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D. J. H E N R YS P E A K I N G A B O U T E N G L I S H
P E A R S O N W E B I N A RA P R I L 4 , 2 0 1 4
Integrated Reading and Writing
Reading and Writing
May be integrated as a communication cycle, but are not simultaneous:
Reader comprehends and responds to writer
Writer sends information Reader receives information
Inferring and Implying Meaning as Readers and Writers
Inferring and Implying Ideas
Shared Cognitive Behaviors of Readers and Writers
Occur in phases: Before, During, and After Questioning Predicting/Inferring Clarifying Making Connections Re-reading/Revising Visualizing Summarizing
Integrated Reading/Writing Builds on Our Existing Sound Pedagogies
Reading to Learn: Build and Expand Prior Knowledge
Ideas Language Structure Connections among Text, World, Other Texts, and Self
Writing to Learn: Deepen and Share Knowledge Ideas Model Language and Structure Connections among text, world, other texts, and self Self-Assess (Metacognition) Prove Mastery
Reader Response: Writing in Response to Reading
Integrated Reading and Writing to Learn
Reading/Writing JournalsFostering Metacognition
What do I already know (prior knowledge)? What do I need to know? What confuses me? What have I learned?
Think-aloud (Verbal and Written) Description of the mental process one goes through to
make meaning — “eavesdropping on someone’s thinking”
Strategy for monitoring and repairing comprehension
Think-Alouds Foster Reading Comprehension
Screenshot Source: Wilhelm, Jeffery D. “Navigating Meaning: Using Think-Alouds to Help Readers Monitor Comprehension.” National Writing Project. March 2003. 1 April 2014. <http://www.nwp.org/cs/public/print/resource/495>.
Think-Aloud Prompts: Reading Comprehension
Predictions “I’m guessing that ___ will happen next.” “I bet that....” “I wonder if...” “I think this piece will be about…” “I
imagine the author believes...” “I think the tone of this piece will be...”
Personal Connections “This is like...” “This reminds me of ...” “This could help me with...” “This is helping me with/to think about/to
make plans for...”
Text Connections “This agrees/disagrees with…” “What have I read that supports this idea?” What have I read that offers an
opposing view?”
Visualize “In my mind’s eye,…” “I imagine…” “I see...” or “I have a picture of…”
Clarify (Monitor Comprehension) “This is (not) making sense because...” “This is (not) what I expected because...” “This connects (or doesn’t) to
what I already read/already know because...”
Address/Repair Confusion “Maybe I’d better...” “Something I could do is...” “Since I don’t understand this word, a good strategy would be
to....” “First I saw, but now I see....” “What I thought this was about no longer makes sense because...” “I need to revise my thinking by...” “Maybe I need to consider...”
Source: “Prompts that Guide Students to Use General Reading Strategies.” Scholastic. 3 April 2014. <http://www.scholastic.com/teachers/article/collateral_resources/pdf/r/reading_bestpractices_comprehension_promptsthatguide.pdf>.
Write-Aloud Prompts
Question “Who is my audience?” “I am thinking about writing a _______ about ________ because...”
Predict/Infer My audience needs to know…” “The best way to organize details may be…” “The most appropriate tone to use
is…”
Clarify “To brainstorm ideas, I...” “Which words best reveal my meaning?”
Visualize “I used a _____ concept map because…” “Which similes or metaphors would help me make my point?”
Summarize “What is my main idea or central point?”
Making Connections “How does this information relate to the world?” “Why should this audience know about this information?” What
have I read that supports this information?” “What might be some reasonable opposing views to my ideas?
Other Possible Prompts “I chose the title ______ because...” “I decided to begin my piece with _______ because...” “My tone is _____
because...” “I revised ________ because....” How did my brainstorming help generate details? How did my brainstorming help me organize ideas? When during the writing process did I provide transitions?
Think-Alouds Foster Writing: Write Alouds
Screenshot Source: “Strategy Guide: Write Alouds.” readwritethink.org. IRA/NCTE. 1 April 2014. <http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html>.
Integrated Reading/Writing: Reader Response
Summary: Connects Text to Author Usually Formal and Third Person
Personal Response: Connects Text to Me Usually Informal and First Person
Critical Response: Connects Text to World Text to Other Texts Usually Formal and Third Person
Strategy for Writing a Summary1. Delete
Unnecessary materialRepetitive material
2. Condense
A word to replace a listA word to replace individual parts of an action
3. State
Topic sentence
OR
4. Create
Topic sentence if not stated
Strategy for Writing a Summary
A Reader’s Prediction Questions
A Writer’s Prediction Questions
What is the writer’s main point?
What is the writer’s purpose?
Who is the writer’s intended audience?
What is the significance of this information?
What supports will the writer provide?
How will the writer organize the ideas?
Who needs to know this information?
What is my purpose for writing?
Why is this information significant?
What is the main point I want to make?
What details will best support my idea and interest my audience?
How should I organize my ideas?
Predictions and Evidence:Questions and Answers
Predictions and Evidence:Questions and Answers
Reading-Writing Activities: The Big Picture
Dear Editor Cover LetterReading-Writing Holistic RubricReading-Writing Individual Study PlanA Reading-Writing Strategy: Self-Assessment
Reading-Writing: Teaching Approaches
Reciprocal Teaching StepsReciprocal Teaching-Learning LogStrategy for Writing a SummaryThink-Pair-ShareThink-Aloud Prompts for Readers and Writers
Reading-Writing Strategies
Cornell Two-Column NotesConcept Word MapKWL NotesPredictions and Evidence: Questions and
AnswersReading-Writing Cause/Effect Concept MapReading-Writing Comparison/Contrast
Concept MapReview-Revise Feedback Log
The Most Vital Element
You, the classroom teacher! EnthusiasmCompassionExpectationsEngagementIntellectual Models
Resources