understanding and using the literacy connection between reading and writing 1 "we will lead the...

The Reading and Writing The Reading and Writing ConnectionConnection

Understanding and using the literacy Understanding and using the literacy connection between reading and connection between reading and

writing writing

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

Want to teach a child to read? Want to teach a child to read? Give him a pencil. Give him a pencil.

Want to teach a child to Want to teach a child to write? Give him a book.write? Give him a book.


• Children appear to be more likely to derive learning benefits Children appear to be more likely to derive learning benefits across reading and writing when they understand that a across reading and writing when they understand that a connection exists.connection exists.

• Reading is the receptive side of knowledge, while writing is Reading is the receptive side of knowledge, while writing is the productive side. Thus, reading and writing are reciprocal the productive side. Thus, reading and writing are reciprocal processes.processes.

• Writing skill is a predictor of academic success along with Writing skill is a predictor of academic success along with reading comprehension.reading comprehension.

Reading Research in Action, 2008Reading Research in Action, 2008


Strategies for integrating reading and writing Strategies for integrating reading and writing across the curriculumacross the curriculum

• ““Effective teachers will recognize where their Effective teachers will recognize where their students are in reading and writing students are in reading and writing development and will tailor instruction development and will tailor instruction accordingly.”accordingly.”

• ~Louisa C. Moats~Louisa C. Moats


Reading + Writing =Reading + Writing = LiteracyLiteracy

• Each skill contributes to the other.Each skill contributes to the other.• Both skills enhance engagement and reasoning.Both skills enhance engagement and reasoning.• Reading and writing involve using knowledge of Reading and writing involve using knowledge of

language structure, including word structure, and language structure, including word structure, and text structure (syntax and style).text structure (syntax and style).

~~Reading Research in Action, Reading Research in Action, 2008.2008.


Traits of proficient readersTraits of proficient readers

• Make connectionsMake connections• Self-questionSelf-question• VisualizeVisualize• Determine importanceDetermine importance• Make inferenceMake inference• SynthesizeSynthesize• Monitor comprehensionMonitor comprehension


How do the reading traits translate to How do the reading traits translate to writing?writing?

1.1. Make connectionsMake connections

2.2. Self-questionSelf-question

3.3. VisualizeVisualize

4.4. Determine importanceDetermine importance

1.1. Connects to topic/thesisConnects to topic/thesis

2. Writing 2. Writing process/organizationprocess/organization

draftsdrafts3.3. Creates a picture/planCreates a picture/plan

3.3. Must determine the Must determine the evidence/supporting evidence/supporting detailsdetails


How do the reading traits translate to How do the reading traits translate to writing?writing?

5. Make inference5. Make inference

6. Synthesize6. Synthesize

7. Monitor comprehension7. Monitor comprehension

5.5. Audience, readers’ concerns, Audience, readers’ concerns, counter-argumentscounter-arguments

6. Research/include/create6. Research/include/create

7. Diction, syntax, cohesiveness7. Diction, syntax, cohesiveness


Pillars of ReadingPillars of Reading

Early LiteracyEarly Literacy• PhonicsPhonics• Phonemic AwarenessPhonemic Awareness• ComprehensionComprehension• FluencyFluency• VocabularyVocabulary

Adolescent LiteracyAdolescent Literacy• VocabularyVocabulary• Advanced Word StudyAdvanced Word Study• ComprehensionComprehension• FluencyFluency• MotivationMotivation


What does the research say?What does the research say?• Reading and writing are interdependent processes that are Reading and writing are interdependent processes that are

essential to each other and mutually beneficial. essential to each other and mutually beneficial. • Reading and writing should occur naturally to construct Reading and writing should occur naturally to construct

meaning in everyday situations.meaning in everyday situations.• Reading and writing are clearly related, and each has been Reading and writing are clearly related, and each has been

shown to benefit from instruction addressing the other. shown to benefit from instruction addressing the other. ~~McCardle, Chhabra, & Kapinus in McCardle, Chhabra, & Kapinus in Reading ResearchReading Research

in Actionin Action, 2008, 2008


The Integration of Language Arts The Integration of Language Arts InstructionInstruction

• Reading and writing can be described as parallel Reading and writing can be described as parallel processes. processes.

