This is the second webinar for LIST 4373, Spring 2016.

1. LIST 4373
WEBINAR 2 (REQUIRED!)
MON., 3/7/16 (6:00-7:15 PM)
AND TUES. 3/08/16 (2:00-3:15 PM)
OR RECORDED SESSION
WITH DR. PEGGYSEMINGSON
[Please login 10-15 minutes early]
Join Link: https://elearn.uta.edu/webapps/bb-
collaborate-
bb_bb60/launchSession/guest?uid=363e00dd-509d-
4469-95bb-7c82ff0be762
Note: Please login 10 minutes early to the webinar.
Tech support (24/7) for the videoconference
if you are having trouble logging in to the sessions:
1 (877) 382-2293

2. Unscramble each of the clue words.
Take the letters that appear in boxes and unscramble them
for the final message.
Created by Puzzlemaker at DiscoveryEducation.com
Pre-Webinar Puzzle! Come early for the puzzles….Or do on your own if
you are watching the recording!

3. Word search
Use the pen
tool to find the
words.

4. Before the webinar begins…
Please type in the chat window… (1-3+ sentences)
• Something I have tried out from this class
is….
• [post what you have tried out….] 
• Examples:
• Read-aloud
• Guided reading
• Writing instruction ideas
• Book club
• Asking questions

5. Webinar Goals and Objectives
Students
in LIST
4373
will….
Discuss the major topics of the last few sessions in the
chat window.
Define and review the concept of balanced literacy
Review and extend conceptual understanding of what
writing workshop entails instructionally
Evaluate different interactive ways to teach writing
workshop
Participate in writing workshop
Be able to explain key elements about balanced literacy
Enjoy learning about literacy  

6. Can resize your chat window and put on
bottom of screen!

7. Welcome to Webinar 3
• INTERACTIVE POLL:
• I HAVE HAD A CHANCE TO ask comprehension
questions or teach vocabulary TO A STUDENT/
STUDENTS.
Put a green check mark if yes
• Put an X if no
• If you have taught these, please type what you know in
the chat window!!
GREEN CHECK (YES)
RED X (NO)

8. Review of
Balanced Literacy

9. Critical Thinking—chat window
• Why is this balanced literacy model effective?
• What is important about it?
• How do you see yourself using it?

10. Review Think-Aloud Statements--
Model these often!
“The first thing I notice is…”
“I’m noticing….”
“I wonder….”
“I’m feeling….”
“A connection I’m making to (another book, idea, or
event) is….”

11. Application: modeling [explicit instruction/teacher-
centered/demonstration focus] “I do”
• Practice writing some
modeling statements
using think-aloud
statements.
• --restate objective to
students
• --what, why, when, how
• --set purpose for
learning
• Use opening moves
and think-aloud
statements.
Dr. Semingson’s example

12. Application: guided practice “we do” [student-centered]
chunk the text/students apply strategy/give corective
feedback/debrief
• Practice writing some
guided practice for
guided reading
statements using
strategic stopping points
and having students
apply the strategy.
• --locate stopping points
• --students apply strategy
• --share/debrief/move-on
• *Keep lesson moving
forward while staying
focused on teaching
objective!
Dr. Semingson’s example

13. Vocabulary and Comprehension
Strategies: Demonstration by Dr. S.
• Popplet
• Bubbl.us
• Text2Mindmap
• Other
• Venn Diagrams
(connects to inferencing)
• Character traits mapping
Mapping/
Webbing
Procedures

14. Modeling and practice: Vocabulary
Mapping
• Select a word or words and make a map.
Share the link or send the image to Dr Semingson
(optional)
• How did it go?
• What other vocabulary ideas do you have?

15. Modeling and Practice: Using words in
real-life
• Teacher defines word.
• Teacher locates word and reads sentence in context.
• Structure of word to provide meaning clues (if applicable)
• Teacher provides an example of the word from real-life.
• Teacher asks students to give examples of the word from
real life (authentic dialogue).

16. According to the readings and your experience/observations, what are
ways to make vocabulary instruction active and engaging?
• E.g., “concept word walls”

17. Critical Thinking Questions
• Q1: Why is vocabulary important to comprehension and
literacy development?
• Q2: How can vocabulary ideas from Bringing Words to
Life be used in cross-curricular ways (e.g., math, science,
social studies) in content-area literacy?
• Q3: What else do you want to know about vocabulary
instruction?

18. GRLP
• Continue to use resources on Blackboard
• Design your own anchor chart
• Don’t write every single word down
• Assessment component: graphic organizer or short
writing assignment.
• No “cutesy” activities! Make it rigorous and make it count.
• Big questions?

