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Building a Continuum Between Reading and Writing

Presented by

K. Lynn Savage City College of San Francisco, ret.

klynnsav@aol.com

NCTN, November 10, 2015

I The Reading / Writing Connection II A Language Continuum III Four Strategies

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Agenda

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Part I The Reading / Writing

Connection

The Reading / Writing Connection The research is clear!

Students’ comprehension of science, social studies, and language arts texts is improved when they write about what they read,…

– Writing to Read: Evidence for How Writing Can Improve Reading (2010)

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The Reading / Writing Connection More Research

Reading and writing require some of the same knowledge and linguistic processes – such as knowledge of vocabulary, spelling, patterns, text structures and syntax – and so learning and insights in one area can lead to learning and insights in the other.

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Developing Reading and Writing, National Research Council – Improving Adult Literacy (2012)

The Reading / Writing Connection Teachers say….

Without strategies for reading course material AND opportunities to write thoughtfully about it, students have difficulty mastering concepts.

– National Council of English Teachers Policy Brief 2011

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CCR Promotes the Reading Writing Connection

CCR Writing Standard 9:

CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Page 28, CCR Standards for Adult Education 7

Writing Practices that Enhance Reading

I.  Have Students Write About Texts They Read

II.  Teach Students The Writing Skills And Processes That Go Into Creating Text

III.  Increase How Much Students Write

Think about your teaching or what’s happening in your program. ! What’s new? ! What is currently happening that supports these findings? ! What isn’t happening that you might

incorporate?

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Part II A Language Continuum

• “The skills learners need in order to transition successfully to higher levels of education or employment should be integrated at every level of instruction …”

•  Betsy Parrish and Kimberly Johnson (2010)

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A Language Continuum

Five CCR Groupings Correlation to NRS, ESL and Textbook Levels

CCR Groupings NRS ABE Levels with Corresponding CASAS Scores

NRS ESL Levels with corresponding CASAS Scores

Ventures Books

A (K-1) Beginning Adult Basic Education (200 and below}

Beginning Literacy (180 and below) Beginning Low (181 – 190) Beginning High (191 -200)

Ventures Basic Ventures 1 Ventures 2

B (2-3) Beginning Basic Education (201 – 210)

Low Intermediate (201 – 210)

Ventures 3

C (4-5) Low Intermediate Basic Education (211 – 220)

High Intermediate (211 – 220)

Ventures 4

D (6-8) High Intermediate Basic Education (221-235)

Advanced ESL (220 – 235)

Transitions

E (9-13) Low Adult Secondary Education (236-245) High Adult Secondary Education (246+)

N/A N/A

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A B C D Identify the main topic and retell key details of a text. (RI.1.2)

Determine the main idea of a text; recount the key details and explain how they support the main idea. (RI.3.2)

Determine the main idea of a text and explain how it is supported by key details; summarize the text. (RI.4.2) Determine a theme of a story, drama, or poem from details in the text; summarize the text. (RL.4.2)

Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (RI/RL.6.2)

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Reading Anchor 2: Groupings / levels*

* Group E is adult secondary, not ESL.

• Turn to your handout. • Look at Activity 1 on page 1. • Identify the new element as you move from one grouping to another. • Compare your answers with a partner’s.

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Strategy: Use graphic organizers

• Models • Graphic Organizers

• Text-Dependent Questions • Research Projects

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Part III Four Strategies

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Strategy: a reading model . . . . for the writing.

Basic Level

Ventures Basic, p. 27

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Strategy: a reading model . . . . for the writing.

Low Beginning Level

Ventures 1, pp 52-53

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Strategy: a reading model . . . . for the writing.

Low-Intermediate Level

Ventures 3, pp. 26-27

Preparation for writing

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Strategy: a reading model . . . . for the writing.

High-Intermediate Level

Ventures 4, pp. 130-131

Discuss. 1.  Why are models important for

writing? 2.  What strategies did we see to

make the organization explicit? 3.  What other strategies could we

use?

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Models for Writing: Your turn

• a visual display • shows relationships between facts, concepts or ideas • guides the learner's thinking

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Graphic Organizers

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Strategy: Use Graphic Organizers Work alone or with a colleague. Make a list of graphic organizers.

