The Reading and Writing Connection

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The Reading and Writing Connection

• Understanding and using the literacy connection
  between reading and writing

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• Want to teach a child to read? Give him a
  pencil.
• Want to teach a child to write? Give him a book.

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• Children appear to be more likely to derive
  learning benefits across reading and writing when
  they understand that a connection exists.
• Reading is the receptive side of knowledge, while
  writing is the productive side. Thus, reading and
  writing are reciprocal processes.
• Writing skill is a predictor of academic success
  along with reading comprehension.
• Reading Research in Action, 2008

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Strategies for integrating reading and writing
across the curriculum

• Effective teachers will recognize where their
  students are in reading and writing development
  and will tailor instruction accordingly.
• Louisa C. Moats

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Reading Writing Literacy

• Each skill contributes to the other.
• Both skills enhance engagement and reasoning.
• Reading and writing involve using knowledge of
  language structure, including word structure, and
  text structure (syntax and style).
• Reading Research in Action, 2008.

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Traits of proficient readers

• Make connections
• Self-question
• Visualize
• Determine importance
• Make inference
• Synthesize
• Monitor comprehension

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How do the reading traits translate to writing?

• Make connections
• Self-question
• Visualize
• Determine importance

• Connects to topic/thesis
• 2. Writing process/organization
• drafts
• Creates a picture/plan
• Must determine the evidence/supporting details

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How do the reading traits translate to writing?

• 5. Make inference
• 6. Synthesize
• 7. Monitor comprehension

• Audience, readers concerns, counter-arguments
• 6. Research/include/create
• 7. Diction, syntax, cohesiveness

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Pillars of Reading

• Early Literacy

• Adolescent Literacy

• Phonics
• Phonemic Awareness
• Comprehension
• Fluency
• Vocabulary

• Vocabulary
• Advanced Word Study
• Comprehension
• Fluency
• Motivation

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What does the research say?

• Reading and writing are interdependent processes
  that are essential to each other and mutually
  beneficial.
• Reading and writing should occur naturally to
  construct meaning in everyday situations.
• Reading and writing are clearly related, and each
  has been shown to benefit from instruction
  addressing the other.
• McCardle, Chhabra, Kapinus in Reading
  Research in Action, 2008

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The Integration of Language Arts Instruction

• Reading and writing can be described as parallel
  processes.
• There is a connection between what readers do and
  what writers do.
• Writers want to give information and readers want
  to seek information---metaphorically, readers and
  writers meet at the text.

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It makes sense to teach the two together.

• You will note that many of the terms and concepts
  found in the reading standards are also included
  in the writing standards.
• Writing is closely related to reading, and the
  two can reinforce each other, with writing both
  enhancing and demonstrating reading comprehension
  in all content areas.

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Lets Write How do we feel?

• Receive a copy of Fish Cheeks by Amy Tan.
• Listen closely as it is read.
• Receive an emotion chart.
• Fill out the chart

• Guided imagery activity
• Close eyes and visualize as the presenter asks
  questions.
• Open your eyes and now write for 15 minutes.
• Now share with a person next to you.
• Now share with the group.

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Studying Good Content Specific Writing

• Analyze a storys Hooks and Tails (beginnings and
  endings) to call attention to a variety of
  effective techniques used by professional writers
  (see handouts).
• Study the authors craft by looking at how they
  formulate their BODY of information or argument,
  too.
• Ask students to identify TAP for everything they
  read.
• Ask students to identify organizational pattern.

