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Book Orientations & Writing About Reading:

Early Language and Literacy Certificate, Course 1

Class 9Guided Reading Plus

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Housekeeping

O Start planning for parent conferences:O Think about how you can schedule

conferences around our class.O Talk with your principal if necessary –

many people in our class have been allowed considerable flexibility when they asked for it

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Homework ReviewO Think about a book orientation you

gave this weekO Think about the article you read for

homework on book orientations

O Did you apply something from the article to your teaching this week? Share with a partner.

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Homework ReviewWhy do we need to plan a book orientation?

“A thoughtfully prepared book orientation will provide just enough support, enabling students to read a new text as independently as possible and freeing up students’ attention to focus on minimal problem solving.” [Orientation to a New Book, p.707]

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Homework ReviewWhy does introducing a book in this way help struggling readers get better at reading?“Repeated successful experiences over time provide the students with the opportunity to develop proficiency in reading new texts, while encountering increasingly more complex texts.” [Orientation to a New Book, p.707]

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Essential Questions

O How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional level book?

O What is the power of writing about reading with respect to oral language and reciprocity?

O What prompts can I use during the writing day of GRP that deepens comprehension (CCSS)?

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Book OrientationsEarly Language and Literacy

Certificate Program

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Foundational Ideas – Book Selection

When choosing texts, keep in mind the need to:O Provide children with “massive

opportunities to read enchantingly interesting texts” (Marie Clay)

O Think about the way the child will understand the text

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Foundational Ideas – Book Selection

O Use books that are accessible or can be made accessible through book orientation:O print features that support

comprehensionO language structures that are

accessible O text structures that the reader can

understandO illustrations that support meaning and

do not confuse the reader (early levels)O Consider the load in each area

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Sample Book Orientation

O Handout: Introduction to The Great Big Enormous Turnip

O Read through the conversation between the teacher and students

O Fill out the last column - Is the teacher supporting the students in attending to M, S, V or combination of several?

O How do all of these actions contribute to comprehension?

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Another Way to OrientO Some people follow the orientation style

presented in the handout -O M, S, and V information presented in ‘a mix’ as

they go through the book.

O Some people follow a slightly different orientation style – O M and S presented as they go through the

bookO V information presented at the end – less

intrusive and more recent when reading begins

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Writing About Reading

Early Language and LiteracyCertificate Program

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Foundational IdeasO According to the Carnegie

Foundation Report on Writing (meta-analysis) it appears that writing improves reading achievement in the early years almost more than reading improves reading!

O Why would that be???

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Foundational IdeasO “The physical act of writing slows

down the reading process, which allows the learner to focus on word-solving strategies and concepts of print while composing a message.” (Dorn & Soffos)

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Foundational Ideas - Reciprocity

O “Writing is powerful for increasing reading achievement…but only if reading and writing are taught as reciprocal processes.”

(Dorn & Soffos)

O Brainstorm: How are R and W reciprocal?

O Handout: Common Requirements of Writing and Reading (WRS: p. 295)

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Foundational Ideas – Academic Language

O When students write about the books they are reading, we can plan for them to use the structures associated with these texts in both discussion & in writing.

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Foundational Ideas – Academic Language

O When students write about the books they are reading, we can plan for them to use the vocabulary associated with these texts both in discussion & in writing. O Consolidate spontaneous (everyday)

language with literate (academic) language

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Foundational Ideas – Comprehension

O When students discuss and write about the books they are reading, this response deepens their reading comprehension extensively.

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Foundational IdeasO For Guided Reading Plus, all three

types of writing (dictated, interactive, independent) are always in response to a prompt about the reading.O Why?O A shift of CCSS is that students read,

write and speak grounded in evidence from texts.

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Foundational IdeasO For Guided Reading Plus, all three

types of writing (dictated, interactive, independent) always occur after considerable discussion that deepens understanding of the text.O This part of our lesson is a powerful

opportunity to develop language.

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Foundational IdeasO When students write in Guided Reading

Plus groups, it should be in conventional form (for the most part). O Sentences begin with a capital letter & end

with some type of punctuationO No capitals in the middle of wordsO The teacher should use correction tape if

at all possible O Sometimes students can compose first

and edit afterwards, but we help all along the way.

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Writing About ReadingO Three forms to choose from:

O InteractiveO DictatedO Independent

O Handout: Three Forms to Generate Writing About Reading – discuss main points

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Prompts for Writing About Reading

O Handout: Sample Prompts for Writing About Reading

O Read and circle 4 you might use with your group in the next few weeks

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Let’s Try ItO At your table, generate a prompt you could use for

each form of writing in response to The Hungry Giant (text is from class 8, Jan 17)

O Interactive

O Dictated

O Independent

O What would be the value of each form?

O Share out

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Essential Questions

O How do I select books & prepare students (especially culturally and linguistically diverse students) to successfully read a new instructional level book?

O What is the power of writing about reading with respect to oral language and reciprocity?

O What prompts can I use during the writing day of GRP that deepens comprehension (CCSS)?

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Essential ConnectionsO LEAP

O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback

O English Language LearnersO Oral Language DevelopmentO Academic Language

O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity

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HomeworkO READ

O WRS: 295-299 - Three Types of Writing Explained (“Contexts for Supporting Children as Writers”)

ORO WRS: 220-227 - Three Types of Writing -

Supporting Early Readers (“Using Shared and Interactive Writing to Promote Close Attention to Print”)

O DOO Reflect on classO Reflect on reading

O BRING to next classO An instructional level running record that has work

(scored & analyzed) from a child in your group and the book

O Next class power point (for notes)O ALL handouts received thus far