facilitating comprehension: using writing as an assessment tool presented by dr. jill yurko(...

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


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


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


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


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”


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?


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.


Kindergarten Example

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


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


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)


Students engage in the five stages of the writing process as they create newspaper page

Share newspaper pages with classmates


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


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

Thank You……

Questions?

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