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Getting a Second Wind

• One day five years ago, bubbly, gorgeous soccer
  goalie Korinne Shroyer came home from eighth
  grade, found her fathers revolver in his closet
  and fired a bullet into her skull.
• This is about the lives she saved doing it.
•  
•  
• 
  
•  
• Kevin and Kristie arent whole yet, but theyre
  getting on with their lives. Geiger, meanwhile
  is relishing his. He met a woman, Christina,
  married her, and they named their first baby
  after Korinne-Ava Corinne. Sometimes he stares at
  her, awed. I know that without Korinne, Im not
  here today and neither is Ava Corinne.
• Sometimes life just takes your breath away,
  doesnt it?
•  

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Other great hooks and tails

• Neat People vs. Sloppy People by Suzanne Britt
• Champion of the World by Maya Angelou
• Silent Dancing by Judith Ortiz Cofer
• The Open Boat by Stephen Crane
• Suspended Animation by Alex Stone
• How could you use this activity in your
  classroom?
• What are some other readings you might use to
  demonstrate the power of the opening and closing?
• How can you encourage students to examine hooks
  and tails in their favorite readings
• How do you expand into writing hooks and tails?

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Share a great book that you have read!

• Read your favorite books hook to the class.
• Explain what made you want to read the book.
• Then read the tail.
• Explain what you thought about the tail. Were
  you disappointed or pleased?
• Be sure to have each student present in the same
  way that you did.

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How do we help our students develop and use these
habits ?

• Model it!
• Teachers need to practice Read Aloud Think Aloud
  (RATA) in class.
• This involves reading aloud a small portion of
  text and modeling (or thinking out loud) the
  strategies that you use to comprehend text.

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Addressing the Standards through the Reading and
Writing Connection

• To teach narrative writing, read and discuss
  several narrative pieces with students before
  they write.
• To teach persuasive writing, read and discuss
  several persuasive pieces with students before
  they write.
• To teach technical writing, read and discuss
  several technical pieces with students before
  they write.
• To teach expository writing, read and discuss
  several informational pieces with students before
  they write.
• THIS WILL HELP THEM EXPLORE THE COMPONENTS OF THE
  DIFFERENT GENRES.

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Activity Teaching Voice through Reading
Selections

• Read the two 7th grade YGA winners selections.
• Talk about the voice of each piece.
• How can you use these pieces to teach students
  how to create a voice in a writing?
• What are some of the GPS terms you can use when
  using these writings to teach students how to
  write a certain style?

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Organizational Structures(Also, see hand out on
Modes of Discourse)

• Explanation
• Description
• Sequence or Logical Order
• Cause and Effect
• Classification Schemes
• Comparison and Contrast
• Problem and Solution
• Question and Answer

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Pre-Reading Anticipation Guide

• The anticipation guide is designed to access
  prior knowledge about a topic before reading the
  text.
• Students respond to several statements that
  support or challenge their preconceived ideas
  about a topic.
• Teacher identifies the major ideas of a text and
  then anticipates student ideas that would be
  supported or challenged by the text
• Five to six statements addressing the major ideas
  make up the anticipation guide (even those that
  might contradict student beliefs).
• Prior to reading, students discuss whether they
  agree or disagree with the statements, justifying
  their answers.
• As they read, they focus on information that
  confirms, elaborates, or rejects each of the
  statements.
• After they read, they revisit the statements and
  evaluate their understanding of the ideas
  discussed in the text, correcting any
  misconceptions they originally had

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Anticipation Guide Forest FiresExample from
Literacy Across the Curriculum Setting and
Implementing Goals for Grades Six through 12 by
SREB

• Directions Each of the following statements
  concerns forest fires in national parks and
  forests. Take a few moments and think about each
  statement. Put a check next to each statement
  with which you tend to agree. Be prepared to
  support your decisions with arguments or
  information with which you are familiar.
• __1. Forest fires that burn thousands of acres
  are among our worst natural disasters.
• __ 2. Forest fires prove extremely harmful to
  wildlife, plants, and people.
• __ 3. Forest fires have destroyed much of the
  natural beauty of national treasures like
  Yellowstone National Park.
• __ 4. Forests need fires to be healthy.
• __ 5. Government policies that allow
  naturally-occurring fires to burn uncontested in
  national parks need to be changed.
• __ 6. Natural disasters, such as forest fires,
  are beneficial in many respects.

