Reading and Writing From Sources Joan Sedita

Reading and Writing From SourcesJoan Sedita

© Joan Sedita www.keystoliteracy.com

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Reading & Writing From Sources

Joan Sedita

www.keystoliteracy.com

©Joan Sedita, www.keystoliteracy.com

Content Writing…

•  …is assigning writing activities as a way of promoting content learning: – From content reading – From content classroom instruction

•  …can be: – General writing tasks that are used in any

subject-area – Subject-specific types of writing, also called

disciplinary writing – Short or lengthy writing tasks


Thinking on Paper

Writing about text or from classroom instruction helps students:


•  Think and make connections between what they are learning and what they already know

•  Organize their thoughts

•  Clarify and solidify what they have learned

Writing to Learn

“As students write about science, math, and social studies, they elaborate and clarify their ideas. It’s not just an expression of what you know. In the act of writing, students also form new relationships among ideas. Writing helps students integrate their thoughts.”

(Walker, 2009)


Effective Practices for Strengthening Reading Through Writing (Graham & Hebert, 2010)

1.  Have students write about the texts they read –  Respond to a text in writing –  Write summaries of a text –  Write notes about a text –  Create and answer written questions about a text

2.  Teach students the writing skills and processes that go into creating text

–  Teach process of writing, text structures, paragraph & sentence construction (improves reading comprehension)

–  Teach spelling and sentence construction (improves phonics, fluency)

3.  Increase how much students write

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Which standards are related to reading and writing from sources?

•  Writing Anchor Standards 1. Write opinions, arguments 2. Write informative 3. Write narratives 7. Research projects 8. Gather & integrate information from multiple sources 9. Draw evidence from texts to support analysis, reflection, research

•  Reading Anchor Standards 1. Read closely, cite text evidence when writing 2. Summarize 5. Analyze structure of texts 7. Integrate and evaluate content visually and in words 9. Analyze two or more texts




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What is text structure?

Text structure refers to how a piece of text is built. Standards Connection:

R#5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.


Text Structures

•  Sentence

•  Paragraph

•  Type (narrative, informational, argument)

•  Genre (poem, play, biography, fable)

•  Overall Structures –  Introduction, body, conclusion

–  Section, chapter

–  Patterns of Organization (cause/effect, sequence, description/explanation, compare/contrast)

Text Features

•  Title

•  Headings & subheadings

•  Graphics (charts, pictures, visuals)


Transition Words & Phrases

•  Transitions make links within text –  Between sentences, paragraphs, and larger portions

of text

•  Transitions provide clues to expository text structures Description, explanation –  Sequence, chronology –  Cause and effect –  Compare and contrast –  Problem and solution


Analyze the Structure

•  Narrative or expository?

•  Any helpful text features?

•  Introduction, conclusion?

•  How is the body developed?

•  Are paragraph main ideas easy to identify?

•  Are transitions included?


WHAT are two-column notes?

•  A specific format for taking notes – based on Cornell Note Taking

•  Used to represent big ideas vs. supporting details

•  Flexible, versatile format can be used in many situations requiring note taking

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Topic ___________________________

Big picture Subordinate information

Two-Column Notes



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WHAT is a summary?

•  One of the most effective strategies

•  A review of the main ideas or most important events

How is summarizing different from retelling or

recounting?

Sponge Metaphor


WHY teach it?

Summarizing has been identified –  as one of the most effective comprehension strategies

(Nat’l Reading Panel, Reading Next)

–  as one of the most effective writing practices (Writing to Read, Writing Next)

Standards Connection: •  R#2: Determine central ideas or themes of a text and

analyze their development; summarize the key supporting ideas and details.

•  W#8: Gather relevant information from sources… integrate the information while avoiding plagiarism.


What can be summarized?

Non-Text •  Experiment •  Process •  Event •  Video •  Lecture •  Discussion

Text •  Expository

– Textbook section, chapter

– Article

•  Narrative – Literacy elements:

character, setting, theme, problem/solution

– Plot summary ©Joan Sedita, www.keystoliteracy.com

Summary Writing

•  Summary writing –  Is a specific kind of writing task

•  It is different from other writing tasks that

include details, such as

–  Extended response

–  Informational writing (report, article, directions/instructions, job application, resume)

–  Narrative writing (story, fable, biography, journal)

–  Argument writing (editorial, book or movie review)


How to Write a Summary

1.  Distinguish main ideas from details.

2.  Write in phrase form.

3.  Begin with an introductory statement.

4.  Turn main ideas into sentences, and include a few details.

5.  Combine the sentences.

6.  Incorporate transition words.

7.  Proofread.

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Transition Words


Transition Words and Phrases

To indicate a time relationship after, afterward, after that, at first, at this time,before, beginning with, beyond, during, earlier,ending with, eventually, finally, following, fromthen on, in the meantime, last, later, meanwhile,next, now, since, soon, then, until, while

To indicate spatial placement below, beside, between, beyond, farther on,here, next to, parallel with

