Lori Jamison
What do we do when students start sacrificing semantic cues (i.e,. meaning) in favour of visual cues (i.e., phonics)? Writing is the solution for applying phonetic knowledge to meaning-making !
Lori Jamison [email protected] www.lorijamison.com
Lori Jamison (Rog) is an educator, author and consultant. In addition to her career as a classroom teacher, she served as the K-12 Language Arts Consultant for Regina Public Schools and a Reading Assessment Specialist for the Saskatchewan Department of Education. Lori is one of only ten Canadians to ever be elected to the Board of Directors in the fiftyyear history of the International Reading Association (IRA) and the only Canadian from a K-12 school district. She has written many professional books and other resources for teachers. She also writes teacher support materials for High Interest Publishing, a publisher of novels for reluctant readers. Currently an independent consultant, Lori travels across Canada and the United States speaking at schools and conferences on best practices in literacy instruction.
Professional books by Lori Jamison Rog: •
Reading, Writing, Playing, Learning: Finding the Sweet Spots in Kindergarten Literacy Instruction (Pembroke 2017)
•
Marvelous Minilessons for Teaching Beginning Nonfiction Writing (Pembroke 2016)
•
Struggling Readers: Why Worksheets Don’t Work and Band-aids Don't Stick (Pembroke 2014)
•
Guiding Readers: Making the Most of the 18-Minute Guided Reading Lesson (Pembroke Publishers 2012)
•
Marvelous Mini Lessons for Teaching Beginning Writing (IRA, 2006) www.reading.org
•
The Write Genre, co-authored with Paul Kropp (Pembroke/Stenhouse, 2004)
•
Guided Reading Basics (Pembroke/Stenhouse, 2003) www.pembrokepublishers.com Lori can be contacted at [email protected].
2
Lori Jamison 2017 ©High Interest Publishing
Reading and Writing: Two sides of the same coin Reading • Receptive • In-the-head • Goes from print to sound • Introduces concepts and structures
Writing • Expressive • Visible • Goes from sound to print • Applies products and structures
Choice Menu of Ways to Write about Reading: • • • • • • •
Write a letter to a character Label a Mind Map Write a “How to Be” Tell the story with you as the character Write a book review Follow the pattern to make your own book Tell what you learned
3
Lori Jamison 2017 ©High Interest Publishing
MODELED, SHARED AND INTERACTIVE WRITING Modeling is the most powerful tool in a teacher’s instructional toolbox. When we model writing for students, we teach them how writers think and work. We are showing them that writing is an important and meaningful thing that grown-ups do, in life as well as in school.
Modeled Writing The teacher composes the text and writes it down, thinking aloud about her processes as she works. The students are observers, not active participants.
§
Shared Writing •
The teacher and students compose the text collaboratively, but the writing is done by the teacher.
Interactive Writing §
The teacher and students compose the text collaboratively, but students are involved in the writing as well, guided by the teacher.
Guided Writing §
Students write individually or in small groups, guided by the teacher to focus on specific learning tasks or aspects of writing.
Independent Writing §
Students write individually, sometimes on prompted or assigned writing, but more often on self-selected topics.
4
Lori Jamison 2017 ©High Interest Publishing
EMERGENT STAGE Characteristics of writers at this stage
Characteristics of readers at this stage
-
know that “writing” can tell a story or communicate ideas
-
know that print tells a story or communicates ideas
-
may use scribbles or lines may copy letters or even words, but do not connect symbols and sounds often place pictures and symbols randomly on page
-
may or may not distinguish “writing” from “pictures” do not connect letters and sounds; unable to decode
will tell the story or label the picture orally rely on pictures to “tell the story” use oral language structures and vocabulary
-
may write own names in conventional print
-
-
-
-
-
-
use oral language structures and vocabulary may “role-play” reading read from memory, patterns, pictures rely on picture clues may be able to recognize own names in print
What we can do…. • • • • •
Teach alphabet in meaningful contexts: one letter a day, repeat cycle 5-6 times through the year Reading and Writing Names Three Ways to Write in Kindergarten Honeybee conferences Transcribe with caution – what’s the purpose?
5
Lori Jamison 2017 ©High Interest Publishing
EARLY STAGE
-
-
-
-
Characteristics of writers at this stage use letters, words and pictures to gather and convey ideas
-
Characteristics of readers at this stage use letters, words and pictures to get information from books
represent sounds with letters spells some high frequency words conventionally coordinate pictures and writing on the page apply principles of directionality begin to use sentences and punctuation
-
usually topics of personal interest and experience length of writing increases
-
will try to write most words in speaking vocabulary
- read words in speaking vocabulary
-
-
connect letters and sounds read some high frequency words distinguish pictures from print, understand directionality begin to understand spaces around words begin to understand sentences as groups of words with punctuation
prefer to read topics relating to personal experience move beyond patterned text can cope with increasing amounts of print on the page
What we can do… 1. 2. 3. 4. 5.
