Learning and Writing
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Transcript of Learning and Writing
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Learning and Writing
EDU 221
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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)
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Learning and Writing
• Chapter 4 Bluebook – Essay• Reading to Learn cont.• HYLA1 Interview re: Reading Habits• Learning and Writing• Group Presentations
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Reading to Learn
• Prior Knowledge: Influences what is remembered (learned)–Topic Priming
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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)
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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
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Reading to Learn
• Prior Knowledge: Influences what is remembered (learned)– Topic Priming
• Inference Making: Drawing conclusions beyond the text– Background Knowledge
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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]
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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
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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
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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%
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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
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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)
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The storytelling problem
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Good Writers Have…..
• Knowledge– Language– Topic– Audience
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Cognitive Processes in Writing
• The writing process
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Planning in Writing
• Parts of planning– Generating– Organizing– Goal-Setting
• Global v. local planning– Pianko study
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Effects of Planning on Written Work (Kellogg, 1994)
0123456789
10
None Generating Listing Outlining
Quality
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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
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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)
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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
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Reviewing
• Reread• Revise and Edit
– now focus on • Graphic, syntactic, semantic and textual norms • Contextual fit
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Conferencing
• An external reviewer– Again focus on
• Graphic, syntactic, semantic and textual norms • Contextual fit
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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
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Error Detection in Writing
Referent Errors Syntax Errors
Writer’s own text
17% 53%
In other texts 73% 88%
Bartlett, 1982
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The Writing Process
PlanningConferencin
g
Reviewing
Translating(draft) Final
Copy
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Scaffolding Student Writing
• Building Early Literacy Skills– The use of mediators (tools)
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Scaffolding Student Writing
• Building Early Literacy Skills– The use of mediators (tools)
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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
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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
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Scaffolding Student Writing
• Building Early Literacy Skills– The use of mediators – Inventive spelling
• Using Rubrics– As a guide – In grading
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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
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Education is the most powerful weapon which you can use to change
the world.
Nelson Mandela