Friday 14 October 2016
O Liburd Activities to illustrate the reading-writing connection
Teaching activities to illustrate the reading-writing connection
1. PROJECT JOURNAL
RATIONALE
A project journal is a device used by students to plan, organise, develop and implement their ideas for group work. It is the place where they can keep a record of their ongoing work on a project. For pairs and small groups, it also provides a check for completing assignments. “Students have a written account that they can reflect on and use to make judgements and evaluations. The project journal is, therefore, useful in providing a structure in which students may work. It also facilitates an understanding of the mutuality of responsibility for group projects” (Brown, Phillips, and Stephens, 1993, p. 70).
PROCEDURE
1. The teacher and students generate a format for the journal.
2. In small groups or pairs, roles and responsibilities are identified and selected.
3. Roles and randomly assigned initially and subsequently alternated.
4. One group member (or all members on a rotating basis) serves as the group scribe to record progress and participation, raise questions, and plan future directions.
5. All group members do a reflection entry at the end of the project, including assessment sheets on the contributions.
VARIATION
The primary variation for the project journal is when students are working independently. In this case, students record their own actions and progress.
2. KWL
RATIONALE
K-W-L is a widely used strategy designed to foster active reading. The basic three steps consist of K-W-L. K----What do I want to know? W----What do I already know? , and L----What did I learn? K-W-L provides a structure for activating and building prior knowledge, for eliciting student input when establishing purpose for reading, and for personalizing the summarization of what was learned. K-W-L also serves as a useful assessment tool for teachers.
PROCEDURES
1. The teacher introduces KWL and models how to use it with a new topic or new reading selection.
2. Individually, in pairs, or in small groups, students brainstorm what they already know about the topic.
3. This information is recorded and displayed for the whole class. During class discussion, the teacher models how to organize categorize information.
4. The teacher leads the class into the class into the next phase, during which students generate a list of what else they want to learn or questions they want answered. Again the teacher models how to organize and categorize their responses and how to use this information to set purpose for their reading
5. Students then read with the purpose of discovering information to answer the questions they generated.
6. This information is recorded and displayed. Again the teacher models how to reflect upon the entire learning experience.
VARIATION
Some teachers slightly rephrase the first step to emphasize the tentative nature of what we remember: K---What do I think I already know? Or What do I think I remember? Others leave the original wording intact, but surround the K with large question marks.
3. FACTSTORMING
RATIONALE
Factstorming is similar to Brainstorming, but only focuses on factual information. It involves students drawing on their prior knowledge to generate facts they associate with a given topic. Our adaptation of Factstorming can be useful assessment tool, helping teachers to identify gaps in student knowledge and misconceptions.
Procedures:
7. The teacher presents a prompt to the class for Factstorming.
8. Individually, in pairs, or small groups, students generate and record facts.
9. The teacher engages the class in discussion about the response and uses them as a springboard to the new lesson content.
10. Students read to find evidence to support the facts they generated or to correct any misinformation they originally recorded. They also record new facts and evidence to support them.
VARIATION
The class develops a master list of verified facts on the lesson content.
4. KEY QUESTIONS
RATIONALE
Key Questions is a simple strategy designed to help students process the basic elements, who, what, when, where and how of what they read. This strategy is particular useful with younger readers or with students who have difficulty comprehending at a literal level. Key questions also can be used for book talks when students are reading different books related to common theme or topic.
PROCEDURES:
1. The teacher models how to identify the five key questions in a selection: Who? What? When? Where? and How?
2. Students then read a designated section of the text or related books and record information to answer the five key questions.
3. Next they each make a simple flip chart and portray they information on it.
4. Finally they present the information to small groups or the whole class.
VARIATION
Some teachers are more successful working in pairs as they read and identify the five key questions.
5. WHAT’S THE SOUNDS BITE?
RATIONALE
As students read informational texts, they need practice in understanding the essence of the selection. This strategy is designed to help students focus on a major and memorable issue, idea or concept from the selection.
PROCEDURES:
1. The teacher plays a video clip of a five-minute selection from a televised speech.
2. The teacher then asks students, individually or with a learning partner, to identify and state in no more than three sentences the most significance idea from the clip.
3. Students’ responses are posted on the board as the teacher replays the selection.
4. The students discuss and vote for the response they believe best captures the essence of the speech.
5. The teacher then plays a clip of the subsequent news coverage of the speech, including the sound bite from the speech
6. The sound bite is compared with the responses of the students.
7. After a class discussion of the nature of sound bites, the teacher chooses an informational selection for the students to read.
8. After reading the selection, students write their own sound bites.
VARIATION
Some teachers tape students’ speeches and then have a panel of students select the sound bite.
Thursday 13 October 2016
Activities for Reading Writing Connection by Shameika Phipps
Activity #1
Strategy: DRTA
Time 30 minutes
Rationale The aim of this activity is for students to define a concept that plays a key role in a text that they will read.