Phonetic Spelling (Bubble Gum Writing) Word boundaries High Frequency Words Sticky Dot Details Revise by adding on
6
Lori Jamison 2017 ©High Interest Publishing
DEVELOPING STAGE
Characteristics of writers at this stage -
-
-
-
Writing has a clear topic, often beyond the writer’s personal experience Independently write in different text forms
-
Can write many details on a topic Details may be written in random order; begins to understand beginning, middle end
-
-
-
Voice may become stilted as writer focuses on conventions sentences may be short and choppy – or long and run-on
-
can cope with longer texts; begins to read beginning chapter books monitor own comprehension can retell information that is read
often prefer books that are choppy and mechanical attends to the words a writer chooses; can identify “wow” words
-
reads many words automatically; more focus on text-level comprehension than word-level
-
begins to use punctuation in reading and to read in phrases
increasing mastery of spelling and conventions readable phonetic spelling
7
Characteristics of readers at this stage Read about imaginative and fictional as well as nonfiction topics
Lori Jamison 2017 ©High Interest Publishing
FLUENT STAGE
-
Characteristics of writers at this stage write texts of increasing length and complexity writing includes rich detail, elaboration, description Can use a variety of text forms for different purposes Plan and organize ideas for logical structure, with leads and conclusions
-
Characteristics of readers at this stage Read texts of increasing length and complexity can identify and access different types of text structures Reading level exceeds writing level
-
Begin to consider audience and purpose when writing
-
Can consider author’s purpose, message and point of view when reading
-
Begin to use “book language” Use resources such as thesaurus or dictionary Think about word choice
-
Can access texts with figurative language and literary techniques
-
Begin to show variety in sentence length and structure
-
Read with increasing fluency; can access more complex sentences
-
Spell many words conventionally Usually use capitals and basic punctuation correctly Phonetic spelling is logical and readable
-
Read most words automatically; use different cueing systems to solve unfamiliar words Use punctuation, paragraphing and other text supports to aid comprehension
-
-
-
8
Lori Jamison 2017 ©High Interest Publishing
What we can do to support Developing and Fluent Writers 1. Teach a repertoire of pre-writing and planning tools to generate and organize details. 2. Drafting: single side, double space 1.
Emphasize the difference between revising and editing.
4.
Explicitly teach a variety of text forms and genres
5. Many short pieces instead of few long ones. 6. Peer conference (star and a wish) 7. Focus on the techniques writers use.
INTRODUCING A NEW TEXT FORM 1.
Complete a topic sheet
2.
Identify the structure.
3.
Teach minilessons • I DO • WE DO • YOU DO
4.
Assess for future instructional planning.
9
Lori Jamison 2017 ©High Interest Publishing
10
Lori Jamison 2017 ©High Interest Publishing
Lori Jamison [email protected] www.lorijamison.com
Lori Jamison (Rog) is an educator, author and consultant. In addition to her career as a classroom teacher, she served as the K-12 Language Arts Consultant for Regina Public Schools and a Reading Assessment Specialist for the Saskatchewan Department of Education. Lori is one of only ten Canadians to ever be elected to the Board of Directors in the fiftyyear history of the International Reading Association (IRA) and the only Canadian from a K-12 school district. She has written many professional books and other resources for teachers. She also writes teacher support materials for High Interest Publishing, a publisher of novels for reluctant readers. Currently an independent consultant, Lori travels across Canada and the United States speaking at schools and conferences on best practices in literacy instruction.
Professional books by Lori Jamison Rog: •
Reading, Writing, Playing, Learning: Finding the Sweet Spots in Kindergarten Literacy Instruction (Pembroke 2017)
•
Marvelous Minilessons for Teaching Beginning Nonfiction Writing (Pembroke 2016)
•
Struggling Readers: Why Worksheets Don’t Work and Band-aids Don't Stick (Pembroke 2014)
•
Guiding Readers: Making the Most of the 18-Minute Guided Reading Lesson (Pembroke Publishers 2012)
•
Marvelous Mini Lessons for Teaching Beginning Writing (IRA, 2006) www.reading.org
•
The Write Genre, co-authored with Paul Kropp (Pembroke/Stenhouse, 2004)
•
Guided Reading Basics (Pembroke/Stenhouse, 2003) www.pembrokepublishers.com Lori can be contacted at [email protected].
2
Lori Jamison 2017 ©High Interest Publishing
Reading and Writing: Two sides of the same coin Reading • Receptive • In-the-head • Goes from print to sound • Introduces concepts and structures
Writing • Expressive • Visible • Goes from sound to print • Applies products and structures
Choice Menu of Ways to Write about Reading: • • • • • • •
Write a letter to a character Label a Mind Map Write a “How to Be” Tell the story with you as the character Write a book review Follow the pattern to make your own book Tell what you learned
3
Lori Jamison 2017 ©High Interest Publishing
MODELED, SHARED AND INTERACTIVE WRITING Modeling is the most powerful tool in a teacher’s instructional toolbox. When we model writing for students, we teach them how writers think and work. We are showing them that writing is an important and meaningful thing that grown-ups do, in life as well as in school.
Modeled Writing The teacher composes the text and writes it down, thinking aloud about her processes as she works. The students are observers, not active participants.
