Amanda Jachthuber, EngEd 275, Ch. 2 The Reading and Writing Process

Vocabulary and Concepts:

Reading process – a series of stages during which readers comprehend text

Stages of Reading – Stage 1: Prereading– a process that occurs before a reader even opens a book. Student activate background knowledge they acquired through experiences, set a purpose and plan for reading. Stage 2: Reading– Students read a book through interactive read a-louds, shared reading, guided reading partner reading or even independent reading. Stage 3: Responding- Students make tentative and exploratory comments in reading logs or through group discussions. Stage 4: Exploring- Students go back through the text of what was read through rereading or close reading and the teacher asks questions such as what was the author’s purpose. Stage 5: Applying- Readers often create a project to help extend their understanding of what was read.

Phonemic Awareness- The ability to focus on and manipulate individual sounds

Phonics- predictable relationships between phonemes and graphemes

Word Identification- strategies used to decode words, such as phonic analysis, or syllabie analysis

Fluency- reading smoothly, quickly and with expression

Vocabulary- where students think about what words mean, choosing appropriate meanings, and then relating it to the background knowledge.

Comprehension- Use of text factors to understand what was read by predicting, connecting, monitoring and repairing.

Background Knowledge- what a student knows or has previous experience of on a specific topic.

Mini Lessons- topic is introduced and connections are made between topic and examples

guided reading- done in small groups of 4 or 5. Students use books that are at their instructional level and can read with 90-94% accuracy. The teacher may start them off but students do the reading.

shared reading- used when students can not read independently then a book is read aloud

interactive read a-aloud- teacher reads books aloud that are developmentally appropriate but written above students reading level. Students are engaged in activities by making predictions or identifying the big idea.

word wall- Highlights particular words that students find to be important or use a lot.

word sorts- categorization of words

readers theatre- a performance of a book

The writing process- A series of five stages. Stage 1: Prewriting- getting ready to write by choosing a topic, thinking about the purpose, gathering ideas, and organizing those ideas. Stage 2: Drafting- where ideas are put down on paper but room for revision is left. Stage 3: Revising- Ideas are refined through re-reading the rough draft, making changes that reflect feedback and or conferencing with teacher. Stage 4: Editing- Putting the writing into final form by proofreading with a partner, correcting spelling punctuation and or grammer errors and conferencing with teacher. Stage 5: Publishing- Final copies are brought to life and shared with an audience.

Reading Strategies- there are four reading strategies that highlight the kinds of thinking students engage in. Decoding – students use phonic analysis to identify unfamiliar words. Word-Learning- analyze word parts to help figure out the meaning of a word. Comprehension- drawing inferences or visualizing things to help them understand. Study- note taking or asking questions to learn info.

Writing strategies- Used to craft effective compositions. Prewriting- organzing ideas. Drafting- giving examples and narrowing the topic down. Revising- elaborate ideas and combine sentences. Editing- proofreading. Publishing- prepare final copy to share.

Summary: Teachers use the reading process to ensure students comprehend what was read. Students are taught how to use the writing process to write and then refine a piece. Teachers teach students how to use a variety of strategies to help them organize, direct and problem solve as they both read and write. Effective teachers demonstrate their own responsibility and commitment to ensuring that their students are successful when they organize instruction using the reading and writing processes described in this chapter.

Works Cited:

Tompkins, G. E. (2017). Literacy for the 21st century: a balanced approach. Boston: Pearson.