Preparation Find an appropriate reading passage. Factual articles, essays or textbook passages that define or classify something work well for this activity. You will need chart paper and markers.
Procedure 1. Tell students the topic or title of passage that they are going to read. Ask a question or two to get them thinking about the topic. Write some of their answers on the board.
2. Give students a sentence starter to draw out a definition of the key concept in the reading. For example, possible sentence starters on the topic of friendship are:
• A friend always __________
• A friend never __________
• A friend is __________
Ask students to write as many possible endings to the sentences as they can.
3. Have students work in small groups to discuss their sentences and to look for similarities and differences among them. Ask each group to pool their ideas and to Write-Before-You-Read Activities write them on a large piece of chart paper. Post these lists on the classroom walls and ask each group to briefly present their ideas to the class.
4. Read the passage.
5. Follow up the reading with a discussion of similarities and differences between the way the text and the students defined the concept.
5. Follow up the reading with a discussion of similarities and differences between the way the text and the students defined the concept.
Activity #2
Strategy: Predicting
Time 30 minutes
Rationale :The aim of this activity is for students to preview a reading passage in order to predict its content.
Preparation: Select an appropriate reading passage.
Procedure 1. Have student’s preview the text they will be reading to get a general idea of what it is about. The following are suggestions for strategies that students can use: • Read the title and any introductory material
• Read the first paragraph
• Read the first sentence of each paragraph
• Read the last paragraph
2. Ask students to put the text aside and write down what they think the passage will be about or what they think will happen in the reading based on the information they got in step one. Depending on the nature of the reading and the level of the class, students could write lists of words or phrases, or they could write a paragraph.
3. Invite students to read what they have written to a classmate. Then ask for volunteers to read to the whole class. Compare predictions.
4. After reading the entire passage, students can compare their predictions with the text.
Activity III: Summarizing
Level High Intermediate—Advanced
Time 90 minutes
Level High Intermediate—Advanced
Time 90 minutes
Rationale
In this activity, students identify the main ideas in a reading and use that information to
write a summary.
Preparation
1. Select a narrative or factual reading passage and have students read the passage,
completing any appropriate pre- or during-reading activities.
2. Prepare a list of guidelines for writing a summary. These guidelines could be put in a
handout, on the board, or on a large piece of chart paper. Examples of possible
guidelines are found in Appendix C.
3. (optional) Select a few examples of model summaries for students to read and
evaluate. Reading and writing textbooks are good sources for these.
Procedure
1. Have students take notes on or highlight the major ideas in a reading passage, either
while they read or after reading.
2. Monitor the students’ understanding of the reading by asking them to retell in their
own words what they can remember from the reading, first in pairs and then with the
whole class. Clarify any misconceptions or areas of confusion.
3. Ask students to work in pairs or small groups to agree on a list of the main ideas from
the reading. Have them refer to their notes or to their annotations in the text.
4. As a class, ask students to share their lists. Write their ideas on the board or on a large
piece of chart paper.
5. Discuss with students which ideas are the most important. Invite them to suggest any
details on the list that don’t contribute to the overall understanding of the text and
could be eliminated.
6. When the list of main ideas seems complete, have students work in pairs to put the
ideas in a logical order. Then, come back together as a class to organize the ideas
written on the board or chart paper in step 4.
7. Go over the guidelines for writing a summary. You may also wish to have students
work with model summaries at this point.
8. Ask students to put aside the text and to use the ideas they listed and organized to
write a paragraph summarizing the reading.
Activity IV: Open-Ended Responses
Level Intermediate—Advanced
Time 30 minutes
Level Intermediate—Advanced
Time 30 minutes
Rationale
In this activity, students write personal responses to a reading guided by open-ended
prompts. The purpose of the activity is for students to learn to react thoughtfully to a text
in order to discover ideas and extend their understanding.
Preparation
1. Select a narrative or factual reading passage that has a good chance of evoking a
response. That is, the text itself should have qualities that motivate students to write a
reaction to it. Have students read the passage, completing appropriate pre- or during reading
Activities.
2. Prepare a handout with instructions for the activity along with an open-ended
response prompt or prompts. Students may be given only one prompt to write from,
or they can be given several from which to choose. The possibilities for responding to
a reading are many. Students can be asked to respond in a perceptive (noticing) mode,
in an affective (feeling) mode, or in an associative (relating) mode (Beach 1993).
Students can:
• Explore their thoughts or feelings about the reading
• Relate the reading to their own experience
• Agree or disagree with the text
• Link texts to each other
• Raise questions about something they found confusing or didn’t understand
• Write about what they found significant
The prompts can take any of the following forms:
• Statements (Describe what you agree with.)
• Questions (What do you agree with? What do you disagree with?)