§
Shared Writing •
The teacher and students compose the text collaboratively, but the writing is done by the teacher.
Interactive Writing §
The teacher and students compose the text collaboratively, but students are involved in the writing as well, guided by the teacher.
Guided Writing §
Students write individually or in small groups, guided by the teacher to focus on specific learning tasks or aspects of writing.
Independent Writing §
Students write individually, sometimes on prompted or assigned writing, but more often on self-selected topics.
4
Lori Jamison 2017 ©High Interest Publishing
EMERGENT STAGE Characteristics of writers at this stage
Characteristics of readers at this stage
-
know that “writing” can tell a story or communicate ideas
-
know that print tells a story or communicates ideas
-
may use scribbles or lines may copy letters or even words, but do not connect symbols and sounds often place pictures and symbols randomly on page
-
may or may not distinguish “writing” from “pictures” do not connect letters and sounds; unable to decode
will tell the story or label the picture orally rely on pictures to “tell the story” use oral language structures and vocabulary
-
may write own names in conventional print
-
-
-
-
-
-
use oral language structures and vocabulary may “role-play” reading read from memory, patterns, pictures rely on picture clues may be able to recognize own names in print
What we can do…. • • • • •
Teach alphabet in meaningful contexts: one letter a day, repeat cycle 5-6 times through the year Reading and Writing Names Three Ways to Write in Kindergarten Honeybee conferences Transcribe with caution – what’s the purpose?
5
Lori Jamison 2017 ©High Interest Publishing
EARLY STAGE
-
-
-
-
Characteristics of writers at this stage use letters, words and pictures to gather and convey ideas
-
Characteristics of readers at this stage use letters, words and pictures to get information from books
represent sounds with letters spells some high frequency words conventionally coordinate pictures and writing on the page apply principles of directionality begin to use sentences and punctuation
-
usually topics of personal interest and experience length of writing increases
-
will try to write most words in speaking vocabulary
- read words in speaking vocabulary
-
-
connect letters and sounds read some high frequency words distinguish pictures from print, understand directionality begin to understand spaces around words begin to understand sentences as groups of words with punctuation
prefer to read topics relating to personal experience move beyond patterned text can cope with increasing amounts of print on the page
What we can do… 1. 2. 3. 4. 5.
Phonetic Spelling (Bubble Gum Writing) Word boundaries High Frequency Words Sticky Dot Details Revise by adding on
6
Lori Jamison 2017 ©High Interest Publishing
DEVELOPING STAGE
Characteristics of writers at this stage -
-
-
-
Writing has a clear topic, often beyond the writer’s personal experience Independently write in different text forms
-
Can write many details on a topic Details may be written in random order; begins to understand beginning, middle end
-
-
-
Voice may become stilted as writer focuses on conventions sentences may be short and choppy – or long and run-on
-
can cope with longer texts; begins to read beginning chapter books monitor own comprehension can retell information that is read
often prefer books that are choppy and mechanical attends to the words a writer chooses; can identify “wow” words
-
reads many words automatically; more focus on text-level comprehension than word-level
-
begins to use punctuation in reading and to read in phrases
increasing mastery of spelling and conventions readable phonetic spelling
7
Characteristics of readers at this stage Read about imaginative and fictional as well as nonfiction topics
Lori Jamison 2017 ©High Interest Publishing
FLUENT STAGE
-
Characteristics of writers at this stage write texts of increasing length and complexity writing includes rich detail, elaboration, description Can use a variety of text forms for different purposes Plan and organize ideas for logical structure, with leads and conclusions
-
Characteristics of readers at this stage Read texts of increasing length and complexity can identify and access different types of text structures Reading level exceeds writing level
-
Begin to consider audience and purpose when writing
-
Can consider author’s purpose, message and point of view when reading
-
Begin to use “book language” Use resources such as thesaurus or dictionary Think about word choice
-
Can access texts with figurative language and literary techniques
-
Begin to show variety in sentence length and structure
-
Read with increasing fluency; can access more complex sentences
-
Spell many words conventionally Usually use capitals and basic punctuation correctly Phonetic spelling is logical and readable
-
Read most words automatically; use different cueing systems to solve unfamiliar words Use punctuation, paragraphing and other text supports to aid comprehension
-
-
-
8
Lori Jamison 2017 ©High Interest Publishing
What we can do to support Developing and Fluent Writers 1. Teach a repertoire of pre-writing and planning tools to generate and organize details. 2. Drafting: single side, double space 1.
Emphasize the difference between revising and editing.
4.
Explicitly teach a variety of text forms and genres
5. Many short pieces instead of few long ones. 6. Peer conference (star and a wish) 7. Focus on the techniques writers use.
INTRODUCING A NEW TEXT FORM 1.
Complete a topic sheet
2.
Identify the structure.
3.
Teach minilessons • I DO • WE DO • YOU DO
4.
Assess for future instructional planning.
9
Lori Jamison 2017 ©High Interest Publishing
10
Lori Jamison 2017 ©High Interest Publishing
