A Balanced Approach to Reading and Writing Across the Curriculum

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A Balanced Approach to Reading and Writing Across
the Curriculum

• Department of Curriculum, Instruction, and School
  Leadership
• August 21, 2007
• District-Wide Professional Development
• Johnny E. Brown, Ph.D.
• Superintendent

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Training Outline

• Purpose and Desired Outcome of the Training
• Reading Defined
• The Reading Process
• Elements of a Balanced Approach to Reading
• Writing Across the Curriculum
• Successful Reading and Writing Strategies
• Integrating Reading and Writing Across the
  Curriculum
• Campus-Wide Implementation Activities for Reading
  and Writing
• District-Wide Monitoring Expectations of Reading
  and Writing

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Purpose and Desired Outcome of the Training

• This training aims to assist teachers with
  successfully implementing a balanced approach to
  reading and writing across the curriculum.

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Reading Defined

• Reading is the ability to construct linguistic
  meaning from written representations of language.
  It is based on two important competencies
• Language comprehension--constructing meaning from
  spoken representations of language
• Decoding--the ability to recognize written
  representations of words

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The Reading Process

• Pre-reading--Develop, activate background
  knowledge
• Reading--Independent reading, shared reading,
  guided reading, listening to teacher read aloud,
  etc.
• Responding--Students react to book, ask
  questions, express feelings through reading
  logs, etc.
• Exploring--Students participate in word-study
  activities
• Applying--Students apply what they have learned
  by creating projects in reading, writing, oral
  language, or the arts.

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Elements of a Balanced Approach to Reading

• Tompkins (2001) provided seven general
  characteristics of balanced literacy programs
• Literacy involves both reading and writing
• Literature is at the crux of the program
• Skills are taught directly and indirectly
• Reading instruction involves learning word
  recognition and identification, vocabulary, and
  comprehension
• Writing instruction involves learning to express
  meaningful ideas, using conventional spelling,
  grammar, and punctuation
• Students use reading and writing as tools for
  learning in the content areas
• The goal of a balanced literacy program is to
  develop lifelong readers and writers

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• Fitzgerald (1999) identified three principles of
  a balanced literacy program
• Teachers develop students skills, comprehension,
  response to literature, and their affective
  knowledge, including nurturing students love of
  reading.
• Instructional approaches that are sometimes
  viewed as opposites are used to meet students
  learning needs (e.g., phonics instruction
  (skills-based) vs. reading workshop--conferencing
  with the teacher about what theyve read).
• Students read a variety of reading materials,
  ranging from trade books to leveled books with
  controlled vocabulary and basal reading textbooks.

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• The balanced approach to literacy instruction
  draws from the major approaches to reading,
  offering the best of both of them to accommodate
  the various learning styles of students
• Phonics approachskills-based
• Holistic approachliterature-based

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• In a balanced literacy program, learners are
  exposed to
• ImmersionImmersed in texts of all kinds
• DemonstrationHaving many demonstrations of how
  text is constructed and used
• ExpectationsHeld to high expectations
• ResponsibilityMaking decisions about their own
  learning experiences

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• Employment Having time and opportunity to
  practice acquisition of skills
• ApproximationsFree to approximate the desired
  model, making mistakes and experiencing through
  trial and error
• ResponseReceiving relevant, timely, and
  non-threatening feedback

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• Print-rich environment
• Print-rich classrooms are essential for students
  to thrive and increase their levels of literacy.
  A print-rich environment may consist of (but is
  not limited to)
• Labeling (neatly labeled classroom items)
• Class books/teacher-made books
• Reference books
• Rebus charts (picture illustrations)
• Childrens magazines
• Classroom libraries/literacy stations
• Bulletin boards/word walls
• Technology

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Writing Across the Curriculum

• The Writing Process
• PrewritingStudents gather and organize ideas to
  prepare for writing (e.g., brainstorming,
  concept mapping, etc.).
• DraftingStudents write first draft, focusing on
  content rather than mechanics.
• RevisingStudents reread, share their drafts with
  others (e.g., teachers, peers), and make
  revisions based on feedback.
• EditingStudents proofread drafts for errors in
  punctuation, capitalization, grammar, etc.
• PublishingStudents finalize drafts and share
  them with audiences.