• Unfinished sentences (I think the author is right because… I think the author
is wrong because…)
• Explore their thoughts or feelings about the reading
• Relate the reading to their own experience
• Agree or disagree with the text
• Link texts to each other
• Raise questions about something they found confusing or didn’t understand
• Write about what they found significant
The prompts can take any of the following forms:
• Statements (Describe what you agree with.)
• Questions (What do you agree with? What do you disagree with?)
• Unfinished sentences (I think the author is right because… I think the author
is wrong because…)
Procedure
1. Tell students that they will be writing a response to a passage they have read. Give
them the handout and explain the prompt or prompts if necessary. If there is more
than one prompt, students should choose just one. Alternatively, students could also
be given the option to write whatever they want. Invite the students to write for about
10 minutes. Ask them to put thought and care into their responses, but not to worry
overly about grammar and mechanics. The aim is to have their writing flow smoothly
as they put their thoughts on paper.
2. After writing, have students share their responses by reading them to a classmate or to
a small group.
3. Invite students to read their responses to the class as a whole. Students can be asked
to reflect on the variety of responses.
Activity V: Retelling
Level High-Beginner—Advanced
Time 30 minutes
Level High-Beginner—Advanced
Time 30 minutes
Rationale
After reading a passage, students are asked to recall as much as they can of what they
read, first in speaking and then in writing. Reconstructing a reading helps students clarify
their understanding of the text and gives them practice in using the language they are
Learning.
After reading a passage, students are asked to recall as much as they can of what they
read, first in speaking and then in writing. Reconstructing a reading helps students clarify
their understanding of the text and gives them practice in using the language they are
Learning.
Preparation
1. Have students read an appropriate text. A relatively short reading works best for this
activity since students will be asked to recall what they have read without referring to
the text.
2. Select keywords from the reading that students can use in retelling. Prepare a
handout with the words in random order. Alternately, put the words on the board or
on a large piece of chart paper.
Procedure
1. After reading, give students a few minutes to review the text. Tell them to remember
everything they can.
2. Go over the list of keywords to make sure students know the meanings.
3. Ask students to put aside the passage and take turns with a classmate to tell each other
in their own words what they remember from the reading. Encourage students to use
as many of the key words as they can.
4. As a class, invite volunteers to tell one thing each that they remember from the
reading. Have students refer to the text to clarify any misunderstandings or confusion.
5. Ask students to write down what they remember from the reading, using the key
words from the handout. Depending on the level of the students, they could write
phrases, sentences, or a paragraph.
How the Reading Writing Connection Derived
As teachers, it is found that Reading and Writing are taught independently and we find that this is so because there isn’t an understanding of the connectivity between them. According to Campbell, (1963 [1776]), Writing and Reading Relationships: Constructive Tasks.
“Reading and Writing though it is pressed and encouraged to be taught concertedly , was not always so. Reading and Writing was seen as one of the four strands of the language processes In the 1980’s there was a distinct body of inquiry relative to reading and writing. This small but intense body of scholarship and research into the interrelationships between writing and reading also focused on ways in which those relationships might affect learning, and inform instruction.” As part of the research it was viewed that reading and writing is linked to language and communication. The research prompted researchers to look into the social aspects of reading and writing and their functions and uses as it pertains to real life situations and school situations. As the inquiry of reading and writing became more scrutinized, similarities and differences in the way that reading and writing developed and affected each other and also the way they depict learning.
By the 1800s the work of Campbell (1963 [1776]) and. (n.d.). Writing and Reading Relationships: Constructive Tasks. Retrieved October 13, 2016, from http://www.albany.edu/cela/publication/article/writeread.htm
Friday 7 October 2016
What is the Reading-Writing Connection: Invented Spelling
What is the Reading-Writing Connection: Invented Spelling
Reading the article “What is the connection between Reading and Writing?” gave us insight on the link between how children learn to write and how they learn to read. We discovered that as early as 2 to 3 years of age children begin to show signs of reading through writing. We were able to engage in a discussion about the stages that shows the development of children’s reading and writing skills. Starting from scribbling nonsense to making an association between letters and sounds.
Furthermore, we came across the term ‘Invented Spelling’, which comes about after the students or children make the link between letter and their sounds. Prior to us reading the information given by the article about Invented Spelling, we had a discussion to predict what the term meant. We came to the conclusion that it is when students and children make up words. Our prediction wasn’t far off and was confirmed by the article, as it states that Invented Spelling occurs when children become writers, they begin to invent spelling of words that they wish to put on paper. A discussion came up among the group members who taught kindergarten to grade 2. They spoke about students in their class who would often spell words incorrectly, as they try to spell words by reproducing the sound of the letter missing out vowels etc. They exclaimed that they often thought that these students had a spelling problem and was glad for the newly acquired knowledge about Invented Spelling. Invented spelling in our opinion is a clear illustration of how reading and writing are connected.
