Scaffolding Reading and Scaffolding Reading and Writing in Early Literacy Writing in Early Literacy
ClassroomsClassrooms
Scaffolding Reading and Scaffolding Reading and Writing in Early Literacy Writing in Early Literacy
ClassroomsClassroomsPriscilla L. Griffith, Ph.D.Priscilla L. Griffith, Ph.D.
Professor, University of Oklahoma (USA)Professor, University of Oklahoma (USA)Director of the Oklahoma Writing Project Director of the Oklahoma Writing Project
Oklahoma Writing Project Teacher ConsultantOklahoma Writing Project Teacher ConsultantImmediate Past President of the Oklahoma Immediate Past President of the Oklahoma
Reading AssociationReading Association
The University of OklahomaThe University of Oklahoma820 Van Vleet Oval, ECH 114820 Van Vleet Oval, ECH 114
Norman, OL 73019Norman, OL 73019405-325-1508405-325-1508
[email protected]@ou.edu
A Quick Write• What is your first remembered
experience about reading or writing?
• Share your writing with the person next to you.
• Who would like to read what you wrote?
Definitions• Early Literacy Classrooms –
classrooms at Grades Pre-K through 1
• Scaffolding - systematic support in the classroom that allows young children to move towards independence in literacy.
Beliefs about Early Literacy Learning
• Reading and writing co-exist in their development along a continuum from emergent to conventional behaviors.
• “Almost every child learns to read print and
write print at the same time (Clay, 2001 p. 91).”
• Children use drawing to help them organize ideas and to construct meaning from and make sense out of experiences (Baghban, 2007, p. 21).
• As children are sorting out the differences between drawing and writing as separate forms of expression, they make attempts at writing that looks like the writing they see in their environment.
• Reading and writing are primarily social activities. They involve interaction with adults and peers in an environment designed to promote reading and writing experiences in meaningful contexts. This point is at the heart of organizing both the environment and the instruction in a classroom.
• Every aspect of the classroom environment should
support opportunities for children to engage in literacy activities.
• A quick write – How do you think reading and writing are related?
• Share your writing with the person next to you.
• Who would like to read what you wrote?
Reading and Writing Processes to Scaffold in Early Literacy Classrooms Preparing to Read
Identify title, author and illustrator Activate prior knowledge through
strategies such as picture walk Make predictions
Constructing Meaning While Reading Confirm and predict Make inferences Interpret and evaluate Integrate ideas into a coherent
representation of the text Monitor understanding
Reviewing and Reflecting on Reading Discuss what happened Discuss favorite parts Relate to other characters and stories
Preparing to Write Prewriting
Constructing Meaning While Writing Drafting Revising
Reviewing and Reflecting on Writing Revising Editing Publishing
Adapted from Griffith and Ruan, 2005
Why integration? Both reading and writing
• involve language and thought.• involve written language.• are interactive. Each informs the
other.• are the active construction of
meaning.
This presentation will focus on two major aspects of scaffolding reading and writing in early literacy classrooms:
(1)Organizing the Environment(2)Organizing Instruction
Organizing the Environment
Every classroom should have
• a class library• a writing center• literacy tools in every
center
Organizing Instruction
• Reading and writing experiences in meaningful contexts
Classroom model for supporting writing and reading
Student Readers and Writers
Independent Reading and WritingTeacher Modeling
SharedExperiences
Peer Collaboration
Teacher as Writer
Thinking Aloud
Teacher Read-Alouds
Teacher as Scribe
Language Experience
Shared Reading and
Writing
Collaborative Decisions
Interactive Writing
Oral Language
Revising and Editing Groups
Student as Scribe
ConferencesCooperative
Groups
Buddy Reading and
Writing
Author's Chair
Revising and Editing Groups
Student as Writer and
Reader
Conferences
Choral Reading
Adapted from Laframboise, Griffith, & Klesius (1997)
Teacher Modeling During Writing
• Think-aloud• Use the vocabulary of instruction
Emphasize initial sounds• Rubber-band words • Emphasize onsets and rimes• Do not overusing any strategy
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Shared Experiences
Peer Collaboratio
n
Independent
Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Children have been studying making healthy choices
Teacher models preparing a grocery list
Shared Experiences
Peer Collaboratio
n
Independent
Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Teacher models preparing a grocery list
Shared Experiences
Peer Collaboratio
n
Independent
Experiences
Children construct grocery list in writing center
Teacher Modeling During Reading
Teacher Behaviors:
Clarify informationDemonstrate strategies of a reader: predicting and
confirmingDevelop story structureDraw attention to illustrationsExtend vocabulary InformMetanarrate (text and/or pictures)Point out text features
