EDUC 345 _Week 7_Reading & Writing

L6: WRITTEN L ANGUAGE
READING AND WRITING

Course 345

Draw

Draw an illustrations of one activity you engaged in during the weekend

READING AND WRITING

• Reading and writing involves a process.

• The reading process is a series of stages during which readers READ, EXPLORE, and REFLECT on the text they are reading.

• The writing process is similar, involving a variety of

activities as students gather and organize their ideas,
write rough drafts, revise and edit and publish
their writings.

THE READING PROCESS

• Reading is a process in which readers negotiate meaning in order to

comprehend or create an interpretation.

• Reading involves a complex negotiation between the text and by many

factors:

• Knowledge about the topic

• Purpose for reading

• Language community

• Culturally based expectations

• Expectations based on their previous experiences

5 STAGES OF EACH PROCESS

1. Prereading (1)

2. Reading (2)

3. Responding (3)

4. Exploring (4)

5. Applying

1. Prewriting (5)

2. Drafting (6)

3. Revising (7)

4. Editing (8)

5. Publishing

DISCUSS

What activities do you think
students will do at this stage?

STAGE 1: PREREADING

• The reading process begins before readers open a

book to read.

• Students involve in these activities:

activating background knowledge, setting
purposes, and planning for reading.

STAGE 1: PREREADING

1. Activating background knowledge

• The title of the book

• The author and illustrator

• The genre and other things

2. Setting Goals

• It provides motivation and direction for reading.

• Sometimes teachers set purposes for reading, and sometimes students set their own.

3.Planning for Reading
• They take their first look at

the text and plan for reading.

• For stories, they make

prediction about the characters and events in the story.

• For article and nonfiction

books, they preview the selection by flipping through
the pages and noting section headings, illustrations, and
diagrams.

PRE-READING ACTIVITIES

https://www.youtube.com/watch?v=bXT0L604jpc

https://www.youtube.com/watch?v=687U0o7KFgY

STAGE 2: READING

Students do the actual reading in the second stage.

Sometimes they read independently, but at
other times, they listen to the teacher read
aloud or read with classmates and the teacher.

Types of Reading Pre K-8 Classrooms

Teachers read with small groups of students. They usually read the first page or two with students, and then the students read the rest of the selection silently

​Guided Reading

Students follow along as teachers read the selection aloud, children sit so that they can see the book, and they listen to the teacher read aloud.

​Shared Reading

Types of Reading Pre K-8 Classrooms

Teachers read aloud books that are appropriate for students’ interest level.

​Reading Aloud

Students read silently by themselves and at their own pace. Selection is either at appropriate level of difficulty or very familiar so that students can read it independently.

​Independent Reading

​Buddy Reading

Students read or reread a selection with a classmate. It’s an enjoyable social activity

STAGE 3: RESPONDING

• Students respond to what they’ve read and continue negotiating meaning to deepen their comprehension.

• They make comments by writing in reading logs and participating in grand conversations immediately after reading.

  Possible open-ended prompts

  I really don’t understand… I like/dislike (character) because…
  This book reminds me of…. (Character) reminds me of myself because…
  I think (character) is feeling… I wonder why… (Event) makes me think about the time I...
  If I were (character), I’d… I noticed that the author is…
  I predict that.....

STAGE 4: EXPLORING

Teachers lead students back into the test to explore it more
analytically in this stage. They’re involved in these activities:

• Rereading the selection

• Examining the authors crafts

• Focusing on new vocabulary words

• Participating in minilessons

STAGE 4: EXPLORING

Rereading the selection

Rereading the selection enrich their comprehension and make a deeper connection between the selection and their own lives.

Examining the authors crafts

Focus on the genre, the structure of the text, and the literary language that authors use.

Focusing on vocabulary

Students add important words related to the book to word walls posted in the classroom

Teaching minilessons

Introduce the topic and make connections between the topic and the example in the featured selection

STAGE 5: APPLYING

Students build on their reading
experiences, the responses they made
immediately after reading, and the
exploring activities as they create
projects (talking, writing, & visual
representation)

TEACHING THE READING PROCESS

• Word identification: readers recognize bank of words instantly and automatically.

• Fluency: the component of fluency are reading speed, accuracy, and prosody (rhythm of speech)

• Vocabulary: capable readers have larger vocabularies. They learn more words

• Comprehension: they strategically, and make inferences using clues in the text they think about the genre and topic of the text.

FORUM 1

•What are your ways to help students to improve their vocabulary?

​Vocabulary List

​Accessory	​small thing you wear with clothes to add style
​adamant	​Firmly refusing to change one's mind
​Antarctic	​Extremely cold region in the Southern part of the world.
​Asterisk	​the symbol: *
​Bouquet	​A bunch of flowers.
​Cajole	​To persuade someone to do something by being very friendly.
​Debris	​the remains of something that has been destroyed.
​Deteriorate	​To become worse in quality or condition.
​Gibberish	​Senseless talk.
Mustache	Hair growing on the upper lip.
​Liaison	​A link or connection between people or organizations.
Panacea	A remedy for all illness or solution for all problems.

THE WRITING PROCESS

Stage 1: Prewriting

Stage 2: Drafting

Stage 3: Revising

Stage 4: Editing

Stage 5: Publishing

STAGE 1: PREWRITING

• Choosing a topic (students often choose their own topics)

• Considering purpose, audience, and genre

Purpose- to entertain, to inform, to persuade

When a student has lack of purpose other than completing the

assignment, quality suffers

Genre- a story? A letter? A poem, a report?

• Generating and organizing ideas for writing

STAGE 2: DRAFTING

• Students get their ideas down on paper during the drafting

stage

revisions

• Drafting is messy

• Students write quickly, trying to capture the ideas they’re thinking about

• They write on every other lines to leave space for

STAGE 3: REVISING

Revising is the time when writers clarify and refine the ideas in their
compositions. They participate in these activities:

•

Reading the rough draft

•

Sharing the rough draft in a revising group

•

Revising on the basis of feedback

•

Conferencing with the teacher

STAGE 4: EDITING

• Students polish their compositions during

editing.

• The focus has been on the content, but now

it changes to mechanics, and students try to
correct spelling, punctuations, and
capitalization error.

STAGE 4: EDITING

-Mechanics are the commonly accepted conventions of written Standard English; they include capitalization, punctuation, spelling, sentence structure, usage, and formatting considerations specific to poems scripts, letters, and other writing forms

-mechanicals skills are best taught during editing

STAGE 4: EDITING

-Students proofread their rough drafts to locate and mark possible errors

-Proofread is a unique type of reading in which students read slowly, word by word, hunting for errors rather than reading quickly for meaning.

-Errors are marked or corrected with with special proofreaders’ mark

STAGE 5: PUBLISHING

Students bring their compositions to life by publishing them. When they share their writing with classmates, other students, parents, and
community members, students come to think of themselves as authors.

Students are involved in these activities during this stage:

a) Making final copies of their writing: making books, stapled

booklets, posters, letters, essay, report etc.

b) Reading from the author’s chair: A special chair labelled.

Students read aloud books

c) Sharing their writing: through hardcover books, poems, posters, writing contest, share at parties with parents and siblings.