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

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Presentation on theme: "Understanding and using the literacy connection between reading and writing 1 "We will lead the nation in improving student achievement."--Kathy Cox."— Presentation transcript:

1 Understanding and using the literacy connection between reading and writing 1 "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. 2 "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. 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. 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. Writing skill is a predictor of academic success along with reading comprehension. Reading Research in Action, "We will lead the nation in improving student achievement."--Kathy Cox

4 “Effective teachers will recognize where their students are in reading and writing development and will tailor instruction accordingly.” “Effective teachers will recognize where their students are in reading and writing development and will tailor instruction accordingly.” ~Louisa C. Moats ~Louisa C. Moats 4 "We will lead the nation in improving student achievement."--Kathy Cox

5 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 language structure, including word structure, and text structure (syntax and style). Reading and writing involve using knowledge of language structure, including word structure, and text structure (syntax and style). ~Reading Research in Action, "We will lead the nation in improving student achievement."--Kathy Cox

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

7 1.Make connections 2.Self-question 3.Visualize 4.Determine importance 1.Connects to topic/thesis 2. Writing process/organization drafts drafts 3.Creates a picture/plan 3.Must determine the evidence/supporting details 7 "We will lead the nation in improving student achievement."--Kathy Cox

8 5. Make inference 6. Synthesize 7. Monitor comprehension 5.Audience, readers’ concerns, counter-arguments 6. Research/include/create 7. Diction, syntax, cohesiveness 8 "We will lead the nation in improving student achievement."--Kathy Cox

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

10 Reading and writing are interdependent processes that are essential to each other and mutually beneficial. 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 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. Reading and writing are clearly related, and each has been shown to benefit from instruction addressing the other. ~ McCardle, Chhabra, & Kapinus in Reading Research in Action, "We will lead the nation in improving student achievement."--Kathy Cox

11 Reading and writing can be described as parallel processes. Reading and writing can be described as parallel processes. There is a connection between what readers do and what writers do. 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. Writers want to give information and readers want to seek information---metaphorically, readers and writers meet at the text. 11 "We will lead the nation in improving student achievement."--Kathy Cox

12 You will note that many of the terms and concepts found in the reading standards are also included in the writing standards. 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. 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. 12 "We will lead the nation in improving student achievement."--Kathy Cox

13 Receive a copy of “Fish Cheeks” by Amy Tan. Receive a copy of “Fish Cheeks” by Amy Tan. Listen closely as it is read. Listen closely as it is read. Receive an emotion chart. Receive an emotion chart. Fill out the chart Fill out the chart Guided imagery activity: Guided imagery activity: 1.Close eyes and visualize as the presenter asks questions. 2.Open your eyes and now write for 15 minutes. 3.Now share with a person next to you. 4.Now share with the group. 13 "We will lead the nation in improving student achievement."--Kathy Cox

14 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). 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. 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 TAP for everything they read. Ask students to identify organizational pattern. Ask students to identify organizational pattern. 14 "We will lead the nation in improving student achievement."--Kathy Cox

15 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. 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. 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.” 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? Sometimes life just takes your breath away, doesn’t it? 15 "We will lead the nation in improving student achievement."--Kathy Cox

16 Neat People vs. Sloppy People by Suzanne Britt Neat People vs. Sloppy People by Suzanne Britt Champion of the World by Maya Angelou Champion of the World by Maya Angelou Silent Dancing by Judith Ortiz Cofer Silent Dancing by Judith Ortiz Cofer The Open Boat by Stephen Crane The Open Boat by Stephen Crane Suspended Animation by Alex Stone Suspended Animation by 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 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? 16 "We will lead the nation in improving student achievement."--Kathy Cox

17 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 book. Explain what made you want to read the book. Then read the tail. Then read the tail. Explain what you thought about the tail. Were you disappointed or pleased? 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. Be sure to have each student present in the same way that you did. 17 "We will lead the nation in improving student achievement."--Kathy Cox

18 Model it! 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. This involves reading aloud a small portion of text and modeling (or thinking out loud) the strategies that you use to comprehend text. 18 "We will lead the nation in improving student achievement."--Kathy Cox