• There is a connection between what readers do and There is a connection between what readers do and what writers do.what writers do.

• Writers want to give information and readers want Writers want to give information and readers want to seek information---metaphorically, readers and to seek information---metaphorically, readers and writers meet at the text.writers meet at the text.


It makes sense to teach the two together.It makes sense to teach the two together.

• You will note that many of the terms and You will note that many of the terms and concepts found in the reading standards are also concepts found in the reading standards are also included in the writing standards.included in the writing standards.

• Writing is closely related to reading, and the two Writing is closely related to reading, and the two can reinforce each other, with writing both can reinforce each other, with writing both enhancing and demonstrating reading enhancing and demonstrating reading comprehension in all content areas.comprehension in all content areas.


Let’s Write: How do we feel?Let’s Write: How do we feel?• Receive a copy of “Fish Receive a copy of “Fish

Cheeks” by Amy Tan.Cheeks” by Amy Tan.

• Listen closely as it is Listen closely as it is read.read.

• Receive an emotion Receive an emotion chart.chart.

• Fill out the chartFill out the chart

Guided imagery Guided imagery activity:activity:

1.1.Close eyes and visualize Close eyes and visualize as the presenter asks as the presenter asks questions.questions.

2.2.Open your eyes and Open your eyes and now write for 15 now write for 15 minutes.minutes.

3.3.Now share with a Now share with a person next to you.person next to you.

4.4.Now share with the Now share with the group.group.


Studying Studying GoodGood Content Specific Content Specific WritingWriting

• Analyze a story’s Hooks and Tails Analyze a story’s Hooks and Tails (beginnings and endings) to call attention to (beginnings and endings) to call attention to a variety of effective techniques used by a variety of effective techniques used by professional writers (see handouts).professional writers (see handouts).

• Study the author’s craft by looking at how Study the author’s craft by looking at how they formulate their BODY of information or they formulate their BODY of information or argument, too.argument, too.

• Ask students to identify TAP for everything Ask students to identify TAP for everything they read.they read.

• Ask students to identify organizational Ask students to identify organizational pattern.pattern.


Getting a Second WindGetting a Second Wind

• One day five years ago, bubbly, gorgeous soccer goalie Korinne Shroyer came home 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 from eighth grade, found her father’s revolver in his closet and fired a bullet into her skull. her skull.

• • This is about the lives she saved doing it. 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, 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 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, 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.”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?Sometimes life just takes your breath away, doesn’t it?•


Other great hooks and tailsOther great hooks and tails• Neat People vs. Sloppy People Neat People vs. Sloppy People by Suzanne Brittby Suzanne Britt• Champion of the World Champion of the World by Maya Angelou by Maya Angelou• Silent Dancing Silent Dancing by Judith Ortiz Coferby Judith Ortiz Cofer• The Open Boat The Open Boat by Stephen Craneby Stephen Crane• Suspended Animation Suspended Animation by Alex Stoneby Alex Stone How could you use this activity in your classroom?How could you use this activity in your classroom?What are some other readings you might use to What are some other readings you might use to

demonstrate the power of the opening and closing?demonstrate the power of the opening and closing?How can you encourage students to examine hooks and How can you encourage students to examine hooks and

tails in their favorite readingstails in their favorite readingsHow do you expand into writing hooks and tails?How do you expand into writing hooks and tails?


Share a great book that you have Share a great book that you have read!read!

• Read your favorite book’s “hook” to the class.Read your favorite book’s “hook” to the class.• Explain what made you want to read the Explain what made you want to read the

book.book.• Then read the tail.Then read the tail.• Explain what you thought about the tail. Explain what you thought about the tail.