• Timeline • Venn Diagram • Cluster Diagram • Spider Map • Flow Chart

Three ways to use • analysis of reading content • guidance for writing • check sheet to review writing

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Graphic Organizers

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Graphic Organizers: Analyze a reading

Ventures 2, p. 78

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Graphic Organizers: Analyze a reading

Ventures 2, p. 78

Ventures 2, p. 78

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Graphic Organizers: Guide the Writing

Ventures 2, p. 79

• Narrative – tells a story • Descriptive – paints a picture • Persuasive – attempts to influence • Expository – informs or explains

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Strategy: Use Graphic Organizers Types of Writing / Rhetorical Styles

• Chronological What are some other types of writing?

Rhetorical Styles Narrative Compare/ Contrast

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Strategy: Use Graphic Organizers

Graphic Organizers Timeline Venn Diagram

• Turn to your handout. • Look at Activity 2 on pages 2-3. • Work with a colleague. • Identify the type of writing. • Choose a graphic organizer to analyze the model and guide writing.

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Strategy: Use graphic organizers

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Strategy: use graphic organizers High-Beginning Level

Ventures 2, pp. 14-15

Write a paragraph about your partner.

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Strategy: use graphic organizers Low-Intermediate Level

Ventures 3, p. 118

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Strategy: Use graphic organizers

Ventures 4, p. 118

High-Intermediate Level

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Strategy: Use graphic organizers Example: High-Intermediate

Ventures 4, p. 52

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Strategy: Use graphic organizers Example: High-Intermediate

Ventures 4, p. 40

Ventures 4, p. 40

• Ex. 1 Descriptive • Ex. 2 Narrative • Ex. 3 Cause / Effect • Ex. 4 Cause / Effect • Ex. 5 Compare / Contrast

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Rhetorical Style Graphic Organizer

• main idea • key details • academic vocabulary • text structure

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Strategy: Use text-dependent questions

Textual Evidence “Questions Worth Asking”

CCRS Second Instructional Shift:

Evidence: Reading, Writing and Speaking are grounded in Evidence from the text.

CCR  Anchor  1:    Read  closely  to  determine  what  the  text  says  explicitly  and  to  make  logical  inferences  from  it;  cite  specific  textual  evidence  when  wri<ng  or  speaking.    

Text-Dependent Questions

"  Rely on the text for insight and analysis; answers must be traceable to the text.

"  Rely on the language and mechanics of the text itself, rather than personal experience or opinion.

Two Kinds of Questions

Describe a time when you or someone you know felt confused by small talk. Describe what you think people should do to get beyond superficial questions. What is another word that means the same as to go beyond something?

Transitions Unit 6 Reading, “Making the Best of Small Talk”

In the article, what should people who initiate small talk consider? According to the author, what can people do to get beyond superficial questions? In the fourth paragraph, what word means to go beyond something?

Non-Text-Dependent Text-Dependent (TDQs)

Which  words  are  key  to  understanding  the  main  idea  and  details?      

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TDQ: Vocabulary

Sample questions: 1. In this article, what does the word ___mean? How do you know? 2. In the fifth paragraph, what word does the author use to mean valuable?

How do specific sentences, paragraphs, and larger portions of the text relate to each other and the whole?

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TDQ: Text Structure

• Turn to your handout. • Look at Activity 3 on page 4. • Complete the activity. • Compare your answers with a partner’s.

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Strategy: Text Dependent Questions

• relate to unit topic • short • level appropriate • independent, small group • interview or internet search • summary of findings

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Strategy: research projects

Turn to your handout. Look at the two examples of research projects on p. 5. • What is the topic and level? • Where do students go for the research? • What information do they look for? • What is the end product?

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Research projects: Basic

• Select an ESL level and a unit topic for a research project. • Where will students get the information? • What information will they get? • What will be the end product?

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Strategy: Research Projects Your turn.

• Make connections between reading and writing at every ESL level • Use readings as models for writing • Use graphic organizers to analyze readings, organize writing and review writing • Use text-dependent questions when checking understanding and discussing readings • Use research projects as culminating activities

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Summary

Thank you. For a copy of the power point, e-mail

klynnsav@aol.com

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