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Tompkins Chap

The document discusses the five stages of the reading process: pre-reading, reading, responding, exploring, and applying. It also discusses five types of reading: shared reading, guided reading, independent reading, buddy reading, and reading aloud. Finally, it discusses how teachers can adapt the writing process to help English learners succeed, noting that each step in the process may need modification, such as using pictures in pre-writing or only making one or two revisions.

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242 views

Tompkins Chap

The document discusses the five stages of the reading process: pre-reading, reading, responding, exploring, and applying. It also discusses five types of reading: shared reading, guided reading, independent reading, buddy reading, and reading aloud. Finally, it discusses how teachers can adapt the writing process to help English learners succeed, noting that each step in the process may need modification, such as using pictures in pre-writing or only making one or two revisions.

Uploaded by

api-393055116
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Chapter 5—Written Language: Reading and Writing

1. What’s the purpose of each stage of the reading process?


Stage 1: Pre-reading—Students activate or build background knowledge, set purposes for
reading, preview the text
Stage 2: Reading—Students read independently, with a buddy, using shared reading, or through
guided reading, or they listen to the text read aloud; read text from beginning to end or read
one or more sections to learn specific information; apply strategies; read the illustrations,
charts, and diagrams
Stage 3: Responding—Students respond in reading log; discuss the text with classmates and or
teacher
Stage 4: Exploring—Students reread and think more deeply about the text ; examine the writer’s
craft; learn vocabulary words; participate in minilessons
Stage 5: Applying—Students create a project and students value the reading experience

2. Explain how Ms. Kakutani used all five stages of the reading process in the vignette at
the beginning of this chapter.
Students engaged in a pre-reading activity where they build on background knowledge. Next
they read a story that she makes connections to the students with and has them do shared
reading. Students they respond by participating in a grand conversation. They then then explore
the sentences specifically in the book. They then all apply it by talking in depth in groups.

3. Briefly explain five types of reading.


Shared reading: teachers read aloud while students follow along using individual copies of a
book, a class chart, or a big book
Guided Reading: Teachers support students as they read texts at their reading levels. Students
are grouped homogeneously.
Independent Reading: Students read a text independently and often choose the text
themselves
Buddy Reading: Two students read or reread a text together
Reading Aloud to Students: Teachers read aloud and involve students in interactive activities

4. What’s the difference between revising and editing, or are they the same?
Revising is the time when writers clarify and refine the ideas in their compositions. Revising is
meeting the needs of readers by adding, substituting, deleting, and rearranging material.
Editing is when students polish their compositions. It begins to change the mechanics, and
students try to correct spelling, punctuation, and capitalization errors so their writing will be
easier to read.

5. How do teachers teach the writing process in each of the four patterns of practice?
One way to introduce the writing process is to write a collaborative composition. The teacher
models the writing process and provides an opportunity for students to practice the process
approach in a supportive environment. Students write a composition together with teacher
guidance, moving through the writing process, just as writers do when they work
independently. The teacher demonstrates the strategies that writers use and clarifies
misconceptions during the group composition, and students offer ideas for writing as well as
suggestions for tackling common writing problems.

6. How do teachers teach the six traits?


They teach students by first selecting ideas for the students to write about, and narrow down
the topic. Second, they organize the material in a way that enhances the central idea of the
topic. Third, is the voice and the style that the writer chooses to go for. Fourth, is the word
choice and how by carefully choosing words they have the power to clarify meaning or to
create a mood. Fifth, sentence fluency is the rhythms and flow of carefully structured language
that makes it both easy and pleasurable to read aloud. Last of all, the conventions guide
readers through the writing. Mechanics, paragraphing, and design elements are three types.

7. How should teachers adapt the writing process so that English learners can be
successful?

Teachers adapt the writing process by modifying each step in the process. In pre-writing they
will use pictures or a diagram to assist them. In drafting, they help turn their ideas into phrases
and sentences. Revising, they only make one or two revisions and not a whole lot like their
peers do. Editing, the students should proofread and make as many marks as possible that they
can find. In publishing, students are better off not having their paper get marked up by the
teacher as It will discourage them so they should share their paper with their peers.

8. Why are reading and writing called reciprocal processes?


Reading and writing are reciprocal; they’re both constructive, meaning-making processes.
Researchers have found that more reading leads to better writing, and more writing has the
same effect on reading

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