19. Aligning objectives-instruction-
assessment
Objectives
• TEKS (ELAR)
• TSW
Instruction
• Modeling
• Guided practice
• Technology-focused learning and resources
Assessment
• Rubric/checklist/criteria chart
• Learner-centered
• Writing or graphic organizer with discussion

20. Like cooking….

21. Learning about Genre: Structure of
Expository Text
1. Description
2. Sequence
3. Explanation-
Process
4. Comparison-
Contrast
5. Problem-Solution
6. Cause-Effect

22. Storyboarding
Can have 3-8+ squares/key events
First
event
Next
event
Final
event

23. Learning about Genre: Story Grammar in
Narrative Text
• Plot
• Characters
• Setting
• Sequence of Events
• Problem/solution [conflict]
• Theme
• Other….

24. Questions with Non-fiction
1. What do you know about ___?
2. Is this information useful?
3. Why does this topic matter?
4. How does the author present this information?
5. What are you still wondering about after reading this
text?
6. What surprised you?
7. What did you find to be interesting?
8. Was the information accurate?
Source: Adapted from: Fountas, I.C. & Pinnell, G.S. (2001).
Guiding Readers and Writers: Grades 3-6. Portsmouth,
NH: Heinemann.

25. Application: Write questions related to
non-fiction text
• Write below in the chat window. Identify the title of the text
and an approximate grade level.

26. Questions with Fiction: use before, during, or after,
as appropriate
What questions stand out to you as useful?
1. Does the book remind you of another book [text-text connection]
2. What surprised you?
3. Could the setting be a real place that happens now? Why?
4. Who is the most important character in the story? Why?
5. What are some words to describe [character’s name]?
6. How is character X the same or different from character Y?
7. Did one of the characters change in the story? How so?
8. Was there a problem? What was the solution?
9. What is the most important part of this story?
10. Did this story teach us a lesson about life? How?
11. What do you think of the way the author wrote?
12. Was there a message the author had for us?
13. Whose point of view is this story told from?
14. What were some interesting words or phrases from the story?
15. Would you want to read another story by this author?
16. Is this book like another book the author wrote? (text to text connection)
• Source: Adapted from: Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and
Writers: Grades 3-6. Portsmouth, NH: Heinemann.

27. Application: Write questions related to
fiction text.
• Write below in the chat window. Identify the title of the text
and an approximate grade level.

28. Follow-up prompts for higher-level
questions:
• Why do you think so?
• How do you know?
What in the text told you that?
• What clues or evidence in the text let you know that?
(Let’s revisit the text to find out how we knew that….)
• Adapted from: Fountas, I.C. & Pinnell, G.S. (2001).
Guiding Readers and Writers: Grades 3-6. Portsmouth,
NH: Heinemann.

29. Helping struggling readers with
comprehension:
 Collaborative strategic reading; fix-up strategies.
 Re read
 Self-monitor
 Chunk the text
 Sentence or paragraph level comprehension
 Read, cover, retell (Linda Hoyt)
 Adjusting to the type of text (skimming versus reading
closely)
 Previewing the text before reading
 Setting a purpose: “Let’s read to find out.”

30. Resources:Anchor Charts for Guided Reading
What is this chart teaching?
What might be the objectives of
this lesson?
What are other text features that
might be included?
 Related resources to explore:
TextProject
 http://textproject.org/
 Free graphic organizers:
https://www.eduplace.com/gra
phicorganizer/
Source of image:
Graduate Study
Creative Commons
https://flic.kr/p/hJQoV6

31. Reading Rockets
• Pinterest https://www.pinterest.com/readingrockets/
• Facebook https://www.facebook.com/ReadingRockets.org
• Twitter: https://twitter.com/readingrockets

32. Free Books and Guided Reading
Resources
• http://textproject.org/classroom-materials/students/talking-
points-for-kids/
• http://textproject.org/classroom-materials/students/fyi-for-
kids/
• http://www.janrichardsonguidedreading.com/resources-1
• Reading Rockets Article:
http://www.readingrockets.org/article/seven-strategies-
teach-students-text-comprehension

33. Q/A

34. Closure: what have we talked about?
• 1. Review of balanced literacy concepts.
• 2. Elaborated on engaging students with vocabulary
instruction.
• 3. Discussed ways to enhance comprehension of both
fiction and non-fiction text.
• What else?

35. Dr. S. is also on BBIM
(Blackboard Instant Messenger)

36. Goals/Looking ahead/Reflecting:
Respond to one of these prompts in the chat window
What is a goal you have for the
class and managing your own
learning in an online course?
What were your thoughts on
the webinar?

37. Friendly Reminders….stay on top of
things!! 
Submit your post-webinar reflection to Blackboard by the due
date! you are learning with others! 
Please email me if you need anything. I will reply quickly.
You can also set up BBIM to IM me most days.
I can also do 1-on-1 videoconferences at your convenience
(by appointment) if you have individual questions. I am more
than happy to set up an appointment to meet by
videoconference!

38. Encouragement
• Keep going!
• Reward yourself
• Finish assignments
early.
• Resources on
Blackboard!
• Contact Dr. S if
needed!