievement

Minutes/Day Words/Year Rank (standardized exams)

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%

Page 12: Learning and Writing

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

Page 13: Learning and Writing

10 Ways to Get Your Child to READ and READ and READ

1. Let your child see you read and read and read2. Read to you child every day3. Make reading for pleasure part of your daily routine4. Read to your child every day5. Make books available to your child6. Read to your child every day7. Talk about books with your child8. Read to you child every day9. Take your child to the public library on a regular basis10. Read to your child every day

(thanks to Dr. Bohlmann for use of some of her lecture slides, 2010)

Page 14: Learning and Writing

The storytelling problem

Page 15: Learning and Writing

Good Writers Have…..

• Knowledge– Language– Topic– Audience

Page 16: Learning and Writing

Cognitive Processes in Writing

• The writing process

Page 17: Learning and Writing

Planning in Writing

• Parts of planning– Generating– Organizing– Goal-Setting

• Global v. local planning– Pianko study

Page 18: Learning and Writing

Effects of Planning on Written Work (Kellogg, 1994)

0123456789

10

None Generating Listing Outlining

Quality

Page 19: Learning and Writing

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

Page 20: Learning and Writing

Research on Draft Writing

Total Number of Arguments

Arguments per Sentence

Mechanical Errors per Sentence

Polished 1st draft

2.9 .38 .43

Unpolished 1st draft

8.0 .85 .23

Glynn et al., (1982)

Page 21: Learning and Writing

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

Page 22: Learning and Writing

Reviewing

• Reread• Revise and Edit

– now focus on • Graphic, syntactic, semantic and textual norms • Contextual fit

Page 23: Learning and Writing

Conferencing

• An external reviewer– Again focus on

• Graphic, syntactic, semantic and textual norms • Contextual fit

Page 24: Learning and Writing

Reader/writer Listener/Helper

Come with a purpose Read my story to L/H Listen while the R/W readsTalk and ask questions Look at the writing

Help Revise and EditGive ComplimentsAsk QuestionsMake Suggestions

Page 25: Learning and Writing

Error Detection in Writing

Referent Errors Syntax Errors

Writer’s own text

17% 53%

In other texts 73% 88%

Bartlett, 1982

Page 26: Learning and Writing

The Writing Process

PlanningConferencin

g

Reviewing

Translating(draft) Final

Copy

Page 27: Learning and Writing

Scaffolding Student Writing

• Building Early Literacy Skills– The use of mediators (tools)

Page 28: Learning and Writing

Scaffolding Student Writing

• Building Early Literacy Skills– The use of mediators (tools)

Page 29: Learning and Writing

Scaffolding Student Writing

• Building Early Literacy Skills– The use of mediators – Inventive spelling

1. Non-alphabetic markings2. Initial sounds – semi-phonetic3. Initial and final sounds - phonetic4. Medial vowels - transitional5. Moves toward conventional spelling

Page 30: Learning and Writing

Ouellette & Senechal, 2008Invented spelling Phoneme

awarenessDrawing

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

Page 31: Learning and Writing

Scaffolding Student Writing

• Building Early Literacy Skills– The use of mediators – Inventive spelling

• Using Rubrics– As a guide – In grading

Page 32: Learning and Writing

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

Page 33: Learning and Writing

Education is the most powerful weapon which you can use to change

the world.

Nelson Mandela