Moreover, as teachers we continued reflecting on our days in the classroom and was able to identify instances of invented spelling. One instance, discussed was the fact that students would have incorrect spelling, but when ask to read out their constructed sentence (s) they would read accurately showing us that they knew what they wanted to write. The question when does invented spelling disappear came up. Using the information in the article as a guide for our discussion we were came up
with this answer to our question. Invented Spelling in our opinion disappears as students advance through the grades and topics such as vowel sounds etc. Simply put, as children are exposed to different reading materials to learn different and new materials they will become more proficient spellers and in turn better writers.
To this end, we see children showing the interrelatedness of reading and writing starting from a very young age. To encourage this teachers and parents alike should ensure that children and students are given the opportunity to explore this stage as in depth as possible. Such exploration aids in creativity and proficient writing and reading skills. In addition, the connection between reading and writing is being displayed continuously in different ways as children progresses.
Reading the article “What is the connection between Reading and Writing?” gave us insight on the link between how children learn to write and how they learn to read. We discovered that as early as 2 to 3 years of age children begin to show signs of reading through writing. We were able to engage in a discussion about the stages that shows the development of children’s reading and writing skills. Starting from scribbling nonsense to making an association between letters and sounds.
Furthermore, we came across the term ‘Invented Spelling’, which comes about after the students or children make the link between letter and their sounds. Prior to us reading the information given by the article about Invented Spelling, we had a discussion to predict what the term meant. We came to the conclusion that it is when students and children make up words. Our prediction wasn’t far off and was confirmed by the article, as it states that Invented Spelling occurs when children become writers, they begin to invent spelling of words that they wish to put on paper. A discussion came up among the group members who taught kindergarten to grade 2. They spoke about students in their class who would often spell words incorrectly, as they try to spell words by reproducing the sound of the letter missing out vowels etc. They exclaimed that they often thought that these students had a spelling problem and was glad for the newly acquired knowledge about Invented Spelling. Invented spelling in our opinion is a clear illustration of how reading and writing are connected.
Moreover, as teachers we continued reflecting on our days in the classroom and was able to identify instances of invented spelling. One instance, discussed was the fact that students would have incorrect spelling, but when ask to read out their constructed sentence (s) they would read accurately showing us that they knew what they wanted to write. The question when does invented spelling disappear came up. Using the information in the article as a guide for our discussion we were came up
with this answer to our question. Invented Spelling in our opinion disappears as students advance through the grades and topics such as vowel sounds etc. Simply put, as children are exposed to different reading materials to learn different and new materials they will become more proficient spellers and in turn better writers.
To this end, we see children showing the interrelatedness of reading and writing starting from a very young age. To encourage this teachers and parents alike should ensure that children and students are given the opportunity to explore this stage as in depth as possible. Such exploration aids in creativity and proficient writing and reading skills. In addition, the connection between reading and writing is being displayed continuously in different ways as children progresses.
The Relationship between reading and writing
The Relationship between reading and writing
The article “The relationship between Reading and Writing?” highlights the interdependency of reading and writing. The writer states that a child’s literacy development is dependent on this interconnection between reading and writing. This clearly means that reading affect writing and writing affect reading. Research has found that when children read extensively they become better writers.
Additionally, in order for teachers to effectively teach the relationship between reading and writing they should have knowledge of literacy content and functions (i.e. what children need to learn in literacy in order to be counted as successful), Pedagogical content knowledge (i.e. how the content and processes of literacy can be represented successfully to children) and knowledge about learners and the ways in which they learn (i.e. how do children learn to read, write and use language effectively and the capabilities of the pupils currently being taught).
Moreover, the information from this article is quite useful to teachers as they can use the information to teach reading and writing strategies concurrently which allows them to “kill two birds with one stone.” This connection rather than hampering the students instruction, aids their development throughout their school years. Shanahan (1988) proposes seven instructional principles which explain how reading and writing can be combined to best enhance students' learning. They include: The teaching of both reading and writing, the introduction of reading and writing from earliest grades, the reflection of the developmental nature of the reading relationship in instruction, the making of the reading-writing connection explicit, the focusing on content and process relations, the emphasis on communications and the teaching of reading and writing in meaningful contents. These principles are extremely useful to teachers as they will ultimately help students to enhance their reading and writing abilities.
In closing, it is the responsibility of the teacher to show students what experienced readers and writers do when they compose; introduce the cognitive strategies that underlie reading and writing in meaningful contexts; and to provide enough sustained, guided practice that students can internalize these strategies and perform complex independent tasks competently and confidently.
References
http://ptgmedia.pearsoncmg.com/images/9780137056071/downloads/Olson_Ch_1.pdf
http://www.leeds.ac.uk/educol/documents/000000829.htm
The article “The relationship between Reading and Writing?” highlights the interdependency of reading and writing. The writer states that a child’s literacy development is dependent on this interconnection between reading and writing. This clearly means that reading affect writing and writing affect reading. Research has found that when children read extensively they become better writers.
