a huffin and puffin good time! connecting reading and writing
TRANSCRIPT
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A Huffin’ and Puffin’ Good Time!
Connecting Reading and Writing
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• Historically, reading and writing have been taught as independent subjects.
• The reading-writing connection states that reading and writing are two parts of the same whole.
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• Research demonstrates that the reading-writing connection increases comprehension.
• It also leads to more authentic teaching, improved reading and writing, and higher scores on test.
(Routman, 2005)
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• There is overlap between what readers and writers do (Tompkins, 2006):
• Generating ideas• Organizing• Monitoring• Problem solving• Revising
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• Writers engage in reading activities:
• Generate ideas• Proofread and revise• “Talk” to the text
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• Readers engage in writing activities:
• Take notes• Organize information – webs, outlines,
summaries• Prioritize information – highlight,
underline• Reflect/respond to the text
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• “The reading and writing processes have comparable activities in each stage. In both reading and writing, the goal is to construct meaning.” (Tompkins, 2006)
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Reading-Writing RelationshipCreated By Matthew Raymond
Reading Writing Both
Stage
Pre-reading/Prewriting
Predict, Ask questions Preview
Choose content and anticipate readers’ questions
Set appropriate physical environment Establish respective purposes for reading and writing Spark interest Activate prior knowledge Construct mental images
Active reading/Writing
Ask questions Predict content Verify content Mentally “converse” with the text
Provide answers and verification by writing coherently “Talk to reader” during composition
Construct images and meaning Think logically React to the ideas being presented
Post reading/Revision
Check comprehension Organizes text’s information
Edit and revise text to make information comprehensible
Evaluate the text
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• “Reading and writing are integrally connected. For both readers and writers, meaning does not reside solely in the texts; instead they engage themselves actively in the texts, interpreting and constructing meaning at the same time.” (Lee, 2001)
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The Three Little Wolves and the Big Bad Pig By E. Trivizas
Pictures courtesy of
Amazon.com
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The Three Little Wolves and the Big Bad Pig
• Journal with puzzles
• Sequel
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Once Upon a Fairy Tale by the Starbright Foundation
Pictures courtesy of
Amazon.com
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Point of View
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Music to My Ears
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Dear Little Wolf by Whybrow
Pictures courtesy of Amazon.com
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Advice Letter
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Wanted Poster
Pictures courtesy of Amazon.com
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Newspaper Story
Pictures courtesy of Amazon.com
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Post Card
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Comic Strip
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Court Room Drama
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Reader’s Theater
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Pictures courtesy of Amazon.com
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And more books because I have a book buying issue!
Pictures courtesy of Amazon.com
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Thank you for joining us today!
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References
Barr, M. (2000). The reader in the writer. Reading, July, 54-60
Elbow, P. (2004). Writing first! Putting writing before reading is an effective approach to teaching and learning. Educational Leadership, October, 9-13.
Gredler, M. (2005). Learning instruction: theory into practice. Upper Saddle River, NJ: Pearson.
Routman, Regie (2005). Writing Essentials: Raising Expectations and Results While Simplifying Teaching. Portsmouth, NH: Heinemann.
Sarmecanic, L. (1996). Making meaning through a dialectical journal. In V. Whiteson (Ed.), New ways of using drama and literature in language teaching (pp. 43-45).
Tierney, R. (1983). Writer-reader transactions: defining the dimensions of negotiation. In P.L. Stock (Ed.), Forum: Essays on theory and practice in the teaching of writing (pp. 147-151). Upper Montclair NJ: Boynton/Cook.
Tompkins, G. (2006). Literacy for the 21st Century: A Balanced Approach. Upper Saddle River, NJ: Pearson Education.
Truax, P. (2000). Readers that can’t write … writers that can’t read. Dominican University of California, 2-9.