The Reading and Writing Connection

1. The Reading and Writing Connection Understanding and using the literacy connection between reading and writing "We will lead the nation in improving student achievement."--Kathy Cox

2. Want to teach a child to read? Give him a pencil. Want to teach a child to write? Give him a book. "We will lead the nation in improving student achievement."--Kathy Cox

3. 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 "We will lead the nation in improving student achievement."--Kathy Cox

4. 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 "We will lead the nation in improving student achievement."--Kathy Cox

5. 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. "We will lead the nation in improving student achievement."--Kathy Cox

6. Traits of proficient readers • Make connections • Self-question • Visualize • Determine importance • Make inference • Synthesize • Monitor comprehension "We will lead the nation in improving student achievement."--Kathy Cox

7. 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 "We will lead the nation in improving student achievement."--Kathy Cox

8. 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 "We will lead the nation in improving student achievement."--Kathy Cox

9. Pillars of Reading Early Literacy Adolescent Literacy Vocabulary Advanced Word Study Comprehension Fluency Motivation • Phonics • Phonemic Awareness • Comprehension • Fluency • Vocabulary "We will lead the nation in improving student achievement."--Kathy Cox

10. 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 Researchin Action, 2008 "We will lead the nation in improving student achievement."--Kathy Cox

11. 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. "We will lead the nation in improving student achievement."--Kathy Cox

12. 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. "We will lead the nation in improving student achievement."--Kathy Cox

13. Let’s 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. "We will lead the nation in improving student achievement."--Kathy Cox

14. Studying Good Content Specific Writing Analyze a story’s Hooks and Tails (beginnings and endings) to call attention to a variety of effective techniques used by professional writers (see handouts). Study the author’s 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. "We will lead the nation in improving student achievement."--Kathy Cox

15. Getting a Second Wind One day five years ago, bubbly, gorgeous soccer goalie Korinne Shroyer came home from eighth grade, found her father’s revolver in his closet and fired a bullet into her skull. This is about the lives she saved doing it. ***************************************************************************************** Kevin and Kristie aren’t whole yet, but they’re 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, I’m not here today and neither is Ava Corinne.” Sometimes life just takes your breath away, doesn’t it? "We will lead the nation in improving student achievement."--Kathy Cox

16. 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? "We will lead the nation in improving student achievement."--Kathy Cox

17. Share a great book that you have read! • Read your favorite book’s “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. "We will lead the nation in improving student achievement."--Kathy Cox

18. 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. "We will lead the nation in improving student achievement."--Kathy Cox

19. "We will lead the nation in improving student achievement."--Kathy Cox

20. 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. "We will lead the nation in improving student achievement."--Kathy Cox

21. 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? "We will lead the nation in improving student achievement."--Kathy Cox

22. 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 "We will lead the nation in improving student achievement."--Kathy Cox

23. 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 "We will lead the nation in improving student achievement."--Kathy Cox

24. 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. "We will lead the nation in improving student achievement."--Kathy Cox

25. 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. "We will lead the nation in improving student achievement."--Kathy Cox

26. 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. "We will lead the nation in improving student achievement."--Kathy Cox

27. Writing to Learn: Connected to Reading • Journals—Journal of the Plague Year • Learning logs—Night (Pair with a history book’s account of the Holocaust) • Writer’s Notebooks—(Collection of short fiction and nonfiction selections) • Exit and Entry(Admit) Slips—(Connect to the LOTS—both reading and writing--- symbols, themes, diction, syntax, etc.) • Study guides—Jane Austen selection (How does each female character reflect the historical period? Be sure to include historical research as evidence.) "We will lead the nation in improving student achievement."--Kathy Cox

28. Writing to Demonstrate Learning: Connected to Reading • Paragraphs—Excerpt from a Katherine Anne Porter selection to emulate style. • Essays—The Ways We Lie by Stephanie Ericsson • Essays and open-response questions—Any great reading selection • Research assignments—Their Eyes Were Watching God –Why did Zora Neale Hurston use so many examples of folklore? Things Fall Apart—How 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) "We will lead the nation in improving student achievement."--Kathy Cox

29. Authentic (Real World) Writing • Articles—Use the biographical sections about authors here, or use the author’s own voice by finding articles where the authors talk about their own writing—example: Hemingway’s comments on The Old Man and the Sea • Editorials—Pull newspaper editorials; read those for persuasive techniques and then have students write their own. • Speeches—Read “Ain’t I a Woman” by Truth or any President’s inaugural address • Letters—A Letter to My Husband by Adams • Proposals—Swift’s A Modest Proposal; Pull a business proposal from any business website—explain the components of a proposal. • Reviews—Movie and literary reviews (read and critique before they write their own) • Business plan—Again pull examples from MIT or a business website • How to manuals—Pull examples from the CTAE department at your school • Memorandums—Critical: Pull examples from websites "We will lead the nation in improving student achievement."--Kathy Cox

30. 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 "We will lead the nation in improving student achievement."--Kathy Cox

31. Let’s 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, M’am”—Langston Hughes or “Everyday Use” by Alice Walker • Discuss how the two pieces are similar in theme. • Create an emulation piece: Emulate Lyon, Hughes, Walker—You have 20 minutes. "We will lead the nation in improving student achievement."--Kathy Cox

32. 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 "We will lead the nation in improving student achievement."--Kathy Cox

33. Write, Write, Write! Mary Stout, ELA Program Manager mstout@doe.k12.ga.us Kim Jeffcoat, ELA Program Specialist kjeffcoat@doe.k12.ga.us Malaika Jartu-White, ELA Teacher on Special Assignment malaika.jartu-white@doe.k12.ga.us "We will lead the nation in improving student achievement." Kathy Cox