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

pgriffith@ou.edupgriffith@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.

 

Our Favorite Animals  My name My favorite animal

Kathi elephant

   

   

   

   

   

   

   

   

• 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

Simple story map to use with younger readers and writers.

Who? Where?

What? How?

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