1 / 16

Reciprocity : Teaching writing to become a better reader… …and vice-versa

Reciprocity : Teaching writing to become a better reader… …and vice-versa. Amanda Blanco TBAWP 2011 Pasco Writes Well. Are you a WRITER or a READER?. Write a short piece identifying yourself as either a WRITER or a READER. Which did you connect with first?

preston-mccoy
Télécharger la présentation

Reciprocity : Teaching writing to become a better reader… …and vice-versa

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Reciprocity: Teaching writing to become a better reader… …and vice-versa Amanda Blanco TBAWP 2011 Pasco Writes Well

  2. Are you a WRITER or a READER? • Write a short piece identifying yourself as either a WRITER or a READER. • Which did you connect with first? • Why are you more attracted to that facet of language? • Why are you more hesitant toward, or doubtful of your skills perhaps, in the other?

  3. Why Writers Should Read • “My advice is so basic. Number one: Read…I’m not convinced someone wants to be a writer if they don’t read…Reading is the nourishment that lets you do interesting work. To be reading good things. I feel that you should be reading what you want to write. Nothing less.” Jennifer Egan Winner of the 2011 Pulitzer Prize for Fiction

  4. Why Readers Should Write • “Expressive writing enabled the students to see relationships, connections, and ideas that were once elusive and abstract. By writing, students were able to organize their thinking on paper and were in a better position to understand another writer's organization of an idea. This is what reading comprehension is all about. To enhance the transfer of learning between reading and writing classes, students should see the connection between what an author is saying and what the writer wants to say.” Carmen Collins The Use of Writing to Improve Reading Comprehension

  5. The Melding of Two Universes

  6. Why Teach Both Together • “Reading and writing require knowledge of many of the same features of written language, such as letter sound relations, print format, vocabulary, and syntax; and, they depend upon many of the same cognitive processes, including purpose-setting, self-awareness of success, use of different sources of information, and so on. Instruction should emphasize, and take advantage of, the knowledge and process sharing that can take place across reading and writing.” Timothy Shanahan Reading and Writing Together: New Perspectives for the Classroom

  7. Goals (Aim, objective, whatever you prefer) To improve efficiency of writing and reading lessons To save instructional time To create for students a deeper awareness of the processes of written language through “double practice”

  8. Activities that Promote Reading and Writing From Kylene Beers: Before: Probable Passage During: Double Entry Journals After: Text Reformation From Shanahan: Group Conferences Revising From Another Perspective Reading and Writing as Role Playing

  9. Before Reading Strategy:Probable PassageExample • Beast at bay • Chateau • Jungle • Hunt • General • Cannibals • Pistol • Ship Trap

  10. Before Reading Strategy:Probable PassageYou try with your group • Carnival • Retribution • Connoisseur • Catacombs • Wine • Palazzo • Injury • Nobleman

  11. During Reading Strategy:Different Perspectives • Read the passage from Night. • Rewrite this story from the perspective of someone else in the area, perhaps from a guard, another prisoner, or maybe even that lone prisoner himself.

  12. After Reading Strategies with Writing Focus: Text Reformation Facebook/Text Talk ShrinkLit Children’s Book Extending the Story Write a Prequel/Sequel New Ending

  13. Students bring piece of writing to share (personal or professional). • Students read their pieces aloud. • After each student reads the teacher/group leader asks three questions: • What was the piece about? (Main Idea) • What did you like about the piece? • Do you have any comments, questions, or suggestions for the author? Writer’s/Reader’s Workshops

  14. BRAINSTORM What Before Reading, During Reading, or After Reading activities that involve writing have you used in your classroom? Share at your table and fill in the box on your worksheet.

  15. If there's a book you really want to read, but it hasn't been written yet, then you must write it.  ~Toni Morrison Reading is the creative center of a writer's life.--Stephen King You wouldn’t be a writer if reading hadn’t enriched your soul more than other pursuits. ~Anne Lamott Some Final Thoughts

  16. References Beers, G. Kylene. When Kids Can't Read, What Teachers Can Do: a Guide for Teachers, 6-12. Portsmouth, NH: Heinemann, 2003. Print. Collins, Carmen. "The Use of Writing to Improve Reading Comprehension." Annual Meeting. National Council for the Teachers of English. Boston, MA. 20 Nov 1981. Speech. Dilworth, Dianna. "Jennifer Egan Gives Writing Advice: Read-GalleyCat." Mediabistro.com. WebMediaBrands, Inc., 29 Apr. 2011. Web. 14 June 2011. Durukan, Erhan. "Effects of Cooperative Integrated Reading and Composition (CIRC) Technique on Reading-Writing Skills.” Educational Research and Reviews 6 (2011): 102-09. Print. Shanahan, Timothy. Reading and Writing Together: New Perspectives for the Classroom. Norwood, MA: Christopher-Gordon, 1990. Print.

More Related