2Writing Through Reading: Bridging the Gap Lillie O. Smith, Reading Specialist,K-5 Literacy LeaderKristin Palmer, Literacy CoachHampton City Schools
3PresentersLillie Smith is a Reading Specialist, K-5 Literacy Leader for Hampton City Schools. In 2008, she earned National Board Certification. In 2010, she was selected as a member of the National Board DREAM Team. She served two years as Vice President of the Hampton Reading Council, and was a participant of the Eastern Virginia Writing Project at William & Mary. In March, 2014, she presented at the Virginia State Reading Association (VSRA) Conference in Roanoke, Virginia. Kristin Palmer is a Literacy Coach for Hampton City Schools. She has taught for 23 years and been a teacher and reading specialist K-12.
4Objectives:To provide ideas and techniques teachers can use to help their students become more effective readers and writers.To present strategies that guide students as they develop reading and writing skills.
5SOLs* Reading Writing Research K.9, K.10, 1.8, 1.9, 1.10, 2.8, 2.9, 2.10, 3.5, 3.6, 3.7, 4.5, 4.6,5.4, 5.5, 5.6WritingK.12, K.13, 1.13, 1.14, 2.12, 2.13, 2.14, 3.9, 3.10, 3.11, 3.12,4.7, 4.8, 5.7, 5.8Research4.9, 5.9*Activities can be adapted/revised to accommodate all grade levels
6Let’s Get Acquainted Bio-poem Line 1: First name only Line 2: Son/daughter of … (sibling of)Line 3: From (city, street or state)Line 4: Who knows (3 items)Line 5: Who fears (3 items)Line 6: Who loves (3 people or ideas)Line 7: 4 traits that describe youLine 8: Last name only
11Watch TV/Play Video Games Reflect on the steps involved in an everyday activity, such as going to school.What are some things you must do before school?Take a shower/bathGet dressedEat breakfastRide the school busWhat are some things you do during school?Pledge of AllegianceLearn in classEat lunchWhat are some things you must do after school?Homework and/or studyEat dinnerWatch TV/Play Video Games
12Before Reading. Preview. Activate Prior Knowledge Before Reading Preview Activate Prior Knowledge Set a Purpose During Reading Read with a Purpose Connect After Reading Pause and Reflect Reread Remember
13Good Readers vs. Poor Readers Before readingbuild their background knowledge on the subject,know their purpose for reading, andfocus their complete attention on reading.During readinggive their complete attention to the reading task,keep a constant check on their own understanding,monitor their reading comprehension and do it so often it becomes automatic, andstop only to use a fix-up strategy when they do not understand.After readingdecide if they have achieved their goal for reading,evaluate comprehension of what was read,summarize the major ideas in a graphic organizer, andseek additional information from outside sources.
14Poor readers Before reading During reading After reading start reading without thinking about the subject, anddo not know why they are reading.During readingdo not know whether they understand or do not understand,do not monitor their own comprehension, andseldom use any of the fix-up strategies.After readingdo not know what they have read, anddo not follow reading wit a comprehension self-check.A dramatic improvement for poor readers results whenthey are taught to apply intervention strategies tocontent text.Orange County Public Schools, 1986
15Fiction - Before Reading Determine a purpose for reading read the title and predict what the story will be about. ask yourself “Why do you think you are reading this story?” Write a sentence explaining the reasons Fiction - During Reading Analyze characters imagine that you are a reporter and interview a character from the story. Questioning list three questions you would ask. Write down how you think the character would answer Fiction - After Reading Identify story elements list the main characters from the story, then the setting, and finally one event.
16Nonfiction - Before Reading Predict browse the text, look at the title, chapter titles, and headings Identify the main idea think about what you think the main idea of the book will be. Record your thoughts Nonfiction - During Reading Categorize create a graphic organizer. After reading a section of the text, write the topic, then circle it. Draw lines and boxes from the circle. In each box, write an important piece of information about the topic. Then list three details that go along with it Nonfiction - After Reading Check for understanding create a board game to test your knowledge of the book. Write questions about the text. Find a partner to play the game with you. Roll a die to move your pieces along the board.
17Four Critical Issues: (1) Creating a positive environment (2) Monitoring and assessing how students are learning through the reading/writing connection(3) Choosing lessons that best enhance both the reading and writing process(4) Strengthening teacher knowledge and writing skills
21What is the point of this new version of an old story What is the point of this new version of an old story? Share a time when you had a different point of view from someone important to you in your life. How did that feel? Can you think of an example in your own life or one that you’ve had about when an enemy became a friend? Or a friend became an enemy? How did that happen?
31Conditions for reading/writing connections Know a book or an author wellMatch reading texts with writing assignmentsBuild on reading/writing connections students have already madeHelp students recognize “author’s deliberate craftsmanship”Calkins, p. 274
32Nonfiction reading and writing connections Text featuresText structuresComposing and styleMechanics
33For example .... Leads Questions Anecdote Setting Definition lead Creating a scene or storyQuotesComparisonAmazing FactActionFrom Nonfiction Mentor Texts
36Calkins, L. (1994). The Art of Teaching Writing, Portsmouth, N. H Calkins, L. (1994). The Art of Teaching Writing, Portsmouth, N.H.: Heinemann.Candler, Laura, “Laura Candler’s Graphic Organizer’s for Reading”<http://www.lauracandler.com>Dodge, Judith. “25 Quick Formative Assessments for a Differentiated Classroom,” Scholastic, New York 2009.Dorfman & Cappelli (2009). Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s Literature, K-8. Portland, Maine: Stenhouse.Henderson, Jake and Marshall, Robert. Reading Through History “The Fugitive Slave Act of 1950.”<http://readingthroughhistory.com>International Reading Association, Inc “New Directions in Reading Instruction, Revised,” Bess Hinson, Editor, Tenth Printing, July 2006.Orange County Public Schools, 1986 “Contrasting Good and Poor Readers”Reads, Jordan. “FREE Story Starter Resources for Beginning Writers” Roll-a-Story! New York, 2012.<http://www.TeacherspayTeachers.com>“Teaching students to Read Nonfiction.” Scholastic<http://www.scholastic.com>The Extra Reading Company, Digital Libray – Reading & Writing<http://ExtraReading.com>The McGraw-Hill Companies, Inc. Graphic Organizer LibraryWrite & Publish Activity Center, Lakeshore Learning<http://www.lakeshorelearning.com>Zemelman, Daniels, & Hyde, “Best Practice in Teaching Reading and Writing, “ 1993.
37Contact us: email@example.com firstname.lastname@example.org Lillie O. SmithKristin Palmer
39DisclaimerReference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.