Adapted from Klesius & Griffith, 1996
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Shared Experiences
Teacher and students make predictions about events in Elbert’s Bad Word
Peer Collaboratio
n
Independent
Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Teacher reads Elbert’s Bad Word to students
Shared Experiences
Teacher and students make predictions about events in Elbert’s Bad Word
Peer Collaboratio
n
Independent
Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Teacher reads Elbert’s Bad Word to students
Shared Experiences
Teacher and students make predictions about events in Elbert’s Bad Word
Teacher and students complete story map of Elbert’s Bad Word
Peer Collaboratio
n
Independent
Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Teacher reads Elbert’s Bad Word to students
Shared Experiences
Teacher and students make predictions about events in Elbert’s Bad Word
Teacher and students complete story map of Elbert’s Bad Word
Peer Collaboratio
n
In library students review and discuss book/In writing center students complete story map
Independent
Experiences
Text Innovation• Revisions of original literature• Purposeful changes• Benefits
– Expand vocabulary– Study literary techniques– Learn the function of words in sentences– Develop awareness of story structure– Enhance fluency
It involves a tight interface between word knowledge and oral reading fluency, and it allows readers at all levels to feel successful.
Story innovation for You Can’t See Me
Original Text Innovated Text
Early one morning on a fine spring day,Bear cub went outin the woods to play.…Beaver called Fox“Come and see.Something’s up therewatching me.”“FoxFox.I’m up in this tree.I can see youbut you can’t see me..”Now Fox was crafty as could be.He crept …around BEHIND the tree.TWO naughty squirrels had to FLEEEE.And they never came backto THAT old oak tree.
Early one morning on a fine spring day,Anteater went outin the rainforest to play.…Bush dog called Jaguar“Come and see.Something’s up therewatching me.”“JaguarJaguar.I’m up in this tree.I can see youbut you can’t see me..”Now Jaguar was crafty as could be.He crept …around BEHIND the tree.TWO naughty toucans had to FLEEEE.And they never came backto THAT kapok tree.
Procedures
• Identify how the story can be changed.• Familiarize students with the sentence and
episode patterns within the story to be innovated.
Simple story map for You Can’t See Me.
Who was in the story?Bear CubChipmunkDeerBeaverFoxsquirrels
Where did the story take place?By an old oak tree in the woods.
What happened in the story?Two naughty squirrels were hiding in the oak tree. They teased the animals on the ground. The squirrels said, “I can see you, but you can’t see me.”
How did the story end?The fox was crafty. He crept behind the tree and chased away the squirrels.
•Procedures•Identify how the story can be changed.
•Familiarize students with the sentence and episode patterns within the story to be innovated.•Develop background knowledge and oral language around a topic that interests the students and that can be used for a successful innovation.
•Procedures•Identify how the story can be changed.
•Familiarize students with the sentence and episode patterns within the story to be innovated.
•Develop background knowledge and oral language around a topic that interests the students and that can be used for a successful innovation.
•Guide the children through the innovation.
•Procedures•Identify how the story can be changed.
•Familiarize students with the sentence and episode patterns within the story to be innovated.
•Develop background knowledge and oral language around a topic that interests the students and that can be used for a successful innovation.
•Guide the children through the innovation.
•Reread and revise the innovation.
•Publish the innovation as a big book or make a copy for each child.
•Children have to completely understand the context in which particular words are used and make wording changes that allow the new text to still be meaningful and enjoyable
•To read fluently, students need to achieve high accuracy, adequate speed, and appropriate prosody. Familiar text structure and language patterns in the innovated text provide necessary scaffold for the practice of fluency.
•The innovated story matches the students’ reading level, a critical consideration when selecting texts for fluency instruction
•Innovated text is comprehensible input and provides opportunities for repeated practice of reading the text, both of which are critical factors that can help ESL learners become successful readers.
It involves a tight interface between word knowledge and oral reading fluency, and it allows readers at all levels to feel successful.
Griffith & Ruan, in press
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
1. Teacher read-aloud of books
Shared Experiences
:Teacher & Students
2. Draft a list of animals
5. Create a text innovation
3. Revise chart of animals4. Construct a story map
Peer Collaboratio
n
Independent
Experiences
Children record their ideas on “Favorite Animals” chart