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Six Traits of Writing

• IdeasIdeas conveyed in writing should reflect a
  clear relationship between the thesis and
  supporting evidence.
• OrganizationThoughtful use of an organizational
  pattern, using transitions appropriately is
  evident.
• Voice Writing voice reveals the attitude of the
  writer it should be engaging, memorable, and
  appropriate for the topic and the audience.
• () Important for Scoring High on TAKS Writing

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• Word ChoiceChoice of words is vivid, precise,
  and effective.
• Sentence FluencySentences are carefully crafted
  and flow naturally and vary in type and length.
• ConventionsConventions for punctuation and
  grammar are observed.

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• Writing across the curriculum elicits responses
  from
• students after they have read a given text.
• The responses illuminate what meaning has been
  appropriated and what may be built upon for
  further learning.
• To begin writing across the curriculum, teachers
  recognize that composing is done by both writers
  and readers.

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• Writing is one of the most rigorous intellectual
• activities in which one can engage.
• As thinking on paper, writing enables a person to
  clarify and refine thought.
• Every teacher should use writing to maximize
  learning and enhance the intellectual rigor of
  their students.

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• Successful Reading and Writing Strategies
• Reading aloud
• Fiction
• Informational/Expository text
• Poetry
• Quality discussions which follow reading
• Writing which follows reading

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• Engagement of students in authentic literacy
• Independent reading and writing
• Sustained silent reading
• Reading focus/workshops
• Writing focus/workshops
• Students use of independent grade level text
• Shared reading and writing
• Modeling
• Demonstrations
• Guided reading and writing
• Individual group instruction
• Small group instruction

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Integrating Reading and Writing Across the
Curriculum

• Reading and writing go hand-in-hand. According
  to Jean Piagets theory, learning to read
  represents a part of beginning to understand
  written language (Wadsworth, 2004).
• When composing learners create meaning
• When comprehending learners recreate meaning
  
• When writing learners both compose and
  comprehend meaning

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Text is Central to the Learning Experience in All
Disciplines

• Simply put--across disciplines, teachers realize
  that writing is a representation of what one
  thinks.
• Mathematics
• Inclusion of various mathematical concepts
• Students write in clear, appropriate English
  (e.g., math journals).
• Science
• Group planning
• Investigation
• Note-taking
• Discussion
• Journaling
• Social Studies
• Including writing in the study of social studies
  allows teachers to present students a way of
  thinking, not just a set of facts.

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Writing Strategies for Various Disciplines

• Admit and Exit slips--brief written responses
  that can be collected as tickets in or out of
  any class, relating to the lesson of the day.
• Learning logs-- students write what they have
  learned each class period or at the end of the
  day, allowing students to capture their learning
  by writing.

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• Text Rendering
• Text rendering allows students to interpret a
  text and create their own version. It can be
  likened to improvisation of a musical theme,
  repeated chords, while maintaining the original
  melody or harmonious relationship.
• Benefits This strategy is electrifying and
  collaborative. It appeals to varied learning
  styles and demands close reading.
• Examples
• Mathematics concepts, word problems, or
  timelines can be written in narrative form.
• Write passages of an historical event.

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• Sub-texting a method of articulating and
  bringing to the surface all the ideas and
  associations the reader has in response to the
  text.
• Example
• Text
• Enter Romeo
• Benvolio Good morrow, cousin.
• Romeo Is the day so young?
• Sub-Text
• Romeo Whats going down?
• Romeo This days a drag. Is it still only
  morning?

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• Sequence chartsSequence charts are an ideal way
  to incorporate writing into a temporal
  perspective. They may be used to chronicle
• Some historical occurrence
• The course of events in a story
• Stages in a problem
• The arrangement of procedures for making or
  creating something
• Steps for following directions
• Proceedings of a meeting
• Sequence charts work for any discipline.