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Strategies for Content Texts

• Pre-Reading
• Provide a variety of textual resources
  (magazines, newspapers, nonfiction books,
  nonfiction picture books for children, textbooks,
  electronic media).
• These texts can provide pictures and images,
  narrative writing or personal points of view,
  engaging writing techniques, and connections to
  real-life.

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Three Types of Writing for Every Classroom

• Writing-to-Learn
• Writing to Demonstrate Learning
• Authentic Writing
• Source Dick, Elizabeth. Weekly Writing.
  Literacy Across the Curriculum Setting and
  Implementing Goals for Grades Six through 12.
  Guide 12. Atlanta Southern Regional
  Education Boards (SREB), 77-99.

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Writing to Learn Connected to Reading

• JournalsJournal of the Plague Year
• Learning logsNight (Pair with a history books
  account of the Holocaust)
• Writers Notebooks(Collection of short fiction
  and nonfiction selections)
• Exit and Entry(Admit) Slips(Connect to the
  LOTSboth reading and writing--- symbols, themes,
  diction, syntax, etc.)
• Study guidesJane Austen selection (How does each
  female character reflect the historical period?
  Be sure to include historical research as
  evidence.)

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Writing to Demonstrate Learning Connected to
Reading

• ParagraphsExcerpt from a Katherine Anne Porter
  selection to emulate style.
• EssaysThe Ways We Lie by Stephanie Ericsson
• Essays and open-response questionsAny great
  reading selection
• Research assignmentsTheir Eyes Were Watching God
  Why did Zora Neale Hurston use so many examples
  of folklore? Things Fall ApartHow accurate is
  Achebe in his depiction of the Ibo people?
• On-demand writing(timed writing)Use nonfiction
  as much as possible here (SAT writing, ACT
  writing, etc. will often deal with such topics)

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Authentic (Real World) Writing

• ArticlesUse the biographical sections about
  authors here, or use the authors own voice by
  finding articles where the authors talk about
  their own writingexample Hemingways comments
  on The Old Man and the Sea
• EditorialsPull newspaper editorials read those
  for persuasive techniques and then have students
  write their own.
• SpeechesRead Aint I a Woman by Truth or any
  Presidents inaugural address
• LettersA Letter to My Husband by Adams
• ProposalsSwifts A Modest Proposal Pull a
  business proposal from any business
  websiteexplain the components of a proposal.
• ReviewsMovie and literary reviews (read and
  critique before they write their own)
• Business planAgain pull examples from MIT or a
  business website
• How to manualsPull examples from the CTAE
  department at your school
• MemorandumsCritical Pull examples from websites

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Create your own READING/WRITING CONNECTION list

• Handout Take each writing type and create a
  list based on the literature you are going to
  study this year.
• Be ready to share with the group.
• Discussion

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Lets Practice What We Preach!

• Read the poem Where I am From? George Ella
  Lyon
• Complete the brainstorming web (analyzing the
  stanzas)
• Read the story Thank you, MamLangston Hughes
  or Everyday Use by Alice Walker
• Discuss how the two pieces are similar in theme.
• Create an emulation piece Emulate Lyon, Hughes,
  WalkerYou have 20 minutes.

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Informational Writing Lesson

• Hot Topics
• Lesson integrates social studies and writing
• Lesson promotes engagement
• Lesson is written using 5th grade standards and
  elements but can easily be adapted to fit any
  middle school or high school curriculum
• Complementary standards for listening, speaking,
  and viewing could be added

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Write, Write, Write!

• Mary Stout, ELA Program Manager
• mstout_at_doe.k12.ga.us
• Kim Jeffcoat, ELA Program Specialist
• kjeffcoat_at_doe.k12.ga.us
• Malaika Jartu-White, ELA Teacher on Special
  Assignment
• malaika.jartu-white_at_doe.k12.ga.us