Read-Think-Talk-Write: Integrating Literacy with Worthy Texts



the morning the morning in the primary grades the expectation of what writers can do it has grown hello let's go ahead and get started Austin's aren't prolific writers so before they began to put the pencils to the paper they need to really take a deeper dive and so what they just read in Detroit Michigan first grade teacher Tawana Jordan and fourth grade teacher Caitlin Phillips are engaging students in the read think talk write framework the framework gives students an opportunity to synthesize evidence play with ideas develop arguments and rehearse various forms of communication during lessons in order to demonstrate a deep knowledge and understanding of the topic and writing today we're gonna talk about what makes this approach integrates reading speaking and listening and writing and results in the production of high-quality evidence-based writing for students of all ability levels and learning styles I really feel like this framework allows them access to this rigorous curriculum in different forms purpose curriculums they would give just a little bit of information almost like a writing prompt and then push the students to go ahead and write about it this curriculum allows them to really organize their writing that they're able to think about it and really capture all the information in their writing through discussion they typically are much better writers and our writing samples really really really reflective that guys we are planning for our writing project your choose-your-own-adventure narrative it must include these three components the read think talk write framework is developed through backwards design and can be found at the module unit and lesson level for example module 2 unit 1 we began to read about animal defense mechanisms and their importance then we move some unit to where we took a deeper dive into that and that's when we began to do more of our thinking our talking and our writing and now we're in 783 which is basically all talking all writing because our reading has taken place beforehand so by using this backward design motto I'm able to understand what my students need to know and kind of how this information sex and scaffolds to get there we're going to read this together and we're going to think about it in this approach worthy complex texts are positioned as the expert in the room lessons scaffold students to read actively annotate the texts use note catchers and complete short writing tasks that bring them back into the text over and over so I want you now to think about what you just read we're thinking about the characteristics of the bar caelum is thinking during the thinking time asking scaffolded questions will point the students back to the text in a way that helps build understanding your main character of your story how would you want your animal to interact just thinking about if my students ever get stumped on a question what supplementary questions can I ask them because they're going to need to answer those questions and a talking face to be able to write an exemplary where examples what do you do every day what else sleep with that you sleep all day are you nocturnal what did that mean they better know what you think she's doing while they're hacked in is she what is she doing is she sitting she's camouflage I want to begin with some other people from other animal expert groups collaborate bounce some ideas back and forth use all the resources you have available when students talk to one another about what they are reading it gives them a chance to orally rehearse their ideas build off each other and clarify their own misconceptions we did a lot of talking we talked as table grows we talked as expert groups roll tape my students are grouped in a heterogeneous sample the students support each other so I almost can facilitate instead of hover and teach them we're gonna turn to our neighbor and you're going to talk about what we just read in that paragraph in a large classroom some students are more comfortable just sharing with their neighbors I noticed beep in the lesson we were able to use the protocols like pinky partners where the students are able to pick their partner that they think about their answer in this year is what did you know all birds have feathers good luck Titus and I like the way you went back to the text to get your answer as we conclude I need an exit ticket what helped you develop your character the final component of the read think talk right framework is writing however writing doesn't happen only at the end of the learning process some of the writing may include annotating texts during reading completing graphic organizers or writing short paragraphs in response to a prompt am i right go ahead and read the first sentence they are the if we look at their writing from before we use the framework – now I can see great progress so read another sentence all boys has see you got the information from the book I would say pets review of each other's ideas I am guilty of hand holding out over modeling I just had to learn to let go after I transferred the control to my students they were able to surprise me as to what they could do it can actually it was more information about what we're running about what we're thinking about seeing the progress really warms me up it's like okay this is really working they're able to produce something that they can be proud of that I can definitely product

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