Additionally, in order for teachers to effectively teach the relationship between reading and writing they should have knowledge of literacy content and functions (i.e. what children need to learn in literacy in order to be counted as successful), Pedagogical content knowledge (i.e. how the content and processes of literacy can be represented successfully to children) and knowledge about learners and the ways in which they learn (i.e. how do children learn to read, write and use language effectively and the capabilities of the pupils currently being taught).
Moreover, the information from this article is quite useful to teachers as they can use the information to teach reading and writing strategies concurrently which allows them to “kill two birds with one stone.” This connection rather than hampering the students instruction, aids their development throughout their school years. Shanahan (1988) proposes seven instructional principles which explain how reading and writing can be combined to best enhance students' learning. They include: The teaching of both reading and writing, the introduction of reading and writing from earliest grades, the reflection of the developmental nature of the reading relationship in instruction, the making of the reading-writing connection explicit, the focusing on content and process relations, the emphasis on communications and the teaching of reading and writing in meaningful contents. These principles are extremely useful to teachers as they will ultimately help students to enhance their reading and writing abilities.
In closing, it is the responsibility of the teacher to show students what experienced readers and writers do when they compose; introduce the cognitive strategies that underlie reading and writing in meaningful contexts; and to provide enough sustained, guided practice that students can internalize these strategies and perform complex independent tasks competently and confidently.
References
http://ptgmedia.pearsoncmg.com/images/9780137056071/downloads/Olson_Ch_1.pdf
http://www.leeds.ac.uk/educol/documents/000000829.htm
Exploring the Writer in the Reading and the Reader in the Writing.
Exploring the Writer in the Reading and the Reader in the Writing.
This article gives extensive knowledge about what we as teachers should expect from students who are able can make the connection between reading and writing and writing. The article states that “connections between reading and writing are just as strong as speaking and listening.” This illustrates that two should go hand in hand and function as a whole. The article took us on a journey explaining that if we as teachers must ensure that students can make the reading-writing connection as early as preschool. The article illustrated a number of benefits of teachers showing the interrelatedness of reading and writing with delivering instructions.
Moreover, to further elaborate on the importance of the reading-writing connection the article states that “just as readers construct meaning from text, so writers construct meaning in text.” We understood this statement to mean that when a reader is reading a story he or she gets a sense of what the writer is feeling, or wants his or her readers to walk away with. Likewise, when a writer writes, he or she is relaying some form of information or story that he or she wants their audience to get. Basically, the more you read your vocabulary is expanded as well as your mind, as it is being filled with ideas that can act as a guide when writing.
We found that a statement in the article which says that “students need to read like writers and writers like readers,” sparked a discussion. During our discussion we noted how helpful this would be for us as teachers in the classroom, if we were to instill this motto into our students and children. Just like the article we felt that students would surely become better readers and writers. To accomplish this goal, children must ask themselves two questions when reading and or writing (what does this writer mean? and will my readers now what I mean?).
The discussion of the article led us to the question what do readers and writers do? The article
mentioned a number of characteristics of proficient readers and writers which include; the reader interacts with letters and words to construct meaning and the writer starts with ideas or meaning and represents these in letters and words. Focusing on these two characteristics we were able to see the similarities of the proficient reader and writer. This similarity again signifies the close link between reading and writing.
In addition, the article continued to educate us about how using activities that illustrates the reading and writing link can be beneficial to the students. We realized that as untrained teachers in the system we short changed our students and now understand why students have difficulty writing and reading even as they enter the secondary system. If we were better equipped with the skills and knowledge of the reading and writing connection students’ writing would improve as their reading improve, better writers will produce more syntactically mature writing and these are just a few of the benefits that the reading-writing connection has to offer.
As we concluded our discussion on the article, we realize that even if reading and writing is being taught separately, we still need to note and emphasize on the reciprocity of them both. The article made us more knowledgeable as it gave many suggestions about activities and approaches that can be used in the classroom to demonstrate to students the specific links between reading and writing. The wealth of information in this article about the importance of the reading-writing connection, the benefits to students, approaches and activities that we as teachers can use has really change our attitudes towards the teaching of language arts. This change in attitude is mainly because based on the article we were short changing our students when it comes to the planning and delivering of instructions.
This article gives extensive knowledge about what we as teachers should expect from students who are able can make the connection between reading and writing and writing. The article states that “connections between reading and writing are just as strong as speaking and listening.” This illustrates that two should go hand in hand and function as a whole. The article took us on a journey explaining that if we as teachers must ensure that students can make the reading-writing connection as early as preschool. The article illustrated a number of benefits of teachers showing the interrelatedness of reading and writing with delivering instructions.
