READ 180 React and Write Pages: Teacher-Mediated Writing Support

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READ 180 students, like all developing readers, need effective guidance and support in writing. rBook writing instruction is designed to help students build confidence and competence to tackle academic writing independently.

The React and Write pages were designed by rBook and LBook author Dr. Kate Kinsella as brief, frequent lessons focused on scaffolded academic writing during Whole-Group rBook instruction. In response to the React and Write question in the rBook Reading 2, you first support your students with expressing a perspective during a structured academic discussion. Next, these pages help you guide students in writing a paragraph to develop their ideas with adequate support and appropriate sentence structure and vocabulary.

Specific React and Write pages are available for use with one reading (Reading 2) per rBook workshop. However, this instructional routine can be used during both rBook and LBook lessons whenever students are asked to share an idea. The teacher-mediated process of writing a brief "Five-Minute Paper" or a "Ten-Minute Paper" follows a gradual release instructional model: I do it (the teacher writes a paragraph); We do it (the teacher and the class write a paragraph); You do it (first partners then individuals write a paragraph).

The primary goal is to provide students with frequent classroom support that helps them understand the nuts and bolts of academic writing while making them feel more successful and willing to tackle more demanding assignments.

What Research Says

"'Academic talk' is verbal classroom interaction addressing focal lesson content, framed in complete sentences with appropriate vocabulary, syntax, and grammar."
(Kinsella, 2006)

"Well-developed oral language skills in English (including vocabulary, sentence structure, and grammar) are equated with better writing skills."
(August and Shanahan, 2008)

"By clarifying academic language expectations for specific writing assignments and providing relevant vocabulary and grammatical tools, teachers can help students make more effective choices in approaching different writing tasks."
(Schleppegrell, 2004)

React: Structured Academic Discussion in Response to an rBook Reading
Use React pages to help students conduct a structured academic discussion. Students will use this discussion content to write a brief academic paper.

The purpose of this task is to pose a concrete task-one that will encourage students to reflect upon their knowledge and experience based on the readings—and provide instructional support to help students tackle the writing task.

Write: Teacher-Mediated Paragraph-Level Writing Tasks
Use Write pages to guide students in writing a series of brief paragraphs, either a "Five-Minute Paper" (topic sentence and one supporting sentence) or a "Ten-Minute Paper" (topic sentence and two supporting sentences).

The purpose of this task is to improve students' academic writing skills by working together regularly to compose brief paragraphs with strong topic sentences, effective supporting details, and more precise word choice.

Why It’s Important
Structured Academic Discussion and Teacher-Mediated Writing

• Equip students with vocabulary and sentence structures appropriate for academic writing;
• Guide students in moving from a brainstorm to an outline to a first draft;
• Help students develop the ability to review and revise written work.

Finding React and Write Pages
React and Write pages for each rBook Workshop, at Stages A, B, C, and Flex, are available on SAM [Keyword: React and Write Workshop Number + Stage]. For example, use Keyword React and Write 1A for the React and Write pages for Stage A, Workshop 1.

READ 180 Community Newsletter - Summer 2009
Nothing Else to Say But Thank You! With summer rapidly approaching, we at Scholastic and READ 180 want to thank you for what you do every day to raise reading achievement and turn around the lives of students. What you accomplish is incredible. Thank you!

A Conversation with Dr. Marilyn Jager Adams and Dr. Ted Hasselbring, Principal Scientists for System 44
A Conversation with Dr. Marilyn Jager Adams and Dr. Ted Hasselbring, Principal Scientists for System 44, appearing in the READ 180 Community Newsletter, Fall 2008.

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