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• Writing walls--an ongoing strategy that invites
  writing in bursts it is visual, enables review,
  and almost demands a final product. It can be
  done in any discipline.
• Distribute bricks in the form of
  3-inch-by-3-inch index cards or cut paper of that
  size.
• Students quickly write the most significant thing
  they have learned on their cards.
• The teacher can color-code for different class
  periods.
• Completed cards are affixed to the wall. Begin
  at the bottom of the wall. Literally, they build
  a writing wall. Use adhesive that will not mar
  walls.
• Students may also use the information on their
  cards to synthesize what they have learned and to
  write a sustained paper.

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• Read and Tell--This strategy provides practice
  over a range of skills that include reading,
  writing, listening, talking, thinking,
  interacting, comparing, matching, selecting,
  organizing, remembering, and understanding.
• Create groups
• Provide the title of the text to be studied, and
  have students to write a brief prediction of the
  text.
• Students then share predictions in the group, and
  they comment on each ones prediction.
• The teacher reads the text aloud.
• Students read the text as many times as they need
  or wish to read it.
• The text is closed, and students quickly write
  what they remember.
• Students share and compare what they have
  written. There is then the general debriefing.
  Extend classes beyond just paraphrasing.
• This strategy is flexible and suitable across
  the curriculum.

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• Strategies for Higher Order Learning
• Use strategies geared to students instructional
  needs, including curriculum compacting, advanced
  content, appropriate pacing, and above
  grade-level materials.
• Focus on far greater depth and complexity.
• Incorporate into reading programs rich, inviting
  tasks requiring analytical and abstract thinking.
• Encourage students to develop more complex,
  higher level comprehension and reach advanced
  interpretations.
• Encourage and support advanced levels of
  vocabulary and word study.

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• Promote student research using technology to
  generate original investigations and advanced
  products (e.g., Microsoft Office Kidspiration
  Inspiration).
• Provide frequent opportunities for students to
  explore authentic text and a variety of genres.
• Allow students to pursue individual interests
  through reading.
• Provide examples of superior work in order to
  challenge students to ever-increasing levels of
  excellence.

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The Power of Writing and Peer Editingin All
Disciplines

• Editing--process of checking writing for
  spelling, punctuation, and grammar errors, in
  particular, and content.
• Self-editing--should be emphasized, requiring
  students to make a habit of proofreading and
  correcting writing that is taken through the
  writing process.
• Peer-editing--allow for the use of peers in
  editing

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Peer Response Sheets

• The use of peer response sheets for proofreading
  and editing provides practical guidance in
  editing.
• Sample
• Writer __________________Responder_____________
  _____
• Title ___________________
• What I liked about your writing
• _____________________________________________
• _____________________________________________
• _____________________________________________
• Changes I would suggest
• _____________________________________________

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The Value of Feedback from Peers

• Peer editors should be honest in providing
  feedback without hurting the writers feelings.
  Comments should always be polite and
  constructive.
• Peer editors help writers rethink, refocus, and
  revise their writing, especially in evaluating a
  first draft during the early stages of revising.

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Responding Tips

• Listen carefully to the writers reading and
  questions.
• Take notes in the margins of your copy so you can
  show the writer where changes need to be made.
• Ask questions. If you are not sure of something,
  ask for clarification.

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Four Types of Reactions

• Peter Elbow, in Writing Without Teachers,
• offers four types of reactions to consider as
  students participate in a peer-reviewing session
  pointing, summarizing, telling, and showing.

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Peter Elbow and Peer Editing

• Pointing-- pointing out words, phrases, or
  ideas that make a positive or negative impression
  on the reader.
• Summarizing-- the general reaction or
  understanding the reader has towards the writing.
• Telling-- expressing what happens in the piece
  first, then, and later.
• Showing-- expressing feelings about the piece
  metaphorically, comparing the writing to a voice
  quality, a color, a shape, a type of clothing,
  etc.
• Examples
• Why do I feel like Ive been lectured to in this
  essay?
• Your writing has a neat, tailored quality to it.

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What Peer Editors Should Do

• Dos
• Make suggestions.
• Focus on the writing.
• Focus on the solution.
• Give specific advice.

