Reading and Writing in the Reading and Writing in the Primary Classroom:Primary Classroom:

Making the Connection Making the Connection VisibleVisible

Connie DierkingConnie Dierking

IRA, 2008IRA, 2008

Marie Clay says…Marie Clay says…

What is learned in beginning readingWhat is learned in beginning reading

overlaps with, and informs, what is overlaps with, and informs, what is

being learned in beginning writing if it being learned in beginning writing if it

is allowed to do so. Learning to writeis allowed to do so. Learning to write

contributes to the building of almostcontributes to the building of almost

every new kind of inner control needed every new kind of inner control needed

to become a successful reader.to become a successful reader.

So what is being learned?So what is being learned?

Oral LanguageOral Language

SpellingSpelling

ReadingReading

WritingWriting

Oral LanguageOral Language

Proficiency in oral language provides Proficiency in oral language provides children with a vital tool for thought. children with a vital tool for thought. Without fluent and structured oral Without fluent and structured oral language, children will find it very language, children will find it very

difficult to think.difficult to think.

Jerone Brunner (1983)Jerone Brunner (1983)

SpellingSpelling

Over the years, examinations of Over the years, examinations of children’s spellings have provided children’s spellings have provided strong support for the relatedness of strong support for the relatedness of reading and writing. The two subjects reading and writing. The two subjects should be taught in a more integrated should be taught in a more integrated fashion.fashion.

(Ehri, 1980, 1997;Gill, 1989; Invernizzi, 1992;Juel, (Ehri, 1980, 1997;Gill, 1989; Invernizzi, 1992;Juel, Griffith & Gough, 1986; Zutell & Rasinski, 1989)Griffith & Gough, 1986; Zutell & Rasinski, 1989)

ReadingReading

The texts we read will never be The texts we read will never be complete until a reader of whatever complete until a reader of whatever age takes that book and brings to it age takes that book and brings to it his or her own story.his or her own story.

Katherine PatersonKatherine Paterson

WritingWritingWriting is the foundation of reading; Writing is the foundation of reading;

It may be the most basic way to learnIt may be the most basic way to learn

about reading. When writer’s read, about reading. When writer’s read,

They use insight they have acquired whenThey use insight they have acquired when

they compose. When students write,they compose. When students write,

They learn how reading is put togetherThey learn how reading is put together

because they do it. They learn thebecause they do it. They learn the

essence of print. essence of print.

Jane HansenJane Hansen

What I think, I can say.What I say, I can write.What I write, I can read.

What does Franklin’s writing What does Franklin’s writing tell us about him as a tell us about him as a

writer?writer? Concept of wordConcept of word Knows one sight wordKnows one sight word Can draw representationallyCan draw representationally Left to rightLeft to right Tells a story in his sketchTells a story in his sketch Attempt at temporary spellingAttempt at temporary spelling

What does Franklin’s writing What does Franklin’s writing tell us about him as a tell us about him as a

reader?reader? Understands the importance Understands the importance

of the illustration.of the illustration. Some letter/sound correspondenceSome letter/sound correspondence Reads through a wordReads through a word Left to rightLeft to right Print conveys a messagePrint conveys a message

Reading BehaviorsReading BehaviorsLevel 13-15Level 13-15 Rereads and self-correctsRereads and self-corrects Reads with fluencyReads with fluency Integrates a balance of sources Integrates a balance of sources

of informationof information Monitors for meaningMonitors for meaning Demonstrates fluent phrasing Demonstrates fluent phrasing

of longer passagesof longer passages Uses a repertoire of graphophonic Uses a repertoire of graphophonic

strategies to problem solve through textstrategies to problem solve through text

TextText Sentences are longer, varied, Sentences are longer, varied,

more complexmore complex Stories are longer and are more literaryStories are longer and are more literary Illustrations provide moderate supportIllustrations provide moderate support Characters are memorableCharacters are memorable Many possibilities for comparison with Many possibilities for comparison with

other textother text More complex and unfamiliar vocabularyMore complex and unfamiliar vocabulary Themes are varied and sophisticatedThemes are varied and sophisticated Dialogue starts to appear more regularly.Dialogue starts to appear more regularly.

Activities to Support the AcquisitionActivities to Support the Acquisition

of the Alphabetic Principle Throughof the Alphabetic Principle Through

Reading and WritingReading and Writing

The Basis for Creating the The Basis for Creating the Writing/ReadingWriting/Reading

Connected ClassroomConnected Classroom Oral StorytellingOral Storytelling Mirroring WorkshopsMirroring Workshops

Mini-lessonsMini-lessonsPartnershipsPartnershipsConferringConferringSmall GroupSmall Group

Read AloudRead Aloud

Oral StorytellingOral Storytelling

One morning when we were One morning when we were doing poetry Mrs. Green’s class doing poetry Mrs. Green’s class came into our room. They came into our room. They were holding little cups of were holding little cups of spaghetti. We were so spaghetti. We were so surprised. They said, “Mama surprised. They said, “Mama mia!” We ate the spaghetti.mia!” We ate the spaghetti.

Mirroring WorkshopsMirroring Workshops

Mini-lessonsMini-lessonsOperationalOperational

Print AwarenessPrint Awareness

FoundationalFoundational

CraftCraft

Print AwarenessPrint Awareness

Three Ways of ThinkingThree Ways of Thinking Around Text Around Text

Thinking Within the TextThinking Within the Text

Thinking Beyond the TextThinking Beyond the Text

Thinking About the TextThinking About the Text

Fountas and Pinnell, Fountas and Pinnell, Teaching for Comprehending and Teaching for Comprehending and FluencyFluency, 2006, 2006

Small Group InstructionSmall Group Instruction

Phonemic Awareness

WritingWriting ReadingReading

Segments words into individual sounds.Segments words into individual sounds. Segments words into individual sounds.Segments words into individual sounds.

Moves letters to represent identified sounds.Moves letters to represent identified sounds. Positions mouth to read identified sounds.Positions mouth to read identified sounds.

Writes with letter/sound correspondence.Writes with letter/sound correspondence. Reads with letter/sound correspondence.Reads with letter/sound correspondence.

Phonics

WritingWriting ReadingReading

Recognizes and writes all letter names and sounds.Recognizes and writes all letter names and sounds. Reads letters according to identified sounds.Reads letters according to identified sounds.

Writes with beginning, medial, and final consonant Writes with beginning, medial, and final consonant sounds.sounds.

Reads through the entire word.Reads through the entire word.

Writes using blends and digraphs.Writes using blends and digraphs. Reads words containing blends and digraphs.Reads words containing blends and digraphs.

Writes using vowels.Writes using vowels. Reads vowels correctly.Reads vowels correctly.

Effective teachers will recognize wheretheir students are in reading andwriting development and will tailorinstruction accordingly. Louisa C. Moats, 1999

There is a strong empirical evidenceThat a reader’s awareness of text structure is highly related to textcomprehension. Kameenui, 2005

Let’s Do the Hokey Pokey!Let’s Do the Hokey Pokey!

Reading and Writing:Reading and Writing: Are constructive processessAre constructive processess Share similar kinds of knowledgeShare similar kinds of knowledge When taught together, improve When taught together, improve

achievement, foster communication, and achievement, foster communication, and lead to outcomes lead to outcomes not attributable to either process alone.not attributable to either process alone.

J. David CooperJ. David Cooper

That’ s what’s all about!That’ s what’s all about!

Thank You!

Connie Dierking Palm Harbor,

Florida mcdierking@aol.com