Moreover, to further elaborate on the importance of the reading-writing connection the article states that “just as readers construct meaning from text, so writers construct meaning in text.” We understood this statement to mean that when a reader is reading a story he or she gets a sense of what the writer is feeling, or wants his or her readers to walk away with. Likewise, when a writer writes, he or she is relaying some form of information or story that he or she wants their audience to get. Basically, the more you read your vocabulary is expanded as well as your mind, as it is being filled with ideas that can act as a guide when writing.
We found that a statement in the article which says that “students need to read like writers and writers like readers,” sparked a discussion. During our discussion we noted how helpful this would be for us as teachers in the classroom, if we were to instill this motto into our students and children. Just like the article we felt that students would surely become better readers and writers. To accomplish this goal, children must ask themselves two questions when reading and or writing (what does this writer mean? and will my readers now what I mean?).
The discussion of the article led us to the question what do readers and writers do? The article
mentioned a number of characteristics of proficient readers and writers which include; the reader interacts with letters and words to construct meaning and the writer starts with ideas or meaning and represents these in letters and words. Focusing on these two characteristics we were able to see the similarities of the proficient reader and writer. This similarity again signifies the close link between reading and writing.
In addition, the article continued to educate us about how using activities that illustrates the reading and writing link can be beneficial to the students. We realized that as untrained teachers in the system we short changed our students and now understand why students have difficulty writing and reading even as they enter the secondary system. If we were better equipped with the skills and knowledge of the reading and writing connection students’ writing would improve as their reading improve, better writers will produce more syntactically mature writing and these are just a few of the benefits that the reading-writing connection has to offer.
As we concluded our discussion on the article, we realize that even if reading and writing is being taught separately, we still need to note and emphasize on the reciprocity of them both. The article made us more knowledgeable as it gave many suggestions about activities and approaches that can be used in the classroom to demonstrate to students the specific links between reading and writing. The wealth of information in this article about the importance of the reading-writing connection, the benefits to students, approaches and activities that we as teachers can use has really change our attitudes towards the teaching of language arts. This change in attitude is mainly because based on the article we were short changing our students when it comes to the planning and delivering of instructions.
What is the Reading-Writing Connection?
What is the Reading-Writing Connection?
According to Gail Tompkins (2006), reading and writing have been traditionally thought of and taught as flip side of the coins – as opposites; “readers decoded or deciphered language and writers encoded or produced written language.” Researchers however, have increasingly noted the connections between reading and writing, identifying them as complementary processes of meaning construction involving the use of similar cognitive strategies. As we read through this portion of the passage, we were able to understand why and how reading and writing are connected. We also discovered that in order for inexperienced readers and writers to develop confidence and competence, they should be introduced to and be provided guided practice by more engaged and experienced readers and writers.
As we read further, we came across a statement by Jeff Wilhelm (2008) that states “once students learn how to read, and move through middle school, reading is still regarded as a passive act of receiving someone else’s meaning.” He further went on to state, that in proving that you “get it” that is, that you understand what was read, you correctly answer questions at the end of the text. We strongly agree that reading and writing don’t just happen. Experience readers and writers are active, not passive, productive, and not receptive. Experience readers are writers interact with language, thus creating a vivid picture in their heads. They also shape or twist language to produce the form they want. The article went on to state that whether we are in the role of the reader or writer, we make sense either of or with print. To do this prior knowledge is activated about the topic, genre or personal experiences, expectations and our contextual frames of reference (Tierney & Shanahan, 1991). After reading this information, we were engaged in a discussion recalling instances and examples of articles, stories that we read and explain how we were able to actively engage in constructing meaning from and with the texts. Additionally, we were able to understand that reading and writing are both acts of composing.
This information caused us to reflect on the writing process.
We were also given insight that reading and writing is a recursive process. This means that readers and writers go back in order to go forward. Throughout this process, readers and writers will go back for as long as it takes to get a better understanding or to figure out what they are reading or writing. This information brought clarity to our group members as to why one might not understand what they are reading and how to deal with such a situation. We gained an understanding also that readers and writers go back to go forward in attempting to respond to the text from a different perspective, or in trying to view the text through the author’s eyes. Martin Nystrand (1986) calls the relationship between readers and writers a condition of reciprocity. This simple means that both parties depend on each other’s understanding to ensure a meaningful interaction. As we read this we were able to see the interrelatedness of reading and writing.
Notably, researchers as well as our group members have agreed that reading and writing are both complex acts of critical thinking. For this reason, cognitive strategies are fundamental to the construction of meaning. These such strategies which by the way are not new to us includes planning and goal setting, tapping prior knowledge, asking questions and making predictions, constructing the gist, monitoring, revising meaning, reflecting and relating and evaluating. As we read about these strategies, we were able to recall instances of both being a teacher and a student teacher, many different situations in the classroom when these strategies were used.
