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Reflecting on Texts Through Drawing and Writing
 

Reflecting on Texts Through Drawing and Writing

Learn about the Different Instructional Contexts in Which Students Learn to Draw and Write in Response to Reading

Our understanding is enhanced when we communicate with others about our thinking. In this mini-course, you will examine instructional contexts that provide different levels of support for responding to reading: modeled, shared, interactive, and independent writing. You will learn that when students move from talk to drawing and writing they not only take more time to read closely and reflect deeply but they explore different genres and forms in which to express their thinking.
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Learn about the Different Instructional Contexts in Which Students Learn to Draw and Write in Response to Reading

Our understanding is enhanced when we communicate with others about our thinking. In this mini-course, you will examine instructional contexts that provide different levels of support for responding to reading: modeled, shared, interactive, and independent writing. You will learn that when students move from talk to drawing and writing they not only take more time to read closely and reflect deeply but they explore different genres and forms in which to express their thinking.

For this mini-course we use The Fountas & Pinnell Literacy Continuum, Expanded Edition as our professional resource. If you do not have a copy of this text, see below for book discount information.

This mini-course consists of five multi-part sessions. In session 1 you will become familiar with the layout and the contents of The Fountas & Pinnell Literacy Continuum. You will explore how the eight literacy continua support students as they share their thinking about the books they read through writing and drawing. In session 2 you will notice how modeled writing provides a supportive introduction to writing about reading. And you will compare shared and interactive writing and how they each engage and support students in the writing process. Session 3 explores how a reader's notebook provides a home for students' response to reading and a place for gathering evidence of students' thinking within, beyond, and about a text. During sessions 4 and 5, you will review the kinds of thinking students demonstrate in responses to reading, and how to respond to students in order to reinforce, prompt, or teach to extend their learning. You also will reflect on the gradual release of responsibility and set goals for future work.

Learning Objectives:

  • Learn about the Writing About Reading Continuum section of The Fountas & Pinnell Literacy Continuum
  • Examine instructional contexts that provide different levels of support for responding to reading: modeled, shared, interactive, and independent writing
  • Discover how students use a reader's notebook to keep a record of reading and reflection
  • Assess students as readers and make decisions about how to reinforce, prompt, or teach to extend their learning through writing and drawing

Session Titles:

Session 1: The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching

Session 2: Introducing Students to Writing About Reading: A Supportive Start

Session 3: Independent Writing about Reading: Introducing the Reader's Notebook

Session 4: Noticing, Teaching, and Prompting for Reading Behaviors

Session 5: Exploring Possibilities: Next Steps

Credit/CEUs:

On completion of this course, you will be awarded a certificate for 5 contact hours, or .5 CEUs.

Participants are required to have a copy of The Fountas & Pinnell Literacy Continuum, and a 30% book discount code is provided to Mini-Course students for this text. To receive the 30% discount off our list price, order your book online and enter PDMCBK in the “Add a coupon code” field at checkout. All earlier editions of The Continuum can be referenced for this course and the following new edition is eligible for this Mini-Course book discount program: The Fountas & Pinnell Literacy Continuum.

This course was developed by The Lesley University Center for Reading Recovery and Literacy Collaborative (LCRRLC). Those seeking a graduate level online course or Lesley Graduate Certificate (GC) grounded in the work of Fountas and Pinnell are advised to contact the Lesley CRRLC for additional information.

This is an On-Demand Mini-Course presented by Heinemann Online PD. Course access is 365 days from the date it is activated.

Additional Resource Information

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Contents

Sessions for Reflecting on Texts Through Drawing and Writing, Grades K-8

  • Session 1: The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and \Teaching
  • Session 2: Introducing Students to Writing About Reading: A Supportive Start
  • Session 3: Independent Writing about Reading: Introducing the Reader’s Notebook
  • Session 4: Noticing, Teaching, and Prompting for Reading Behaviors
  • Session 5: Exploring Possibilities: Next Steps