Writing as a Reading Instructional Tool Elaine Gale Hunter College CUNY Susan Easterbrooks Georgia State University.

Writing as a Reading Instructional Tool

Elaine GaleHunter College CUNY

Susan EasterbrooksGeorgia State University

Objectives

• Define writing application tools

• Identify and use 4 writing application tools

Writing as a Reading Instructional Tool

written language applications to promote reading skill development

Writing Tools

Dialogue Journals Research Writing

Language Experience Stories Writing to Learn

Writing Tools

Dialogue Journals

Dialogue Journals: What?

a daily written dialogue between

educator and student

Dialogue Journals: Why?

• Interesting• Meaningful• Motivating• Individualized• Natural• Diverse• Functional and Free• Interactive• No Lesson Planning• Effective• Rewarding

Dialogue Journals: How?

• Student First• Student Centered• Privacy• Continuous Writing• No Corrections• All Ages and Abilities

• FUN!

Dialogue Journals: How to Respond

• Model Conversation• Communicative Turn

Entries• Respond to Student Entry• No Corrections• Model Correct English

Usage

Dialogue Journals: Examples

Dialogue Journals: Resources

http://clerccenter.gallaudet.edu/Literacy/programs/dialogue.html

Bailes, Cindy, Searls, Susan, Slobodzian, Jean, Staton,Jana (1986). It’s Your Turn Now! Using Dialogue Journals with Deaf Students. Washington, DC: Gallaudet University, Laurent Clerc National Deaf Education Center.

Bailes, C, (1999). Dialogue journals: Fellowship,conversation, and English modeling. Perspectives in Education and Deafness, 17 (5).

Paper Resources

Electronic Resources

Dialogue Journals: Exercises

What to do when:

Student gives one word answers?

Ask Open Ended Questions

Students just draw pictures in their dialogue?

Ask Questions about drawings that require verbal answers; label picture

Student uses poor grammar?

Model Correct Written English Usage

Writing Tools

Dialogue Journals Research Writing

Language Experience Stories Writing to Learn

Writing Tools

Research Writing

Research Reading and Writing: What?

students investigate nonfiction topics and report in writing to demonstrate

comprehension

Research Reading and Writing: Why?

• Learn Research Skills

• Build Self Confidence

• Demonstrate Comprehension of Nonfiction Books

Research Reading and Writing: How?

• Question• Gather• Categorize• Analyze• Synthesize• Write

Research Reading and Writing: Examples

Research Reading and Writing: Resources

http://clerccenter.gallaudet.edu/Literacy/programs/research.html

Welsh-Charrier, C. (1999). Conducting Research: Whenthe End Is the Means. Perspectives in Education and Deafness, 17 (5,) May/June

Paper Resources

Electronic Resources

Research Reading and Writing: Exercises

What do we

KNOW

What do we WANT to know

What did we

LEARN

Writing Tools

Dialogue Journals Research Writing

Language Experience Stories Writing to Learn

Writing Tools

Language Experience Stories

Language Experience Stories: What?

develop and reinforce reading and writing by using a learner’s personal experiences and natural language

Language Experience Stories: Why?

• Student- Centered• Student-Initiated • Inquiry-Oriented• Authentic Language• Literacy Learning

Language Experience Stories: How?

• Student Initiate Experience

• Record• Translate Into Writing• Use Text For Reading

Language Experience Stories: Examples

• Sign • Write in English• Sign Back Text • Think Aloud• Add Art

Language Experience Stories: Video Example

• Visit to the Grossology Museum

• 1st & 2nd grade class

Click for Video

Snotology video

Language Experience Stories: Resources

Helms, L. L., and David R. Schleper (2000). Language Experience: Fun Projects After School, Including Writing. Odyssey, 1(3), 13-16.

Nelson, Olga G. and Wayne M. Linek (1999). Practical Classroom Applications of Language Experience: Looking Back, Look Forward. Boston, MA: Allyn & Bacon.

Whitesell, Kathleena M. (1999). Language Experience. Leading from Behind. Perspectives in Education and Deafness.

http://clerccenter.gallaudet.edu/Literacy/programs/language.html

Paper Resources

Electronic Resources

Language Experience Stories: Resources

Schleper, David (2002). Leading from Behind: LanguageExperience in Action. Washington, DC: Gallaudet University, Laurent Clerc National Deaf Education

Center.

Video Resources

Paper Resources

Schleper, David (2002). Leading from Behind: LanguageExperience in Action. Washington, DC: Gallaudet University, Laurent Clerc National Deaf Education

Center.

Language Experience Stories: Video Exercise

• While viewing this next clip, think about how would you promote writing in this language experience activity?

Click for Video

Poopology video

How would you promote writing in this language

experience activity?

Click for Video

LEAall Video

Language Experience Stories: Video Exercise

Next Clip:

How would you translate the student’s comment into

written English?

Click for Video

Translate.mov

Click for Video

Translate II Video

Writing Tools

Dialogue Journals Research Writing

Language Experience Stories Writing to Learn

Writing Tools

Writing to Learn

Writing to Learn: What?

informal writing strategy to record personal predictions, observations

and reflections

Writing to Learn: What?

Write to Learn Learn to Write

Writing to Learn: Why?

• Content Learning• Own Information• English Literacy• Evaluate Concepts• Attitude Access

Writing to Learn: How?

• Guided Free Writing• Creative Piece• End of Class Reflection• Double Entry• Rewriting an Excerpt• Biographical Sketch• Journal Logs• Graphic Organizers

Writing to Learn: How?

• Use Notebooks • Date Each Entry• Don’t Correct Grammar• Ask for Clarification• Rewriting an Excerpt• Use to Evaluate

Progress

Writing to Learn: Examples

I am a chocolate chip cookie. My mother came and picked me up. I was scared and my mother's mouth opened. Entering, I looked in the dark mouth. The teeths kept missing me because I kept moving. Slideing down the throat, I saw stickey white stuff in the esophagus. Arriving in the stomach, there were other foods and the juices washed me up. Then I was send down the intestines. Sledding in river of blood, I was stemed into the veins. I traveled all over the body. Finally, I arrived to the urain place. Suddently, I was rushed out and were flushed in the toilet.

"Chocolate Chip Adventure"

Writing to Learn: Examples

• KWL• Compare and Contrast• Venn Diagram• Problem/ Solution• Storyboard• Spider Map

Writing to Learn: Resources

Lang, H. G. & Albertini, J. A. (2001). Construction of Meaning in the Authentic Science Writing of Deaf Students. Journal of Deaf Studies and Deaf Education, 6, 4, 258-284.

Yore, L. (2000). Enhancing science literacy for all students with embedded reading instruction and writing-to-learn activities. Journal of Deaf Studies and Education, 5, 105-122.

Paper Resources

Electronic Resources

http://www.thinkingmaps.com/htthinkmap.php3

http://www.writesite.org/html/organize.html

Writing to Learn: End of Class Reflection

Write down on a piece of paper 2 or 3 things you have learned so far about writing to learn.

Writing Tools: End of Class Reflection

Dialogue Journals Research Writing

Language Experience Stories Writing to Learn