To list or present a series ofideas

after, after that, finally, first, lastly, next,second, third

To add information or continuea line of thought

also, another, besides, further, furthermore, inaddition, likewise, moreover, similarly

To summarize or showconclusion

accordingly, finally, in conclusion, in otherwords, in short, to conclude, to sum up, tosummarize

To show comparison by comparison, compared to, in like manner,likewise, similarly

To show contrast although, but, however, in contrast,nevertheless, on the contrary, on the other hand,unlike

To repeat information or stressa point

above all, in fact, in other words, mostimportant, once again, to repeat

To provide an example orillustrate a point

for example, for instance, such as, to illustrate,that is

To show cause and effect as a result, because, because of, caused by,consequently, for that reason, that is why,therefore, thus

To state the obvious

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certainly, granted that, in fact, most certainly,naturally, obviously, of course, surely,undoubtedly, without a doubt

purp

ose

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Scaffolds

two-column notes (left column)


big ideas details

top-down topic web

List of main ideas

1. 2. 3. 4.

summary template

1.  panic on island 2.  ship sails by 3.  fire goes out 4.  they kill the pig

There is a lot of panic and arguing on the island during chapter 4. First, Ralph sees that a ship sails by and wonders why it didn’t stop. He learns that the reason is because the boys let the fire go out. Then the boys are hungry and lacking food, so they decide to a try and kill a pig.


Example: list of main ideas

Summary Template

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main ideas details

Selective Note Taking: •  Used to gather specific,

relevant information from text sources.

•  Typically used to complete

a writing task related to a writing prompt.

Take Notes •  Information gathered needs to be saved.

•  Two-column notes are helpful for gathering and saving information.

•  Writing during the Think stage can help students discover and think through what they want to convey in their writing.

•  Students should start to track sources.

Writing #8 Gather relevant information from multiple print and digital sources… integrate the information while avoiding plagiarism.


effects from not getting enough sleep

•  effect of sleeping more on days off to make up for lost sleep: upsets body sleep-wake rhythm (#1)

•  long-term sleep loss & bad sleep habits: affect health (#1)

•  workers with interrupted sleep (#1) –  eg, shift workers, caregivers, emergency

responders –  effect: sleep is out of synch with body clocks

•  effect when internal clock out of synch (confused): can’t remain alert all day (#2) –  ex. astronauts: trouble concentrating, get

grumpy


First Section of Notes

TS: When people

do not get enough

sleep, there can be several

negative effects

1

2

3

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First Body Paragraph

When people do not get enough sleep, there can be several negative effects. First of all, general health is affected by long-term sleep loss and ongoing poor sleep habits. (#1) Even if you try to make up for lost sleep by sleeping more on days off, you will still upset your body sleep-wake rhythm. (#1) There are numerous effects on workers who have interrupted sleep, such as shift workers, emergency responders, and even astronauts. This is because their sleep is out of synch with their internal body clocks. Such effects include trouble concentrating and getting grumpy. (#1&2)


ways napping counters effects

•  naps provide short-term boost in alertness, performance (#1)

•  naps provide benefits for people with unusual work schedules (#2) –  ex. astronauts: improved memory, longer

naps better –  ex. resident & emergency doctors: improved

mental performance and less mistakes

•  naps prime brain to function at higher level (#2) –  better ideas, find solutions, identify patterns

faster, recall info

•  naps make people happier, more alert, avoid mistakes (#2)

•  nappers: better long-term health (#2) –  less likely to die from heart disease –  lowers blood pressure


Second Section of Notes

TS: The good

news is that napping can

counter some of the effects

of bad sleeping habits.

1

3

2

1

4

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Second Body Paragraph

The good news is that napping can counter some of the effects of bad sleeping habits. Naps have been found to improve performance and make people happier and more alert. (#1&2) In addition, studies have shown that napping primes the brain to function at higher levels. The results – better ideas and solutions and improved ability to identify patterns and recall information. As noted in the previous paragraph, people with unusual work schedules are affected by interrupted sleep. Fortunately, research with astronauts and doctors has shown that naps, especially longer naps, improve mental performance and memory, and reduce the number of mistakes that might be made on the job. Finally, studies show that nappers have better long-term health. For example, they are less likely to die from heart disease and they have lower blood pressure. (#1)


Activity Debrief

•  Answer these questions:

–  Did the trainer use all of the information from the right column of the notes?

–  Did the trainer change the order of information from the right column of the notes?

–  Did the trainer integrate information from multiple sources?

–  How did the trainer track sources?


Keys to Literacy Programs

•  The Key Comprehension Routine (4-12 and K-3) •  The Key Vocabulary Routine •  Keys to Close Reading •  Keys to Content Writing •  Keys to Early Writing •  Keys to Argument Writing •  The ANSWER Key Routine for Extended Response

Literacy Lines Blog https://keystoliteracy.com/blog/

Free Instructional Resources

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Reading and Writing From Sources Joan Sedita

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