1. Reading and Writing in the Primary Classroom: Making the Connection Visible Connie Dierking IRA, 2008

2. Marie Clay says… What is learned in beginning reading overlaps with, and informs, what is being learned in beginning writing if it is allowed to do so. Learning to write contributes to the building of almost every new kind of inner control needed to become a successful reader.

3. So what is being learned? Oral Language Oral Language Spelling Spelling Reading Reading Writing Writing

4. Oral Language Proficiency in oral language provides children with a vital tool for thought. Without fluent and structured oral language, children will find it very difficult to think. Jerone Brunner (1983)

5. Spelling Over the years, examinations of childrens spellings have provided strong support for the relatedness of reading and writing. The two subjects should be taught in a more integrated fashion. (Ehri, 1980, 1997;Gill, 1989; Invernizzi, 1992;Juel, Griffith & Gough, 1986; Zutell & Rasinski, 1989) (Ehri, 1980, 1997;Gill, 1989; Invernizzi, 1992;Juel, Griffith & Gough, 1986; Zutell & Rasinski, 1989)

6. Reading The texts we read will never be complete until a reader of whatever age takes that book and brings to it his or her own story. Katherine Paterson Katherine Paterson

7. Writing Writing is the foundation of reading; It may be the most basic way to learn about reading. When writers read, They use insight they have acquired when they compose. When students write, They learn how reading is put together because they do it. They learn the essence of print. Jane Hansen Jane Hansen

8. What I think, I can say. What I say, I can write. What I write, I can read.

9. What does Franklins writing tell us about him as a writer? Concept of word Concept of word Knows one sight word Knows one sight word Can draw representationally Can draw representationally Left to right Left to right Tells a story in his sketch Tells a story in his sketch Attempt at temporary spelling Attempt at temporary spelling

10. What does Franklins writing tell us about him as a reader? Understands the importance Understands the importance of the illustration. Some letter/sound correspondence Some letter/sound correspondence Reads through a word Reads through a word Left to right Left to right Print conveys a message Print conveys a message

11. Reading Behaviors Level 13-15 Rereads and self-corrects Rereads and self-corrects Reads with fluency Reads with fluency Integrates a balance of sources Integrates a balance of sources of information Monitors for meaning Monitors for meaning Demonstrates fluent phrasing Demonstrates fluent phrasing of longer passages Uses a repertoire of graphophonic strategies to problem solve through text Uses a repertoire of graphophonic strategies to problem solve through text

12. Text Sentences are longer, varied, Sentences are longer, varied, more complex Stories are longer and are more literary Stories are longer and are more literary Illustrations provide moderate support Illustrations provide moderate support Characters are memorable Characters are memorable Many possibilities for comparison with other text Many possibilities for comparison with other text More complex and unfamiliar vocabulary More complex and unfamiliar vocabulary Themes are varied and sophisticated Themes are varied and sophisticated Dialogue starts to appear more regularly. Dialogue starts to appear more regularly.

13. Activities to Support the Acquisition of the Alphabetic Principle Through of the Alphabetic Principle Through Reading and Writing

14. The Basis for Creating the Writing/Reading Connected Classroom Oral Storytelling Oral Storytelling Mirroring Workshops Mirroring WorkshopsMini-lessonsPartnershipsConferring Small Group Read Aloud Read Aloud

15. Oral Storytelling One morning when we were doing poetry Mrs. Greens class came into our room. They were holding little cups of spaghetti. We were so surprised. They said, Mama mia! We ate the spaghetti. One morning when we were doing poetry Mrs. Greens class came into our room. They were holding little cups of spaghetti. We were so surprised. They said, Mama mia! We ate the spaghetti.

16. Mirroring Workshops Mini-lessons Mini-lessonsOperational Print Awareness FoundationalCraft

18. Three Ways of Thinking Around Text Thinking Within the Text Thinking Within the Text Thinking Beyond the Text Thinking Beyond the Text Thinking About the Text Thinking About the Text Fountas and Pinnell, Teaching for Comprehending and Fluency, 2006

19. Small Group Instruction

20. Partnerships Conversational Stems to Conversational Stems to Link Reading and Writing Link Reading and Writing

21. Conferring

22. Phonemic Awareness WritingReading Segments words into individual sounds. Moves letters to represent identified sounds. Positions mouth to read identified sounds. Writes with letter/sound correspondence. Reads with letter/sound correspondence. PhonicsWritingReading Recognizes and writes all letter names and sounds. Reads letters according to identified sounds. Writes with beginning, medial, and final consonant sounds. Reads through the entire word. Writes using blends and digraphs. Reads words containing blends and digraphs. Writes using vowels. Reads vowels correctly.

23. Read Alouds Find your touchstone text

24. Effective teachers will recognize where their students are in reading and writing development and will tailor instruction accordingly. Louisa C. Moats, 1999 There is a strong empirical evidence That a readers awareness of text structure is highly related to text comprehension. Kameenui, 2005

25. Lets Do the Hokey Pokey! Reading and Writing: Are constructive processess Are constructive processess Share similar kinds of knowledge Share similar kinds of knowledge When taught together, improve achievement, foster communication, and lead to outcomes When taught together, improve achievement, foster communication, and lead to outcomes not attributable to either process alone. J. David Cooper That s whats all about! That s whats all about!

26. Thank You! Connie Dierking Palm Harbor, Florida mcdierking@aol.com