Facilitating Comprehension: Using Writing as an
Assessment ToolPresented by
Dr. Jill Yurko( [email protected])Dr. Deb Carr ([email protected])
Mrs. Marlene Knaub ([email protected]
King’s CollegeEducation Department
Wilkes-Barre, PAOctober 29th, 2014
Writing creates a connection between reading and understanding
Students draw connections between what they have read by making personal connections through critical thinking
Research shows that students who use writing to learn build stronger comprehension skills than peers who do not actively engage in writing about learning (Duke and Pearson, 2002; Haneda and Wells, 2000)
Writing to Learn
Students learn to think critically about what they learn, and also to learn about how they think
Writing is not only for language arts classThis type of writing is much different from writing to
communicateLanguage is used to reshape the ideas presented in
classEncourages active rather than passive learningOffers the opportunity to use writing and improve
writing skills
Writing to Learn
Creates a permanent record of students’ thoughts and reactions to learning
Allows deep reflection
Writing to Learn
Reading and Writing Connections
Reading
Uses prior knowledge about topic
Reconstructs another’s meaning
Predicts what comes next Has expectations for text
based on experiences Modifies comprehension of
text as reading
Writing
Uses prior knowledge about topic
Constructs own meaning Predicts what should come
next Has expectations for how
text might develop Develops and changes
meaning while writing
Connections (continued)
Reading
Engages in “draft reading” – skimming, making sense
Rereads to clarify Uses writer’s cues to
make sense of reading Responds to talking,
going, and/or writing
Writing
Engages in “draft writing” – getting ideas, writing notes
Rewrites to clarify Uses writing conventions
to assist reader Gets response from
readers
Written response provides evidence of student thinking and shows they have read and understood
Writing places demands on students. They must:Reflect on the text in a focused wayReconstruct the meaning and present it in a new wayCompose language or images to express thoughtSearch the text for evidence to support their thinkingExplore new ideas or reflect upon understanding
Writing About Reading
These types of writing offer a high level of support to help children learn how to write about reading
These approaches offer a context in which you demonstrate how written language works
Helps demonstrate the characteristics of just about any form of writing using a common text experience
Shared Writing and Interactive Writing
What it Is Enables students to simultaneously share idea
and respond in writing to 3 or 4 prompts Asks each group to “reread” comments from
home chart and report to the class Engage in a “gallery walk” as students list key
points for the topic Encourages students to become EXPERTS on a
topic as they work to add new points after reviewing existing points
Carousel Brainstorming
When to Use It and Why? Best for a new topic to get students thinking May be used as a review Allows tremendous extensions for textbook
materials Encourages connections to personal and real-
world scenarios fostering transfer
Carousel Brainstorming
Strategy: Groups of three to four students using a different
color marker for each group with 2 minutes per station
No repeat comments permitted—encourages critical thinking
Fosters student relationships, social interaction and active engagement
Carousel Brainstorming
Ask each group to “reread” comments from home chart and report to the class
Engage in a “gallery walk” as students list key points for the topic
Encourages students to become EXPERTS on a topic as they work to add new points after reviewing existing points
Carousel Brainstorming
What Can Go Wrong? Off-task behavior can emerge if students are
not monitored and/or as it becomes more difficult to add points to existing list
Carousel Brainstorming
What is It? Draws on two kinds of thinking by recording ideas
side by side in two columns (hot-dog format) Can take on a variety of formats
Plus/minus Pro/con Quotation/reaction Vocabulary/my definition What I Know/what this means in my world
Double Entry Journals
When to Use it and Why? Can be used to deepen understanding of any
material being studied since format is so flexible Illustrates the thought process that goes into
problem solving Allows for comparison of ideas Encourages students to read more thoroughly
knowing they will have to record their thoughts/ideas Can be a thorough review tool Must go beyond “skimming”
Double Entry Journals
Strategy: Fold into hot dog style (two columns) Decide on format that works for situation and
model for students illustrating the ultimate purpose of the journal
Observe and listen to students as they write and share Are they being only superficial?
Double Entry Journals
What Can Go Wrong? Students need to learn to be “deep thinkers”---
saying more than “Wow! This is interesting!” Need a system to organize double entry
journals for long-term purposes….the power of this writing tool may be cumulative.