In conclusion, this article was very useful as it gave us deeper insights on the reading and writing connection and how its interrelated. We were also able to see the similarities and common characteristics of both reading and writing. Reading this article also gave us a wealth of knowledge to
show student what experienced readers do when they compose and to provide them with guided practice to perform independent tasks in competence and confidence. Group members also decided to introduce students to the cognitive strategies that underlie reading and reading.
According to Gail Tompkins (2006), reading and writing have been traditionally thought of and taught as flip side of the coins – as opposites; “readers decoded or deciphered language and writers encoded or produced written language.” Researchers however, have increasingly noted the connections between reading and writing, identifying them as complementary processes of meaning construction involving the use of similar cognitive strategies. As we read through this portion of the passage, we were able to understand why and how reading and writing are connected. We also discovered that in order for inexperienced readers and writers to develop confidence and competence, they should be introduced to and be provided guided practice by more engaged and experienced readers and writers.
As we read further, we came across a statement by Jeff Wilhelm (2008) that states “once students learn how to read, and move through middle school, reading is still regarded as a passive act of receiving someone else’s meaning.” He further went on to state, that in proving that you “get it” that is, that you understand what was read, you correctly answer questions at the end of the text. We strongly agree that reading and writing don’t just happen. Experience readers and writers are active, not passive, productive, and not receptive. Experience readers are writers interact with language, thus creating a vivid picture in their heads. They also shape or twist language to produce the form they want. The article went on to state that whether we are in the role of the reader or writer, we make sense either of or with print. To do this prior knowledge is activated about the topic, genre or personal experiences, expectations and our contextual frames of reference (Tierney & Shanahan, 1991). After reading this information, we were engaged in a discussion recalling instances and examples of articles, stories that we read and explain how we were able to actively engage in constructing meaning from and with the texts. Additionally, we were able to understand that reading and writing are both acts of composing.
This information caused us to reflect on the writing process.
We were also given insight that reading and writing is a recursive process. This means that readers and writers go back in order to go forward. Throughout this process, readers and writers will go back for as long as it takes to get a better understanding or to figure out what they are reading or writing. This information brought clarity to our group members as to why one might not understand what they are reading and how to deal with such a situation. We gained an understanding also that readers and writers go back to go forward in attempting to respond to the text from a different perspective, or in trying to view the text through the author’s eyes. Martin Nystrand (1986) calls the relationship between readers and writers a condition of reciprocity. This simple means that both parties depend on each other’s understanding to ensure a meaningful interaction. As we read this we were able to see the interrelatedness of reading and writing.
Notably, researchers as well as our group members have agreed that reading and writing are both complex acts of critical thinking. For this reason, cognitive strategies are fundamental to the construction of meaning. These such strategies which by the way are not new to us includes planning and goal setting, tapping prior knowledge, asking questions and making predictions, constructing the gist, monitoring, revising meaning, reflecting and relating and evaluating. As we read about these strategies, we were able to recall instances of both being a teacher and a student teacher, many different situations in the classroom when these strategies were used.
In conclusion, this article was very useful as it gave us deeper insights on the reading and writing connection and how its interrelated. We were also able to see the similarities and common characteristics of both reading and writing. Reading this article also gave us a wealth of knowledge to
show student what experienced readers do when they compose and to provide them with guided practice to perform independent tasks in competence and confidence. Group members also decided to introduce students to the cognitive strategies that underlie reading and reading.
Chapter 1: The Reading Writing Connection by Richard Peck " Nobody but a Reader ever become a Writer"
Chapter 1: The Reading Writing Connection by Richard Peck " Nobody but a Reader ever become a Writer"
Upon completion of reading this article “The Reading Writing Connection” we found that the article was very useful and informative. It inspired in many ways, as a teacher in pursuit of becoming trained in the profession, It was found that the article highlighted ways that we as educators may aid children in becoming better readers and writers. It is felt that children should possess the knowledge of reading and writing connections in every element of their academics. It is also believed that it is the educator's role to expose students to that connection. The Reading- Writing Connection shows the relationship or the inter-relatedness between reading and writing.
Teachers or educators should expose children to quality literature for its aesthetic value and its influence on student writing. Students learn about being good writers by learning about good writing techniques, by hearing and loving the work of others before creating their own. According to Lucy Calkins(1994) states that the reading- writing connection begins when teachers and caregivers help children fall in love with a single poem, book or essay." Often children show interest by asking questions related to what was
read, which is why It is believed that a print rich and literature friendly classroom is effective in sustaining interest in reading and writing.
Serafini and Giorgis(2003, p.11) quotes an old saying " be careful what you read for that is how you will write: that saying has been proved true for in many instances, as one member of our group states, she recently started to write books and publish them online and it is only upon being influenced by a certain type of writing or event that her writing was based. The saying is taken and interpreted as saying what you read plays a huge influence in whatever is written.