Were you disappointed or pleased?Were you disappointed or pleased?• Be sure to have each student present in the Be sure to have each student present in the

same way that you did.same way that you did.


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

• Model it! Model it! Teachers need to practice Read Aloud Teachers need to practice Read Aloud

Think Aloud (RATA) in class. Think Aloud (RATA) in class. This involves reading aloud a small portion of text and This involves reading aloud a small portion of text and

modeling (or thinking out loud) the strategies that modeling (or thinking out loud) the strategies that you use to comprehend text.you use to comprehend text.


Addressing the Standards through the Addressing the Standards through the Reading and Writing ConnectionReading and Writing Connection

• To teach narrative writing, read and discuss several To teach narrative writing, read and discuss several narrative pieces with students before they write.narrative pieces with students before they write.

• To teach persuasive writing, read and discuss several To teach persuasive writing, read and discuss several persuasive pieces with students before they write.persuasive pieces with students before they write.

• To teach technical writing, read and discuss several To teach technical writing, read and discuss several technical pieces with students before they write.technical pieces with students before they write.

• To teach expository writing, read and discuss several To teach expository writing, read and discuss several informational pieces with students before they write.informational pieces with students before they write.

THIS WILL HELP THEM EXPLORE THE COMPONENTS OF THIS WILL HELP THEM EXPLORE THE COMPONENTS OF THE DIFFERENT GENRES. THE DIFFERENT GENRES.


Activity: Teaching Voice through Activity: Teaching Voice through Reading SelectionsReading Selections

• Read the two 7Read the two 7thth grade YGA winners’ grade YGA winners’ selections.selections.

• Talk about the voice of each piece.Talk about the voice of each piece.• How can you use these pieces to teach How can you use these pieces to teach

students how to create a voice in a writing?students how to create a voice in a writing?• What are some of the GPS terms you can use What are some of the GPS terms you can use

when using these writings to teach students when using these writings to teach students how to write a certain style?how to write a certain style?

"We will lead the nation in improving "We will lead the nation in improving student achievement."--Kathy Coxstudent achievement."--Kathy Cox 2121

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

• ExplanationExplanation• DescriptionDescription• Sequence or Logical Order Sequence or Logical Order • Cause and EffectCause and Effect• Classification SchemesClassification Schemes• Comparison and ContrastComparison and Contrast• Problem and SolutionProblem and Solution• Question and AnswerQuestion and Answer


Pre-Reading: Anticipation GuidePre-Reading: Anticipation Guide• The anticipation guide is designed to access prior knowledge about a topic The anticipation guide is designed to access prior knowledge about a topic

before reading the text.before reading the text.• Students respond to several statements that support or challenge their Students respond to several statements that support or challenge their

preconceived ideas about a topic.preconceived ideas about a topic.• Teacher identifies the major ideas of a text and then anticipates student Teacher identifies the major ideas of a text and then anticipates student

ideas that would be supported or challenged by the textideas that would be supported or challenged by the text• Five to six statements addressing the major ideas make up the Five to six statements addressing the major ideas make up the

anticipation guide (even those that might contradict student beliefs).anticipation guide (even those that might contradict student beliefs).• Prior to reading, students discuss whether they agree or disagree with the Prior to reading, students discuss whether they agree or disagree with the

statements, justifying their answers.statements, justifying their answers.• As they read, they focus on information that confirms, elaborates, or As they read, they focus on information that confirms, elaborates, or

rejects each of the statements.rejects each of the statements.• After they read, they revisit the statements and evaluate their After they read, they revisit the statements and evaluate their

understanding of the ideas discussed in the text, correcting any understanding of the ideas discussed in the text, correcting any misconceptions they originally hadmisconceptions they originally had


Anticipation Guide: Forest FiresAnticipation Guide: Forest FiresExample from Example from Literacy Across the Curriculum: Setting and Literacy Across the Curriculum: Setting and

Implementing Goals for Grades Six through 12Implementing Goals for Grades Six through 12 by SREB by SREB

Directions:Directions: Each of the following statements concerns forest fires in national Each of the following statements concerns forest fires in national parks and forests. Take a few moments and think about each statement. Put a 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 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 support your decisions with arguments or information with which you are familiar.familiar.

