Chapter 2 Content
- Overview This week we will discuss the Reading and Writing Process. As you read be sure to prepare carefully. The information provided will be used for the entire course; therefore, it is vital for you to not only be familiar with the terms, but to also understand the concepts. You will also encounter much of this information when you take the Praxis.
The goal of both reading and writing is to construct meaning. Chapter 2 examines the
bond between these two processes and the ways in which effective teachers guide students in the
reading and writing processes.
- How Effective Teachers Teach Reading and Writing 1. Teachers use the reading process- prereading, reading, responding, exploring, and applying –
to ensure that students comprehend books they read.
2. Teachers use independent reading, buddy reading, guided reading, shared reading, and
interactive read-alouds to share books with students.
3. Teachers teach students how to use the writing process – prewriting, drafting, revising,
editing, and publishing – to write and refine their compositions.
4. Teachers teach students about the qualities of good writing – ideas, organization, voice, word
choice, sentence fluency, and conventions.
5. Teachers understand that reading and writing are reciprocal meaning-making processes.
- Chapter 2 Objectives After reading chapter 2, you should be able to:
1. Name and describe the stages in the reading process.
2. Name and describe the stages in the writing process.
3. Describe the ways in which the reading and writing processes are similar.
4. Describe the ways in which teachers use the reading and writing processes in
effective literacy instruction.
- Preview 1. Consider and discuss the following statement found in chapter two:
Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts. The goal is comprehension, understanding the text and being able to use it for the intended purpose.
2. Writing evokes strong feelings. Among your college students you will find some who enjoy
writing, keep a journal, and share poems and stories with friends. There may be others who feel
inadequate as writers and do not enjoy the process. In your small group share their feelings on writing using the questions below.
Do you keep a diary or journal? When do you write?
Why is it important for writers to read a wide variety of literature?
The goal of both reading and writing is to construct meaning. Chapter 2 examines the
bond between these two processes and the ways in which effective teachers guide students in the
reading and writing processes.
to ensure that students comprehend books they read.
2. Teachers use independent reading, buddy reading, guided reading, shared reading, and
interactive read-alouds to share books with students.
3. Teachers teach students how to use the writing process – prewriting, drafting, revising,
editing, and publishing – to write and refine their compositions.
4. Teachers teach students about the qualities of good writing – ideas, organization, voice, word
choice, sentence fluency, and conventions.
5. Teachers understand that reading and writing are reciprocal meaning-making processes.
1. Name and describe the stages in the reading process.
2. Name and describe the stages in the writing process.
3. Describe the ways in which the reading and writing processes are similar.
4. Describe the ways in which teachers use the reading and writing processes in
effective literacy instruction.
Reading is a constructive process of creating meaning that involves the reader, the text, and the purpose within social and cultural contexts. The goal is comprehension, understanding the text and being able to use it for the intended purpose.
2. Writing evokes strong feelings. Among your college students you will find some who enjoy
writing, keep a journal, and share poems and stories with friends. There may be others who feel
inadequate as writers and do not enjoy the process. In your small group share their feelings on writing using the questions below.
Do you keep a diary or journal? When do you write?
Why is it important for writers to read a wide variety of literature?