Teachers can introduce writing by teaching students about mentor authors, the theory behind the mentor author in my view is that before authors became writers, they modeled or looked up to and read books of other authors. As a child, Judy Blume loved Betsy books by Maud Hart Lovelace, Cullinan & eiss (1980 states that Judy Blume would daydream about each book and make up her own stories about Betsy. This is evidence that children need to be frequent readers, in doing so they adapt perspectives of other writers which they can imitate. In the Reading Writing Connection, it is important to note that books are written for an intended purpose for a particular audience. We agree that one should consider the audience when writing, as it helps the writer to focus on many elements of writing. Teachers should guide reading in such a way that questions about how the writing was
done is revealed.
The use of notebooks we found are important as these are and can be used in initiating writing and reading. Notebooks are good for recording, ideas, words and feelings, students should feel compelled to write in their notebooks about whatever they are feeling. A notebook guides good writing skills, the more one writes the better a writer and reader that individual becomes, through expression,tone and words.
Genres are equally important in teaching the Reading Writing Connection, they relate to the different styles of writing, some writers model the styles of writers consciously and unconsciously as they begin writing.
We found that it is fundamentally important to note that literature is essential for the development of new vocabulary, by listening to others read. As students read a wide variety of literature it becomes evident that they are able to express themselves and their writing relating to these literature, such as folktales, fairy tales, poems, rhymes,realistic fiction and nonfiction. These children and writers are able to develop stories based on these, which helps with knowing how and when to end stories, use of plots, characters and patterns. We also agree that picture books are essential in making reading writing connections, because the writing of the stages of students are so different, the use of picture books is also as effective as novels as students and readers can see the use of illustrations and to view writing styles.
To this end, this reflection on the Reading- Writing Connection, we adapt the protocol that, suitable reading material when used effectively in the school's curriculum can be effective in helping to show students the connection between reading and writing and thus making reading and writing fulfilling to students.
Upon completion of reading this article “The Reading Writing Connection” we found that the article was very useful and informative. It inspired in many ways, as a teacher in pursuit of becoming trained in the profession, It was found that the article highlighted ways that we as educators may aid children in becoming better readers and writers. It is felt that children should possess the knowledge of reading and writing connections in every element of their academics. It is also believed that it is the educator's role to expose students to that connection. The Reading- Writing Connection shows the relationship or the inter-relatedness between reading and writing.
Teachers or educators should expose children to quality literature for its aesthetic value and its influence on student writing. Students learn about being good writers by learning about good writing techniques, by hearing and loving the work of others before creating their own. According to Lucy Calkins(1994) states that the reading- writing connection begins when teachers and caregivers help children fall in love with a single poem, book or essay." Often children show interest by asking questions related to what was
read, which is why It is believed that a print rich and literature friendly classroom is effective in sustaining interest in reading and writing.
Serafini and Giorgis(2003, p.11) quotes an old saying " be careful what you read for that is how you will write: that saying has been proved true for in many instances, as one member of our group states, she recently started to write books and publish them online and it is only upon being influenced by a certain type of writing or event that her writing was based. The saying is taken and interpreted as saying what you read plays a huge influence in whatever is written.
Teachers can introduce writing by teaching students about mentor authors, the theory behind the mentor author in my view is that before authors became writers, they modeled or looked up to and read books of other authors. As a child, Judy Blume loved Betsy books by Maud Hart Lovelace, Cullinan & eiss (1980 states that Judy Blume would daydream about each book and make up her own stories about Betsy. This is evidence that children need to be frequent readers, in doing so they adapt perspectives of other writers which they can imitate. In the Reading Writing Connection, it is important to note that books are written for an intended purpose for a particular audience. We agree that one should consider the audience when writing, as it helps the writer to focus on many elements of writing. Teachers should guide reading in such a way that questions about how the writing was
done is revealed.
The use of notebooks we found are important as these are and can be used in initiating writing and reading. Notebooks are good for recording, ideas, words and feelings, students should feel compelled to write in their notebooks about whatever they are feeling. A notebook guides good writing skills, the more one writes the better a writer and reader that individual becomes, through expression,tone and words.
Genres are equally important in teaching the Reading Writing Connection, they relate to the different styles of writing, some writers model the styles of writers consciously and unconsciously as they begin writing.
We found that it is fundamentally important to note that literature is essential for the development of new vocabulary, by listening to others read. As students read a wide variety of literature it becomes evident that they are able to express themselves and their writing relating to these literature, such as folktales, fairy tales, poems, rhymes,realistic fiction and nonfiction. These children and writers are able to develop stories based on these, which helps with knowing how and when to end stories, use of plots, characters and patterns. We also agree that picture books are essential in making reading writing connections, because the writing of the stages of students are so different, the use of picture books is also as effective as novels as students and readers can see the use of illustrations and to view writing styles.
To this end, this reflection on the Reading- Writing Connection, we adapt the protocol that, suitable reading material when used effectively in the school's curriculum can be effective in helping to show students the connection between reading and writing and thus making reading and writing fulfilling to students.
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