__1. Forest fires that burn thousands of acres are among our worst natural disasters.__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.__ 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 __ 3. Forest fires have destroyed much of the natural beauty of national treasures like

Yellowstone National Park.Yellowstone National Park.__ 4. Forests need fires to be healthy.__ 4. Forests need fires to be healthy.__ 5. Government policies that allow naturally-occurring fires to burn uncontested in __ 5. Government policies that allow naturally-occurring fires to burn uncontested in

national parks need to be changed.national parks need to be changed.__ 6. Natural disasters, such as forest fires, are beneficial in many respects.__ 6. Natural disasters, such as forest fires, are beneficial in many respects.


Strategies for Content TextsStrategies for Content Texts

Pre-Reading:Pre-Reading:• Provide a variety of textual resources Provide a variety of textual resources

(magazines, newspapers, nonfiction books, (magazines, newspapers, nonfiction books, nonfiction picture books for children, nonfiction picture books for children, textbooks, electronic media).textbooks, electronic media).

• These texts can provide pictures and images, These texts can provide pictures and images, narrative writing or personal points of view, narrative writing or personal points of view, engaging writing techniques, and connections engaging writing techniques, and connections to real-life.to real-life.


Three Types of Writing for Every Three Types of Writing for Every ClassroomClassroom

• Writing-to-LearnWriting-to-Learn

• Writing to Demonstrate LearningWriting to Demonstrate Learning

• Authentic WritingAuthentic Writing

Source: Dick, Elizabeth. “Weekly Writing.” Source: Dick, Elizabeth. “Weekly Writing.” Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six through 12. through 12. Guide #12. Atlanta: Southern Regional Education Boards (SREB), 77-99.Guide #12. Atlanta: Southern Regional Education Boards (SREB), 77-99.


Writing to Learn: Connected to Writing to Learn: Connected to ReadingReading

• Journals—Journals—Journal of the Plague YearJournal of the Plague Year

• Learning logs—Learning logs—Night (Pair with a history book’s account of the Night (Pair with a history book’s account of the Holocaust)Holocaust)

• Writer’s Notebooks—(Collection of short fiction and nonfiction Writer’s Notebooks—(Collection of short fiction and nonfiction selections)selections)

• Exit and Entry(Admit) Slips—(Connect to the LOTS—both reading Exit and Entry(Admit) Slips—(Connect to the LOTS—both reading and writing--- symbols, themes, diction, syntax, etc.)and writing--- symbols, themes, diction, syntax, etc.)

• Study guides—Jane Austen selection (How does each female Study guides—Jane Austen selection (How does each female character reflect the historical period? Be sure to include historical character reflect the historical period? Be sure to include historical research as evidence.)research as evidence.)


Writing to Demonstrate Learning: Writing to Demonstrate Learning: Connected to ReadingConnected to Reading

• Paragraphs—Excerpt from a Katherine Anne Porter selection to Paragraphs—Excerpt from a Katherine Anne Porter selection to emulate style.emulate style.

• Essays—Essays—The Ways We Lie The Ways We Lie by Stephanie Ericssonby Stephanie Ericsson

• Essays and open-response questions—Any great reading selectionEssays and open-response questions—Any great reading selection

• Research assignments—Research assignments—Their Eyes Were Watching God –Why did Their Eyes Were Watching God –Why did Zora Neale Hurston use so many examples of folklore? Things Fall Zora Neale Hurston use so many examples of folklore? Things Fall Apart—How accurate is Achebe in his depiction of the Ibo people?Apart—How accurate is Achebe in his depiction of the Ibo people?