19 Read It Think It Write It Think It Talk It Know It 19 "We will lead the nation in improving student achievement."--Kathy Cox

20 To teach narrative writing, read and discuss several narrative pieces with students before they write. 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 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 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. 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. 20 "We will lead the nation in improving student achievement."--Kathy Cox

21 Read the two 7 th grade YGA winners’ selections. Read the two 7 th grade YGA winners’ selections. Talk about the voice of each piece. Talk about the voice of each piece. How can you use these pieces to teach students how to create a voice in a writing? 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? 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 21

22 Explanation Explanation Description Description Sequence or Logical Order Sequence or Logical Order Cause and Effect Cause and Effect Classification Schemes Classification Schemes Comparison and Contrast Comparison and Contrast Problem and Solution Problem and Solution Question and Answer Question and Answer 22 "We will lead the nation in improving student achievement."--Kathy Cox

23 The anticipation guide is designed to access prior knowledge about a topic before reading the text. 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. 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 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). 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. 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. 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 After they read, they revisit the statements and evaluate their understanding of the ideas discussed in the text, correcting any misconceptions they originally had 23 "We will lead the nation in improving student achievement."--Kathy Cox

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

25 Pre-Reading: Provide a variety of textual resources (magazines, newspapers, nonfiction books, nonfiction picture books for children, textbooks, electronic media). 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. These texts can provide pictures and images, narrative writing or personal points of view, engaging writing techniques, and connections to real-life. 25 "We will lead the nation in improving student achievement."--Kathy Cox

26 Writing-to-Learn Writing-to-Learn Writing to Demonstrate Learning Writing to Demonstrate Learning Authentic Writing 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), "We will lead the nation in improving student achievement."--Kathy Cox

27 Journals—Journal of the Plague Year Journals—Journal of the Plague Year Learning logs—Night (Pair with a history book’s account of the Holocaust) Learning logs—Night (Pair with a history book’s account of the Holocaust) Writer’s Notebooks—(Collection of short fiction and nonfiction selections) 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.) 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.) Study guides—Jane Austen selection (How does each female character reflect the historical period? Be sure to include historical research as evidence.) 27 "We will lead the nation in improving student achievement."--Kathy Cox

28 Paragraphs—Excerpt from a Katherine Anne Porter selection to emulate style. Paragraphs—Excerpt from a Katherine Anne Porter selection to emulate style. Essays—The Ways We Lie by Stephanie Ericsson Essays—The Ways We Lie by Stephanie Ericsson Essays and open-response questions—Any great reading selection 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? 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) On-demand writing(timed writing)—Use nonfiction as much as possible here (SAT writing, ACT writing, etc. will often deal with such topics) 28 "We will lead the nation in improving student achievement."--Kathy Cox

29 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 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. 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 Speeches—Read “Ain’t I a Woman” by Truth or any President’s inaugural address Letters—A Letter to My Husband by Adams 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. 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) Reviews—Movie and literary reviews (read and critique before they write their own) Business plan—Again pull examples from MIT or a business website Business plan—Again pull examples from MIT or a business website How to manuals—Pull examples from the CTAE department at your school How to manuals—Pull examples from the CTAE department at your school Memorandums—Critical: Pull examples from websites Memorandums—Critical: Pull examples from websites 29 "We will lead the nation in improving student achievement."--Kathy Cox

30 Handout: Take each writing type and create a list based on the literature you are going to study this year. 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. Be ready to share with the group. Discussion Discussion 30 "We will lead the nation in improving student achievement."--Kathy Cox

31 31 Read the poem “Where I am From?” –George Ella Lyon Read 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 “Everyday Use” by Alice Walker Read the story “Thank you, M’am”—Langston Hughes or “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— You have 20 minutes. Create an emulation piece: Emulate Lyon, Hughes, Walker— You have 20 minutes. "We will lead the nation in improving student achievement."--Kathy Cox

32 “Hot Topics”  Lesson integrates social studies and writing  Lesson promotes engagement  Lesson is written using 5 th 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 32

33 Mary Stout, ELA Program Manager Kim Jeffcoat, ELA Program Specialist Malaika Jartu-White, ELA Teacher on Special Assignment 33 "We will lead the nation in improving student achievement." Kathy Cox


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