Joelle Brummitt-Yale

1. “Which came first is not as important as the fact that without one the other cannot exist.” Joelle Brummitt-Yale

2. Reading is important to writing because… •  reading instruction is most effective • when intertwined with writing instruction • and vice versa. • when children read extensively, they • become better writers. • reading a variety of genre helps children • learn text structures and language • they can transfer into their own writing. • reading provides young children prior • knowledge they can use in their stories. • we read to learn and must • have information to share • to write about it.

3. Writing is important to reading because… Younger children: develop phonemic awareness as they read and write new words. reinforcephonics skills or the ability to link sounds and letters to construct words when they read and write the same words. Older children: practice in the process of writing their own texts helps them analyze the pieces they read. apply knowledge about the ways they choose to use a particular language, text, structure, or content to better understand an author’s construction of his or her text.

4. If students are taught in reading workshop what they need to know as readers and in writing workshop what they need to know as writers, they will begin to put the two together (Calkins, 2002).

5. The writing you get out of your students can only be as good as the classroom literature that surrounds and sustains it (Fletcher & Portalupi, 1998). Shared reading is a way to provide examples and nonexamples of effective craft. Students are usually able to draw patterns from the samples (Allen, 2002). Organizational Design of a Craft Lesson: Introduce the concept with a shared text. Provide opportunities to discover patterns of the craft. Synthesize the discoveries into transferable information. Apply the craft to an individual’s writing. Provide support to internalize the craft so that the revision becomes part of the writing repertoire.

6. The books children themselves plan, write, and illustrate become classroom favorites, and the shared writing experience stays with them as a powerful model for independent writing (Parkes, 2000). It puts the pen in the reader’s hand.  It demonstrates the reading-writing connection. It engages children in thinking like an author. It sets a purpose for reading, comprehending, and composing.  It establishes a scaffold for sustained writing. It supplies wonderful classroom resources for shared reading. It builds oral language.  It focuses children’s thinking on meaning, structure, layout, print, pictures, and other visual supports such as diagrams and maps. It creates authentic purposes for phonemic awareness, phonics, and spelling.

7. When reading and writing are linked, students have an opportunity to learn and understand content, language, and text features as they explore those forms in their writing (Hoyt, Mooney, & Parkes, 2003).

8. Teachers who included more authentic literacy activities more of the time had students who showed higher growth in both comprehension and writing (Duke, Purcell-Gates, Hall, & Tower, 2007). Click the links below to access academic progress in reading and writing. http://www.nwp.org/cs/public/print/resource/2352 http://www.media.alabama.gov/AgencyTemplates/education/alsde_pr.aspx?id=2989

9. Allen, J. (2002). On the same page: Shared reading beyond the primary grades. Portland: Stenhouse. Brummit-Yale, J. (2008-2010). The relationship between reading and writing. Retrieved April 6, 2010, from http:/www.k12reader.com/the-relationship-between- reading-and-writing/ Calkins, L.M. (2001). The art of teaching reading. New York: Longman. Duke, N.K., Purcell-Gates, V., Hall, L.A., & Tower, C. (2007). Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60(4), 344-355. Fletcher, R. & Portalupi, J. (1998). Craft lessons: Teaching writing k-8. Portland: Stenhouse. Hoyt, L., Mooney, M. & Parkes, B. (Eds.). (2003). Exploring informational texts: From theory to practice. Portsmouth: Heinemann. Parkes, B. (2000). Read it again!: Revisiting shared reading. Portland: Stenhouse.

10. Do you agree reading and writing should be taught simultaneously? What information from the presentation helped you come to this conclusion? • How does the table regarding writing workshop and reading workshop compare/contrast to your current practices? If you are not currently teaching, how do you plan to use this information? • What solutions regarding teaching reading and writing would you give to teachers who have difficulty with time management during the school day? • What is one idea you can add to extend reading and writing across content areas? • In your opinion, what is the most important reason for teaching reading and writing together?