• On-demand writing(timed writing)—Use nonfiction as much as On-demand writing(timed writing)—Use nonfiction as much as possible here (SAT writing, ACT writing, etc. will often deal with possible here (SAT writing, ACT writing, etc. will often deal with such topics)such topics)


Authentic (Real World) WritingAuthentic (Real World) Writing• Articles—Use the biographical sections about authors here, or use the 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 author’s own voice by finding articles where the authors talk about their own writing—example: Hemingway’s comments on writing—example: Hemingway’s comments on The Old Man and the SeaThe Old Man and the Sea

• Editorials—Pull newspaper editorials; read those for persuasive techniques Editorials—Pull newspaper editorials; read those for persuasive techniques and then have students write their own.and then have students write their own.

• Speeches—Read “Ain’t I a Woman” by Truth or any President’s inaugural Speeches—Read “Ain’t I a Woman” by Truth or any President’s inaugural addressaddress

• Letters—Letters—A Letter to My Husband A Letter to My Husband by Adamsby Adams• Proposals—Swift’s Proposals—Swift’s A Modest Proposal; A Modest Proposal; Pull a business proposal from any Pull a business proposal from any

business website—explain the components of a proposal.business website—explain the components of a proposal.• Reviews—Movie and literary reviews (read and critique before they write Reviews—Movie and literary reviews (read and critique before they write

their own)their own)• Business plan—Again pull examples from MIT or a business websiteBusiness plan—Again pull examples from MIT or a business website• How to manuals—Pull examples from the CTAE department at your schoolHow to manuals—Pull examples from the CTAE department at your school• Memorandums—Critical: Pull examples from websitesMemorandums—Critical: Pull examples from websites


Create your own READING/WRITING Create your own READING/WRITING CONNECTION listCONNECTION list

• Handout: Take each writing type and create a Handout: Take each writing type and create a list based on the literature you are going to list based on the literature you are going to study this year.study this year.

• Be ready to share with the group.Be ready to share with the group.• DiscussionDiscussion


Let’s Practice What We Preach!Let’s Practice What We Preach!

3131

Read the poem “Where I am From?” –George Ella LyonRead the poem “Where I am From?” –George Ella Lyon

Complete the brainstorming web (analyzing the stanzas)Complete the brainstorming web (analyzing the stanzas)

Read the story “Thank you, M’am”—Langston Hughes or Read the story “Thank you, M’am”—Langston Hughes or “Everyday Use” by Alice Walker“Everyday Use” by Alice Walker

Discuss how the two pieces are similar in theme.Discuss how the two pieces are similar in theme.

Create an emulation piece: Emulate Lyon, Hughes, Walker—Create an emulation piece: Emulate Lyon, Hughes, Walker—You have 20 minutes.You have 20 minutes.

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

Informational Writing LessonInformational Writing Lesson

““Hot Topics”Hot Topics”Lesson integrates social studies and writingLesson integrates social studies and writingLesson promotes engagementLesson promotes engagementLesson is written using 5Lesson is written using 5thth grade standards grade standards

and elements but can easily be adapted to fit and elements but can easily be adapted to fit any middle school or high school curriculumany middle school or high school curriculum

Complementary standards for listening, Complementary standards for listening, speaking, and viewing could be addedspeaking, and viewing could be added

"We will lead the nation in improving "We will lead the nation in improving student achievement."--Kathy Coxstudent achievement."--Kathy Cox 3232

Mary Stout, ELA Program ManagerMary Stout, ELA Program [email protected]

Kim Jeffcoat, ELA Program SpecialistKim Jeffcoat, ELA Program [email protected]

Malaika Jartu-White, ELA Teacher on Special AssignmentMalaika Jartu-White, ELA Teacher on Special [email protected]

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Write, Write, Write!Write, Write, Write!

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

understanding and using the literacy connection between reading and writing 1 "we will lead the...

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