Double Entry Journals
What It IsExplores 6 aspects of a person, item, or idea by
having participants list responses on a 3 dimensional cubed surface Describe itCompare itAssociate itAnalyze itApply itArgue for/against it
When to Use It and WhyTo brainstorm different perspectives about a
person, item, or idea which later can be used in a discussion and/or paper
Cubing
When to Use It and WhyTo brainstorm different perspectives about a
person, item, or idea which later can be used in a discussion and/or paper
Promotes higher-level thinkingPre-service teachers immediately see its
relevanceA helpful tool for a substitute teacher
Cubing
Strategy:Present students with a 3-dimensional paper
cube pattern or other material to construct a cube.
Provide a list of the 6 different perspectives and supporting questions to support students’ thinking.
Have students, individually or in groups, respond to each side of the cube.
What Can Go Wrong?Students must have appropriate background
knowledge in order to respond to each perspective.
Cubing
What is It? An active correspondence between teacher
and student Teacher exchanges personal notes with
students about classroom content, school activities, and upcoming events
Encourages a personal relationship between teacher and student
Manageable and powerful activity if writing is limited to just a few lines
Also allows for better targeted instruction
Dialogue Journals
When to Use it and Why? Very productive use of just a few minutes of
time on teacher and students’ part Allows a better personal connection with
students Informs instruction See and views students’ writing skills Creates a higher class morale and deeper
understanding of material
Dialogue Journals
Allows the teacher the opportunity to be “human” and to be reminded how delightful and amusing children can be
Shy children “speak” to the teacher Offers cues to individualize instruction May help in creating student pairs and groups Illustrates how children see themselves Provide student with a model of competent adult
writing
Dialogue Journals
Strategy: Create a journal to be used by teacher and
student (can simply be a manila folder or small notebook)
Decide at what time of day you will allow students to record an entry in the dialogue journal
Decide if you intend to use this journal daily, a few times a week, or weekly
Dialogue Journals
What Can Go Wrong? Students may not take this opportunity
seriously (hopefully, this will be temporary) Does require an investment of time (how can
you make it work for your time schedule?)
Dialogue Journals
What is It?Asks students to simply write the front page of a
newspaperContains articles and graphics related to nay topic
being studied in class or to be researched out of class by students
May also include an advice column, editorial or feature article
The goal or result will be for students to create a couple short, interesting articles that pique the interest of the reader
Newspaper Front Page
When to Use and Why Great for a summary activity to see what
students learned Allow students to become reporters after finishing
a unit or chapter Encourages review of the Five Ws and the Big H Written from a perspective other than the writer’s Requires both original thinking and
demonstration of content knowledge
Newspaper Front Page
Also allows students to see how the objective can become subjective based on word choice and presentation
Newspapers are fun to create and read which encourages active engagement with the content
Newspaper Front Page
Strategy: The teacher assigns the topic scope and article
selections Students need to identify an audience through
brainstorming Students also do further research on topics to add
a deeper dimension to content knowledge Students need to consider format of newspaper
page (provide templates, review programs such as Microsoft Publisher)
Newspaper Front Page
Students engage in the five stages of the writing process as they create newspaper page
Share newspaper pages with classmates
Newspaper Front Page
What Can Go Wrong? Difficulty using a desktop publishing
program---teacher must be familiar with program to assist students as they run into obstacles
Have a model available for students to view
Newspaper Front Page
What It Is Role – Who are you as the writer? Are you a person
from a different era, an inanimate object, a character from a novel?
Audience – Who will read this writing? (Anyone or thing but the teacher!) Are you a famous person from history, another inanimate object(s), your peers?
Format – What type of writing best suits your role, audience, & topic? (Will it be a top ten list, a recipe, an editorial….there are endless possibilities.)
Topic– What is the focus of the writing? What message are you trying to get across?
RAFT
When to Use It and Why…
At the end of a unit of study or research to demonstrate knowledge and understandings that have been acquired.
It allows students choice and the ability to bring more of themselves into an assignment.
It can be an excellent tool for differentiating learning.
RAFT
Strategy: Topic Search Identifying Role, Audience, & Format Gathering the Information Prewriting Drafting Revision Editing Sharing the Writing
What Can Go Wrong?
RAFT