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What Peer Editors Should Not Do

• Donts
• Dont make demands.
• Dont focus on the writer.
• Dont focus on the problem.
• Dont give general comments.

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A Strategy For Peer Editors

• The four-step strategy peer editors may use
  constructively
• is OAQS
• ObserveNotice what another persons writing is
  designed to do.
• AppreciateIdentify something in the writing that
  impresses or pleases you.
• QuestionsAsk whatever you want to know after you
  have read the writing.
• SuggestGive helpful advice about possible
  changes.

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Rubrics Outline Standards for Performance

• Teachers should acquaint students with rubrics
  so that quality and improvement in writing may be
  maintained. Additionally, teachers of various
  disciplines may reinforce writing traits that
  English teachers use for the writing process.

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• Thaiss (1986) noted three benefits students gain
• from using reading and writing as learning tools
• Students have a better understanding and
  retention when using reading and writing to
  explore what they are learning.
• Literacy learning is reinforced
• Students learning is maximized through active
  involvement and interactive, collaborative
  projects.

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The Texas Reading Initiative Texas Education
Code 28.006

• The goal of the Texas Reading Initiative is for
  all children to read on or above grade level by
  the end of the third grade. The objective is
  that all students, including advanced readers,
  receive instruction and materials commensurate
  with their abilities.

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TAKS Reading ObjectivesGrades 3, 4, 5, 6, 7, and
8

• Demonstrate a basic understanding of culturally
  diverse written texts.
• Apply knowledge of literary elements to
  understand culturally diverse written texts.
• Use a variety of strategies to analyze culturally
  diverse written texts.
• Apply critical thinking skills to analyze
  culturally diverse written texts.

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TAKS Reading ObjectivesGrade 9

• Demonstrate a basic understanding of culturally
  diverse written texts.
• Demonstrate an understanding of the effects of
  literary elements and techniques in culturally
  diverse written texts.
• Demonstrate the ability to analyze and critically
  evaluate culturally diverse written texts and
  visual representations.

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TAKS Reading ObjectivesGrade 10 and Grade 11
Exit Level

• Demonstrate a basic understanding of culturally
  diverse written texts.
• Demonstrate an understanding of the effects of
  literary elements and techniques in culturally
  diverse written texts.
• Demonstrate the ability to analyze and critically
  evaluate culturally diverse written texts and
  visual representations.

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TAKS Reading ObjectivesGrade 10 and Grade 11
Exit Level contd

• Within a given context, produce an effective
  composition for a specific purpose.
• Produce a piece of writing that demonstrates a
  command of the conventions of spelling,
  capitalization, punctuation, grammar, usage, and
  sentence structure.
• Demonstrate the ability to revise and proofread
  to improve the clarity and effectiveness of a
  piece of writing.

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Campus-Wide Implementation Activities for Reading
and Writing

• PreK-12 campuses are expected to ensure the
  following
• Students complete research papers and projects
• Create vocabulary portfolios
• Implement a plan for all students to read at
  least 25 books per year across the curriculum
• Students create word walls in all classes
• Maintain student literacy reading logs in all
  classes
• Students write daily in all classes
• Students use written and verbal communications
  skills daily in all classes
• Teachers enhance instruction using technology in
  all classes
• Teachers provide 90-120 minutes of literacy
  instruction daily in all classes
• Teachers use the instructional flow design in all
  classes
• Teachers use differentiated strategies in all
  classes
• Teachers use literacy strategies in all classes
• Teachers use the balanced approach to reading in
  all classes
• () Research papers and projects vary according
  to grade level

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District-Wide Monitoring Expectations of Reading
and Writing

• Ongoing reading and writing activities will be
  implemented and assessed in every classroom
• Consistent measurement of literacy objectives
• Reading First assessments (where applicable)
• Curriculum-based assessments
• Texas Assessment of Knowledge and Skills (TAKS)
• End-of-course exams
• Classroom grading systems
• Weekly quizzes and tests
• Teacher evaluations of various assignments
• Technology-based assessments