Writing Through Reading: Bridging the Gap

2. Writing Through Reading:Bridging the Gap Lillie O. Smith, Reading Specialist, K-5 Literacy Leader Kristin Palmer, Literacy Coach Hampton City Schools

3. Presenters Lillie Smith is a Reading Specialist, K-5 Literacy Leader for Hampton City Schools. In 2008, she earned National Board Certification. In 2010, she was selected as a member of the National Board DREAM Team. She served two years as Vice President of the Hampton Reading Council, and was a participant of the Eastern Virginia Writing Project at William & Mary. In March, 2014, she presented at the Virginia State Reading Association (VSRA) Conference in Roanoke, Virginia. Kristin Palmer is a Literacy Coach for Hampton City Schools. She has taught for 23 years and  been a teacher and reading specialist K-12.

4. Objectives: • To provide ideas and techniques teachers can use to help their students become more effective readers and writers. • To present strategies that guide students as they develop reading and writing skills.

5. SOLs* Reading K.9, K.10, 1.8, 1.9, 1.10, 2.8, 2.9, 2.10, 3.5, 3.6, 3.7, 4.5, 4.6, 5.4, 5.5, 5.6 Writing K.12, K.13, 1.13, 1.14, 2.12, 2.13, 2.14, 3.9, 3.10, 3.11, 3.12, 4.7, 4.8, 5.7, 5.8 Research 4.9, 5.9 *Activities can be adapted/revised to accommodate all grade levels

6. Let’s Get Acquainted Bio-poem Line 1: First name only Line 2: Son/daughter of … (sibling of) Line 3: From (city, street or state) Line 4: Who knows (3 items) Line 5: Who fears (3 items) Line 6: Who loves (3 people or ideas) Line 7: 4 traits that describe you Line 8: Last name only

7. Best Practices in Reading & Writing

8. The Writing Process

10. The Reading Process

11. Reflect on the steps involved in an everyday activity, such as going to school. What are some things you must do before school? Take a shower/bath Get dressed Eat breakfast Ride the school bus What are some things you do during school? Pledge of Allegiance Learn in class Eat lunch What are some things you must do after school? Homework and/or study Eat dinner Watch TV/Play Video Games

12. Before ReadingPreviewActivate Prior KnowledgeSet a PurposeDuring ReadingRead with a PurposeConnectAfter ReadingPause and ReflectReread Remember

13. Good Readers vs. Poor Readers Good readers Before reading build their background knowledge on the subject, know their purpose for reading, and focus their complete attention on reading. During reading give their complete attention to the reading task, keep a constant check on their own understanding, monitor their reading comprehension and do it so often it becomes automatic, and stop only to use a fix-up strategy when they do not understand. After reading decide if they have achieved their goal for reading, evaluate comprehension of what was read, summarize the major ideas in a graphic organizer, and seek additional information from outside sources.

14. Poor readers Before reading start reading without thinking about the subject, and do not know why they are reading. During reading do not know whether they understand or do not understand, do not monitor their own comprehension, and seldom use any of the fix-up strategies. After reading do not know what they have read, and do not follow reading wit a comprehension self-check. A dramatic improvement for poor readers results when they are taught to apply intervention strategies to content text. Orange County Public Schools, 1986

15. Fiction - Before ReadingDetermine a purpose for readingread the title and predict what the story will be about.ask yourself “Why do you think you are reading this story?” Write a sentence explaining the reasons.Fiction - During ReadingAnalyze charactersimagine that you are a reporter and interview a character from the story.Questioninglist three questions you would ask. Write down how you think the character would answer.Fiction - After ReadingIdentify story elementslist the main characters from the story, then the setting, and finally one event.

16. Nonfiction - Before ReadingPredictbrowse the text, look at the title, chapter titles, and headingsIdentify the main ideathink about what you think the main idea of the book will be. Record your thoughts.Nonfiction - During ReadingCategorizecreate a graphic organizer. After reading a section of the text, write the topic, then circle it. Draw lines and boxes from the circle. In each box, write an important piece of information about the topic. Then list three details that go along with it. Nonfiction - After ReadingCheck for understandingcreate a board game to test your knowledge of the book. Write questions about the text. Find a partner to play the game with you. Roll a die to move your pieces along the board.

17. Four Critical Issues: (1) Creating a positive environment (2) Monitoring and assessing how students are learning through the reading/writing connection (3) Choosing lessons that best enhance both the reading and writing process (4) Strengthening teacher knowledge and writing skills

18. What Good Readers Do: From A to Z

19. P.O.V. feelings needs experiences goals Point of View values

20. The Maligned Wolf

21. What is the point of this new version of an old story? Share a time when you had a different point of view from someone important to you in your life. How did that feel? Can you think of an example in your own life or one that you’ve had about when an enemy became a friend? Or a friend became an enemy? How did that happen?

22. Tic-Tac-Toe Read O X X X O O O X O

23. Roll-a-Story

24. Two Were Left byHugh B. Cave

25. Extra Reading.com • Outrageous Outcomes • Bits & Pieces • What’s the Story? • What If? • Sticky Situations • Small Talk • Sketch & Write

26. Write and Publish Fact Mobile

27. Literacy Work Chart

28. Graphic Organizers 1.Pre-reading Organizer 2. Problem Solution 3. Venn Diagram 4. What’s the Buzz (main idea) 5. Fact and Opinion T-chart

29. Formative Assessment

30. Using Mentor Texts to Teach Writing

31. Conditions for reading/writing connections • Know a book or an author well • Match reading texts with writing assignments • Build on reading/writing connections students have already made • Help students recognize “author’s deliberate craftsmanship” Calkins, p. 274

32. Nonfiction reading and writing connections • Text features • Text structures • Composing and style • Mechanics

33. For example .... Leads • Questions • Anecdote • Setting • Definition lead • Creating a scene or story • Quotes • Comparison • Amazing Fact • Action From Nonfiction Mentor Texts

34. Let’s try it! Craft your own lead.

35. QUESTIONS?

36. Calkins, L. (1994). The Art of Teaching Writing, Portsmouth, N.H.: Heinemann. Candler, Laura, “Laura Candler’s Graphic Organizer’s for Reading” <http://www.lauracandler.com> Dodge, Judith. “25 Quick Formative Assessments for a Differentiated Classroom,” Scholastic, New York 2009. Dorfman & Cappelli (2009). Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s Literature, K-8. Portland, Maine: Stenhouse. Henderson, Jake and Marshall, Robert. Reading Through History “The Fugitive Slave Act of 1950.” <http://readingthroughhistory.com> International Reading Association, Inc “New Directions in Reading Instruction, Revised,” Bess Hinson, Editor, Tenth Printing, July 2006. Orange County Public Schools, 1986 “Contrasting Good and Poor Readers” Reads, Jordan. “FREE Story Starter Resources for Beginning Writers” Roll-a-Story! New York, 2012. <http://www.TeacherspayTeachers.com> “Teaching students to Read Nonfiction.” Scholastic <http://www.scholastic.com> The Extra Reading Company, Digital Libray – Reading & Writing <http://ExtraReading.com> The McGraw-Hill Companies, Inc. Graphic Organizer Library Write & Publish Activity Center, Lakeshore Learning <http://www.lakeshorelearning.com> Zemelman, Daniels, & Hyde, “Best Practice in Teaching Reading and Writing, “ 1993.

37. Contact us: Lillie O. Smith lsmith@hampton.k12.va.us Kristin Palmer kpalmer1@hampton.k12.va.us

39. Disclaimer • Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.