A Huffin and Puffin Good Time! Connecting Reading and Writing.

A Huffin’ and Puffin’ Good Time!

Connecting Reading and Writing

2

• 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.

3

• 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)

4

• There is overlap between what readers and writers do (Tompkins, 2006):

• Generating ideas• Organizing• Monitoring• Problem solving• Revising

5

• Writers engage in reading activities:

• Generate ideas• Proofread and revise• “Talk” to the text

6

• Readers engage in writing activities:

• Take notes• Organize information – webs, outlines,

summaries• Prioritize information – highlight,

underline• Reflect/respond to the text

7

• “The reading and writing processes have comparable activities in each stage. In both reading and writing, the goal is to construct meaning.” (Tompkins, 2006)

8

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

9

• “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)

10

The Three Little Wolves and the Big Bad Pig By E. Trivizas

Pictures courtesy of

Amazon.com

11

The Three Little Wolves and the Big Bad Pig

• Journal with puzzles

• Sequel

12

Once Upon a Fairy Tale by the Starbright Foundation

Pictures courtesy of

Amazon.com

13

Point of View

14

Music to My Ears

15

Dear Little Wolf by Whybrow

Pictures courtesy of Amazon.com

16

Advice Letter

17

Wanted Poster

Pictures courtesy of Amazon.com

18

Newspaper Story

Pictures courtesy of Amazon.com

19

Post Card

20

Comic Strip

21

Court Room Drama

22

Reader’s Theater

23

Pictures courtesy of Amazon.com

24

And more books because I have a book buying issue!

Pictures courtesy of Amazon.com

25

Thank you for joining us today!

26

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.